Spanish Characteristics.
First of all, if our lesson is to typify the Spanish explorers as a group, it should supply a basic concept of Spanish life and character in the 15th and 16th centuries. It is not a matter of much difficulty to arouse in our pupils a real interest in the Spaniards of that time. There is so much of the romantic and the picturesque about this phase of American history that for the conscientious teacher it will always constitute one of the most attractive portions of his work. Varied selections from literature suitable to the age of the children should be read to them. Better still, they should be encouraged to continue this sort of reading on their own accounts; appropriate material for this purpose should be on hand in the school library. The religious element in Spanish life should receive particular emphasis, some reference being made to the Inquisition and the popular attitude toward heresy. As an important element in the European background of American history, this phase of our subject dare not be overlooked, but it goes without saying that in our public schools it is a topic which must be handled with extreme tact. The severe etiquette of the Spanish court, the Spanish dress, Spanish arms and armor, should all receive their proper amount of attention. Pictures, as well as stories, should be brought into constant requisition to make this portion of the work concrete.
Some notion of the political standing and relations of Spain, properly adapted to children of elementary school age, must also be considered as essentially a “type-element” in our lesson. For pupils in the grades it will probably suffice to point out very briefly the long struggle with the Moors, brought to a successful termination by Ferdinand and Isabella in 1492; the combination in the 16th century of various and widely separate realms under the Hapsburgs; and the natural jealousy of France and England toward this rising world-power.
The next “type-element” necessary to consider will be the topic of Spanish modes of navigation. At this point our lesson becomes typical of the period of exploration in general rather than of Spanish explorations in particular, inasmuch as Spanish vessels, sailors, etc., were not, for our purposes in the grades at least, essentially different from those of other contemporary nations. It is important, however, that our pupils should have definite ideas on this point if their knowledge of the early explorations is to be in any true sense real. Pictures of Spanish vessels of the period are easy to procure, and should be referred to in this connection. Attention should be called to the significant features of these boats,—their small size, their peculiar construction, their usual rate of speed, etc. In all purely descriptive work of this sort it is well for the teacher to keep in mind that a happy comparison is frequently of more value than pages of prosy details and measurements. Take, for example, Mark Twain’s delightful comparison in his description of one of the pyramids: each stone as big as a freight-car!
Finally, the prevailing superstitious fears of unknown seas, wild notions regarding the monsters of the deep and inhabitants of distant lands, the consequent scarcity of sailors for voyages of exploration, the bravery and steadfastness of purpose required to lead such an expedition,—these points may surely be said to constitute a “type-element.” To be sure, as time went on and ignorance of distant regions gradually disappeared, the force of these factors in history diminished. Throughout the exploration period, however, they remain an element to be reckoned with and constantly to be referred to. Selections from Mandeville might very appropriately be read in this connection to lend color and life to the presentation.