FOOTNOTES:
[942] The Story of Portugal, by Mr. H. Morse Stephens, 1891, is the most trustworthy history of Portugal in English, giving as it does the main results of the work of the modern scientific school of Portuguese historians.
[943] Schanz, Englische Handelspolitik, 1881, p. 283.
[944] H. Morse Stephens, Portugal, 1891, pp. 53, 87, 102, 236.
[945] Stephens, Portugal, pp. 148, 149, 182.
[946] Many of the dates are to some extent in dispute. Cp. Stephens, Portugal, pp. 144-56; and Mr. Major's Life of Prince Henry of Portugal, 1868, passim.
[947] There is a dubious-looking record that at this time a systematic attempt was made to Christianise the natives instead of enslaving them. See it in Dunham, History of Spain and Portugal, iii, 288-91.
[948] Thus the second great expansion of geographical knowledge, like the first, went to the credit of Spain through Portuguese mismanagement, Magellan being alienated by King Miguel's impolicy.
[949] I follow the dates fixed by Mr. Stephens, p. 175.
[950] See Dunham, iii, 286, as to the anger of John II at a pilot's remark that the voyage to Guinea was easily made. An attempted disclosure of the fact to Spain was ferociously punished.
[951] Cp. Stephens, pp. 181, 218.
[952] Id. p. 228.
[953] Stephens, pp. 177, 181, 192.
[954] Id. pp. 171-73.
[955] Conde da Carnota, The Marquis of Pombal, 2nd. ed. 1871, pp. 72-77.
[956] Stephens, p. 182.
[957] Stephens, pp. 227, 228.
[958] Introduction, 3-vol. ed. i, 103-108; 1-vol. ed. pp. 60-61. The formula of heat and moisture, however, applies only generally. One of the climatic troubles of the great province of Céará in particular is that at times there is no wet season, and now and then even a drought of whole years. See ch. iii, Climatologie, by Henri Morize, in the compilation Brésil en 1889, pp. 41, 42.
[959] Cp. the extremely interesting treatises of Mr. Lucien Carr, The Mounds of the Mississippi Valley (Washington, 1893), The Position of Women among the Huron-Iroquois Tribes (Salem, 1884), and on the Food and Ornaments of Certain American Indians (Worcester, Mass., 1895-97).
[960] Increase of eight millions since 1890.
[961] Stephens, p. 225.
[962] Mr. Stephens (p. 226) states that there were created three vast "chief captaincies." Baron de Rio-Branco, in his Esquisse de l'histoire du Brésil, in the compilation Brésil en 1889, specifies a division by the king (1532-35) into twelve hereditary captaincies. Both statements seem true. The policy of non-interference was wisely adhered to by later governors, though Thomas de Sousa (circa 1550) introduced a necessary measure of centralisation.
[963] Stephens, pp. 231, 232.
[964] Baron de Rio-Branco, Esquisse, as cited, pp. 127-32.
[965] Id. p. 149; Stephens, p. 231.
[966] Stephens, p. 359.
[967] By decree of June, 1755. Conde da Carnota, The Marquis of Pombal, as cited, p. 40.
[968] Rio-Branco, p. 132.
[969] As to which see Rio-Branco, p. 149.
[970] Id. p. 148.
[971] As to this see the author's Dynamics of Religion, pp. 24-27; and Short History of Freethought, 2nd ed. i, 375 sq.
[972] Stephens, pp. 348, 376.
[973] This is very trenchantly set forth in one of the writings of the Marquis of Pombal, given by Carnota in his memoir, pp. 75-77. Pombal was on this head evidently a disciple of the French physiocrats, or of Montesquieu, who lucidly embodies their doctrines on money (Esprit des Lois, 1748, xxi, 22; xxii, 1 sq.). On the general question of the impoverishment of Portugal by her American gold and silver mines, cp. Carnota pp. 4, 72-73, 207.
[974] This has been repeatedly suggested. See the pamphlet of Guilherme J.C. Henriquez (W.J. C. Henry) on Portugal, 1880.
[975] This had been several times proposed in the seventeenth and eighteenth centuries (Rio-Branco, p. 154).
[976] Rio-Branco, p. 163.
[977] Cp. Rio-Branco, Esquisse, as cited, p. 151.
[978] F.J. de Santa-Anna Nery, "Travail servile et travail libre," in vol. Brésil en 1889, pp. 205, 206; E. da Silva-Prado, "Immigration," ch. xvi of same compilation, pp. 489, 490.
[979] Rio-Branco, p. 186, note.
[980] From 1857 to 1871, the fifteen years preceding the process of emancipation, the total immigration was only 170,000. From 1873 to 1887 it amounted to 400,000, and it has since much increased. Cp. Santa-Anna Nery, as cited, p. 212; and E. da Silva-Prado, "Immigration" as cited, pp. 489-91.
[981] It is interesting to note that whereas he was, for a king, an accomplished and enlightened philosopher, of the theistic school of Coleridge, the revolutionist movement was made by the Brazilian school of Positivists. It would be hard to find a revolution in which both sides stood at so high an intellectual level.
[982] See, in Brésil en 1889, the remarks of M. da Silva-Prado, p. 559.
[983] See the section (ch. iii) on "Climatologie," by Henri Morize, in Brésil en 1889; in particular the section on "Immigration" (ch. xvi) by E. da Silva-Prado, pp. 503-505.
[984] See, in the same volume, the section (ch. xviii) on "L'Art," by da Silva-Prado. He shows that "Le Brésilien a la préoccupation de la beauté" (p. 556).
[985] The probabilities appear to be specially in favour of music, to which the native races and the negroes alike show a great predilection (id. pp. 545, 546). As M. da Silva-Prado urges, what is needed is a systematic home-instruction, as liberally carried out as was Pedro's policy of sending promising students of the arts to Europe. Thus far, though education is good, books have been relatively scarce because of their dearness. Here again the United States had an immense preliminary advantage in their ability to reproduce at low prices the works of English authors, paying nothing to the writers; a state of things which subsisted long after the States had produced great writers of their own.
[986] In Portugal, "by a law enacted in 1844, primary education is compulsory; but only a small fraction of the children of the lower classes really attend school" (Statesman's Year-Book). In Brazil there has been great educational progress in recent years; and in 1911 a decree was issued for the reform of the school system, a Board of Education being established with control over all the schools. Education is still non-compulsory.