[Footnote 24] {278} on Spain in America, was one of the earliest American students of history to realize how much of injustice had been done by the ordinarily accepted notions of Spanish-American history that are common in English-speaking countries. In his chapter on "The Transmission of European Culture," which is a vindication of Spanish-American intellectual achievements, Professor Bourne proceeds to inst.i.tute comparisons between what was done in Spanish and in English America in the early centuries for education and intellectual development, and constantly to the disadvantage of the English-speaking countries. He said:

[Footnote 24: Harpers, New York.]

"Not all the inst.i.tutions of learning founded in Mexico in the _sixteenth century_ can be enumerated here, but it is not too much to say that in number, range of studies and standards of attainments by the officers they surpa.s.sed anything existing in English America _until the nineteenth century_. (Italics ours.) Mexican scholars made distinguished achievements in some branches of _science, particularly medicine_ and surgery, but pre-eminently linguistics, history and anthropology. Dictionaries and grammars of the native languages and histories of the Mexican inst.i.tutions are an imposing proof of their scholarly devotion and intellectual activity. Conspicuous are Toribio de Motolinia's '_Historia de las Indias de Nueva Espana,'_ Duran's '_Historia de las Indias de Nueva Espana,'_ but most important of all Sahagun's great work on Mexican life and religion." Most of these works were written after the close of Columbus' Century, but the ground had been prepared for them and some of the actual acc.u.mulation of facts for them begun in our period. They followed as a natural development out of the scholarly interests already displayed in the first half of the sixteenth century.

Perhaps the most interesting feature of Spanish-American development of education is the fact that its first landmark is a school for the education of Indians. Not a few of the Spaniards who came to Mexico in the first half of the sixteenth century had enjoyed the advantage of a university education. As their children grew up they felt like sending them back to Spain for university education, and many were {279} so sent. The need for the education of the Indians was recognized early, however, and in 1535 the College of Santa Cruz in Tlaltelolco, the quarter of the City of Mexico reserved for the Indians, was founded under the patronage of Bishop Zumarata. Among the faculty were, as might be expected, graduates not only of Salamanca, the great Spanish university of the time, but also of the University of Paris, which was at this period the leading university of the world. It is interesting to realize that these professors did not consider that they were fulfilling their whole duty by teaching alone, but also devoted themselves faithfully to what many have come to look upon apparently as a modern development of university life, the duty of investigating and writing. This is the real index of the vitality of a university and the sincerity of its professors. Among the teachers of Santa Cruz were such eminent scholars as Bernardino de Sahagun, the founder of American anthropology, and Juan de Torquemada, himself a graduate of a Mexican college, whose _"Monarquia Indiana"_ is a great storehouse of facts concerning Mexico before the coming of the whites, containing many precious details with regard to Mexican antiquity.

Just as Columbus' Century was closing, arrangements were made for the organization of two universities in Spanish America--the one in Mexico City and the other in Lima, Peru. They received their royal charters the same year, 1551, but besides the granting of their charters a definite amount of the Spanish revenues was set aside by the Crown as a government contribution to their support. It seems worth while to note that such encouragement on the part of the English Government for an inst.i.tution of learning in the American colonies a full century, or even two, later than this would have been quite out of the question.

Whatever the English colonists did for education they had to do for themselves. There was no aid and not even sympathy with their efforts.

English universities for several centuries refused to recognize American universities as on a par with them, and rightly, for their standards were too low, though it is an extremely interesting commentary on the educational situation in America, and especially on the usually accepted {280} notions as to the relative significance of Spanish and English education here, that both the University of Lima and of Mexico came to be recognized during the sixteenth century as sister inst.i.tutions of learning not only by Salamanca and the other Spanish universities, at this time among the best inst.i.tutions of learning in Europe, but also by the other university of Europe, whose prestige was the highest, that of Paris. There was a certain interchange of professors among them, though this was not formally organized, and graduates of Salamanca and Paris taught at both Mexico and Lima. Students from these American universities were accorded their American ratings and allowed to proceed with their work on an equality with European university men, a privilege scarcely accorded to English-American university students even yet.

The scholars of the Old World were quite well aware that the New Learning was penetrating into the Western Hemisphere and were proud to think that the humanities were being cultivated beyond the Western ocean. Before the end of Columbus' Century, Marcantonio Flaminio, whom Sandys in his "Harvard Lectures on the Revival of Learning" calls the purest of the Latin poets of the age, a man who was a great friend of Vittoria Colonna, in sending to Cardinal Alessandro Farnese a volume of Latin poems by the scholars of Northern Italy, a.s.sures the Cardinal that France and Spain and Germany and distant Brittany would do honor to those Latin muses, and that even the New World would share in admiration for them. As he puts it: "Those on whom the light of dawn arises when the skies of Italy are wrapped in darkness will devote their nights and days to the study of the Latin poets of Italy."

"For strange to tell, e'en on that far-off sh.o.r.e Doth flourish now the love of Latin lore."

The newly created Universities of Mexico and Lima developed during the half century following Columbus' Century into full-fledged inst.i.tutions of learning amply deserving the name university. Lectures in medicine were delivered in {281} Mexico in 1578, and a full medical faculty was organized before the close of the century. Our first school of medicine in English America did not come into existence for fully two centuries later. More than half a century before this, however, special care had been exercised by the Spanish authorities to prevent the exploitation of the Spanish colonists or the Indians by pretenders to knowledge in medicine. As early as 1527 strict medical regulations were drawn up by the munic.i.p.al council of the City of Mexico, granting the license to practise medicine only to those who showed the possession of a university degree in medicine. Even earlier than this arrangements had been made for the regular training of barber surgeons, so that injuries and wounds of various kinds might be treated promptly as well as properly, so that even the poorer cla.s.ses might have the benefit of some regular training in those whose ministrations they could afford to pay for. A pure-drug ordinance, regulating the practice of the apothecaries, was issued as early as 1529. It was practically only in our own time that similar regulations were adopted in this country.

Standards in university teaching were well maintained. Post-graduate work was literally post-graduate work, and students might take up the study of medicine or of law or of divinity only after having made proper preliminary studies in the undergraduate departments of the university. The Spanish-American universities received a charter not only from the Spanish crown, but also from the Pope. The formal t.i.tle of the University of Mexico was the Pontifical University of the city.

The Papal charter was sought because it was the only way to secure an international value for academic degrees, for the Papacy was the international authority of the time. Papal charters for the universities, however, were granted only on condition that standards should be maintained. There are any number of these Papal university charters extant which emphasize this necessity. On the establishment of a new university the professors had to be graduates of well-recognized, authoritative universities, in which the examinations were held in oath-bound secrecy, in order {282} to a.s.sure as far as possible absolute fairness and the maintenance of standards. The course of studies and the length of time for them had to be arranged in accordance with the standards of older universities.

[Ill.u.s.tration: t.i.tLE PAGE OF LETTER OF COLUMBUS (BASEL, 1494)]

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[Ill.u.s.tration: PAGE FROM THE LETTER OF COLUMBUS (BASEL, 1494)]

{284}

The Spanish-American universities had the advantage of being closely in touch with the European universities, and as a consequence had taken their traditions direct from them. Papal university charters, as a rule, required explicitly that there should be three years of university work before medicine or other graduate work might be taken up, and then four years of medicine before the degree of doctor would be granted. Even after this, according to the Italian laws of the thirteenth and fourteenth centuries, the practice of medicine must not be begun by the graduate until he had spent a year in practice with an experienced physician. This is the year of hospital work that we are now trying to introduce into the medical schools as a requirement and which is taken, but voluntarily, by most of those who are seriously interested in their professional studies. The preliminary requirements, that is, such formal academic preparation for the study of medicine as makes it possible for a young man to take up the subject and properly benefit by it, have only become obligatory by law in very recent years here in America, and that to a very limited degree.

The letter written to the Munic.i.p.al Council of his native city, Seville, by Dr. Chanca, who accompanied Columbus on his second expedition, shows the thoroughly scientific interest and the acute powers of observation of the Spanish physicians of this time. This is unquestionably the first written doc.u.ment about the flora, the fauna, the ethnology and the anthropology of America. Dr. Fernandez de Ybarra published in the _Journal_ of the American Medical a.s.sociation, September 29, 1906, some abstracts from this letter which show that these expressions are justified by its contents and are not mere enthusiastic terms for rather commonplace observations. Chanca described in detail woods of various kinds, fruit, spices, plants such as cotton, the birds and animals, and above all the customs, appearance and mode of living of the inhabitants. He gives in detail their slave-making and cannibalistic tendencies. There was nothing that escaped Chanca's observation. He found turpentine, tar, nutmegs, ginger, aloes, though he noted that the aloes were not the same kind as those in Spain (Barbadoes aloes are still {285} considered inferior), cinnamon, cloves, mastic and many other things. He notes the food of the inhabitants, their mode of working, the absence of iron, yet the well-made implements, the presence of gold in many places, describes the climate of the country and gives important details with regard to its meteorology.

Dr. Chanca had been the physician to their majesties, and he gave up not only this position, but a large and lucrative practice in order to become the physician of the colonies. It is princ.i.p.ally through him that we have any account of Columbus' second voyage. This second voyage was, of course, very different from the first and carried a thousand five hundred persons, among them many of the n.o.bility who had recently been in the wars with the Moors and who were looking for new conquests in America. They were restless and hard to manage, negligent and rash, they tasted many things without due care and succeeded in poisoning themselves on a number of occasions, they caught the fevers of the country and only for the presence of Dr. Chanca it is very probable that most of them would have perished. Columbus, who thought that he owed him his life, praises him highly in a letter to the Sovereigns, asking permission to pay him special fees in addition to the salary and rations which he was allowed as _scrivener_ in the Indies. His letter and the estimation in which he was held at the time is the best possible evidence of the standard of attainments of the Spanish physicians of Columbus' Century.

One of the memorable products of American scholarship during Columbus'

Century, that must not be pa.s.sed over without mention here, is Garcilaso de la Vega, the historian of Peru, born in our period, though he did his work afterwards. He was the son of a daughter of the Incas, the reigning family in Peru when the Spaniards came, and owed to his mother the suggestion of writing a history of his ancestors and their land. He travelled over the country consulting the old inhabitants, the princ.i.p.al among whom were relatives through his mother and his father was the Spanish Governor of Cuzco, one of the few Spanish governors, be it said, who did not die a violent death.

Garcilaso was then in an {286} excellent position to gather all the details of the story, yet without prejudice against the Spaniards. As he spent his life after the age of twenty mainly in Europe, his opportunities for thorough understanding of all the conditions were complete. His work is of a great historic value, and indeed is the foundation of all that we know of old Peru. It has been translated into all the modern languages.

Besides this attention to the higher education and to the education of the Indians, popular education was cared for sedulously and, above all, the Indians were instructed in the use of their hands, in the arts and crafts, and in every way that would make them useful, happy citizens. The contrast between English America and Spanish America in this matter is rather striking and has been emphasized by Professor Bourne in the chapter of his book to which we have already referred.

He said:

"Both the crown and the Church were solicitous for education in the colonies, and provisions were made for its promotion on a far greater scale than was possible or even attempted in the English colonies. The early Franciscan missionaries built a school beside each Church and in their teaching abundant use was made of signs, drawings and paintings. The native languages were reduced to writing, and in a few years Indians were learning to read and write.

Pedro de Gante, a Flemish lay brother and a relative of Charles V, founded and conducted in the Indian quarter in Mexico a great school, attended by over a thousand Indian boys, which combined instruction in elementary and higher branches, the mechanical and fine arts. _In its workshops the boys were taught to be tailors, carpenters, blacksmiths, shoemakers and painters."_ (Italics ours.)

Almost needless to say it is only in quite recent years that we have awakened to the necessity for such teaching for our Indians and, may it be added, for the poorer cla.s.ses of our population generally.

[Ill.u.s.tration: HOSPITAL, MEXICO (FOUNDED BEFORE 1524)]

[Ill.u.s.tration: HOSPITAL, MEXICO (ANOTHER VIEW)]

The printing press early found its home in America, and even during Columbus' Century quite a number of books were published in the Spanish-American countries. It is often said that the first book printed in America was the {287} Ma.s.sachusetts Bay Psalm Book, issued, I believe, in 1638, but of course this was long antic.i.p.ated in Mexico and in South America. In this, as in many other of the details of Spanish-American culture. Professor Bourne has given authoritative information. He said:

"The early promoters of education and missions did not rely upon the distant European presses for the publication of their manuals. The printing press was introduced into the New World probably as early as 1536, and it seems likely that the first book, an elementary Christian doctrine called 'La Escala Espiritual' (the ladder of the spirit), was issued in 1537. No copy of it, however, is known to exist. Seven different printers plied their craft in New Spain in the sixteenth century. Among the notable issues of these presses, besides the religious works and church service works, were dictionaries and grammars of the Mexican languages, Pufa's 'Cedulario' in 1563, a compilation of royal ordinances, Farfan's 'Tractado de Medicina.'"

An enduring and very striking monument of the humanitarian progress made in Spanish America at this time in medicine is a hospital that still stands in the City of Mexico. It was built originally by Cortes and endowed by him, and his descendants still appoint the superintendent and have much to do with the support of the hospital.

It was erected in 1524, and it might well be thought that at any such early date as this it would be a very rude structure and the surprise would be that it is still standing. Miss Nutting and Miss Dock, however, in their "History of Nursing," have given two pictures of it, both of which we reproduce here, and which show that it was a beautiful hospital building and quite worthy of the great beginnings that were made in other ways in Mexican educational and humanitarian progress. The pretty courtyard and porticoes were eminently suitable for the changeable climate of Mexico, and the whole building is a monument of Spanish culture as well as Spanish charity. [Footnote 25]

[Footnote 25: The surprise inevitable for many at finding that such a handsome hospital was erected at this time will be tempered by recalling that this is the period when some of the most beautiful hospitals in the world were erected. (See the chapter on Social Work and Workers.) Besides they began very early to erect beautiful buildings in Mexico City. The University Buildings, the Cathedral and other public buildings were worthy of the fine traditions of architecture prevalent in Europe and especially in Spain at this time.]

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Champlain, the French navigator, having visited the City of Mexico before the end of the sixteenth century, said of it: "But all the contentment I felt at the sight of things so agreeable (the beautiful natural scenery) was but little in comparison with that which I experienced when I beheld the beautiful City of Mexico, which I did not suppose had such superb buildings with splendid ample palaces and fine houses and the streets well laid and where are seen the large and handsome shops of the merchants full of all sorts of every kind of merchandise."

Nor must it be thought that Mexico was the only progressive part of Spanish America so early in our history. Indeed, so much had been accomplished in the Panama region by the end of Columbus' Century that, when Sir Francis Drake raided the place some twenty years later, the bank of the Chagres River was lined with warehouses, there was a handsome monastery and beautiful church, and there were many houses of stone decorated with carvings of many kinds, the residences of the Governor and the royal officials. When the flow of the Chagres was arrested in order to make the Gatun dam for the Panama Ca.n.a.l, all vestiges of this disappeared, though the church was practically the only building of any importance then standing. It showed by the charm of its architecture and its interesting carvings how high had been the culture and how good the taste of the builders almost a century before there was any permanent settlement in English America. The rise of the waters of the dam did not cover as important records of human progress as when the great irrigation dam at a.s.suan submerged the ruins of the ancient Temple of Philae in Egypt, nor cover up such interesting works of art, but it did obliterate some of the evidence for a stage of civilization in America that in English-speaking countries at least has been wantonly minimized or sadly misunderstood.

There are many remains in Panama that give some idea {289} of how much the Spaniards did during Columbus' Century and how permanent were many of their constructions. There is an old bridge from the early part of the sixteenth century which, though built without a keystone, has its main arch still standing. There is the famous flat arch which demonstrates so clearly that this region must have been very little disturbed by earthquakes ever since, because it seems almost incredible that a structure should stand with so slight curvature for any length of time, even in an absolutely undisturbed country, yet this has been in place for nearly four centuries in Panama. There was a magnificent paved road across the isthmus, the King's Highway, remains of which are still to be found in excellent preservation. Some portions of it were used during the course of the construction of the Panama Ca.n.a.l and proved very serviceable. When we realize what would have happened to one of our roads in a century, much less four hundred years, a good idea of their permanency of construction is reached. The old tower of St. Jerome, still standing, shows how solidly and yet how ornately the Spaniards built, and there was evidently a magnificent set of monumental constructions for religious and civil purposes on the isthmus almost a century before the pilgrims landed on Plymouth Rock. The story of these early days in American history has not yet been told in its entirety, but even the details that are available show us how well the Spaniards labored for permanency of their foundations in America.

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CHAPTER VIII

SOME GREAT WOMEN

Probably what must be considered the most interesting chapter in the history of Columbus' Century for our generation is that which tells the story of the women of the time who accomplished purposes that make their names forever memorable. Great as were the men, the women were in every way worthy of them, and these women of the Renaissance have attracted attention ever since, though never more so than now, when we are beginning to take seriously once more the problem of giving to women the amplest opportunities for intellectual development and achievement that they may desire. The Italian ladies of the Renaissance have been the subject of particular attention, sometimes indeed to the almost total eclipse of their equally as interesting sisters of the other nationalities, for in every country in Europe the Renaissance brought a magnificent development of feminine intellectual incentive and accomplishment and brought out a fine demonstration of women's powers.

[Ill.u.s.tration: CRIVELLI, MADONNA ENTHRONED]

It would be quite impossible to give any adequate idea of the large numbers of women who at this period manifested intellectual ability of a high order. All that can be done is to select from the various countries of Europe those women who at this time did work of such high order that their names will never willingly be let die and whose careers will have an enduring interest for mankind so long as our present form of civilization continues. They not only merit a place beside the men of the time, but some of them indeed must be cla.s.sed as surpa.s.sing all but the very highest geniuses of the period. The variety of their achievement is quite as interesting as its quality.

Above all, the women of Columbus' Century demonstrated their ability to administer government, to organize particularly charitable purposes, to secure the building of fine {291} hospitals and proper care for the ailing poor, and to direct the decoration of their homes and the beauty of home surroundings, so that Renaissance interior decoration and gardens have been the special subject of imitation whenever in the after-time the beautifying of the home has come to occupy the position that it should.

The first woman to be considered in Columbus' Century should naturally be Isabella of Castile, to whom so much of the possibility of Columbus' achievement is due. Fortunately in recent years her life and career have come to be much better known and we have reached a more fitting appreciation of her wonderful administrative ability and profound influence on her time. There is probably no woman in history who so deeply influenced her own nation and generation as Isabella. In a time of very great women she was the greatest. Withal, she was charmingly feminine and did much to lift the position of her s.e.x in Spain up to the height of Renaissance achievements.

There is scarcely any mode of activity on which Isabella has not left traces of her genius. Her power of inspiring men was very great. She led her armies in person, and undoubtedly to her more than anyone else is due the success of the Spaniards against the Moors at this time.

Her genius for peace as well as for war is evidenced by the formation of a constabulary force in Spain, the _Santa Hermandad_, intended for the protection of persons and property against injustice of any kind, though particularly against the violence of the n.o.bles. She found Spain anarchic, without any power over disorders and with so many elements of disaffection that it seemed hopeless to think of making it a unified powerful country. She left it peaceful and prosperous, and when she died she was the ruler of a greater domain than the Roman Empire ever possessed. Some of this was undoubtedly her good fortune, but the happy accidents of history occur, as a rule, only to those who are able to take advantage of them. She encouraged education and, above all, obtained a fine education for herself. Her Castilian has been ranked as the standard of the language by the Spanish Royal Academy. When a mother, she took up the study of Latin so as to share her {292} children's education, and learned to know it well. She was extremely solicitous for the education of her children and, in order to secure the best possible mental training for them, she established a palace school, where some of the most scholarly men of the time were invited to teach.

As a rule, all that most of us know about Isabella is that she recalled Columbus to her presence with the words: "I will a.s.sume the undertaking for my own crown of Castile and am ready to p.a.w.n my jewels to defray the expenses of it if the funds in the treasury should be found inadequate." It was a woman's intuition surpa.s.sing in its insight all the knowledge of those around her. There is perhaps one other fact that a great many people know, and that is, that during the siege of Granada she declared that she would not change her shift until the town had been taken. Told of her in praise at the beginning, the story has come in more refined times to seem a little ridiculous.

But for anyone who knows the strenuous life, most of which was pa.s.sed in the saddle, encouraging, cajoling, threatening, urging, leading, inspiring the men of her time until what was the most disturbed and unhappy country in Europe became a firmly consolidated nation, where prosperity and happiness went hand in hand, the spirit of the woman will be better revealed in that expression than in anything else.

There is perhaps no greater woman ruler in all the history of the world. What she was capable of physically in her long rides on horseback would seem almost incredible, and yet with all that she was eminently womanly, a fond mother to her children, noted for her care of her household and, strangest of all perhaps, a great needlewoman.