There were other products of Spanish-American education quite as striking as the architectural beauties with which Mexicans and South Americans adorned their towns. Quite as interesting, indeed, as their architecture is their literature. Ordinarily we are apt to assume that because we have heard almost nothing of Spanish-American literature, there must be very little of it, and what little there is must have very little significance. This is only another one of these examples [{337}] of how ridiculous it is to know something "that ain't so." Spanish-American literature is very rich. It begins very early in the history of the Spanish settlement. It is especially noteworthy for its serious products, and when the world's account of the enduring literature of the past four centuries will be made up much more of what was written in South America will live than what has been produced in North America. This seems quite unpatriotic, but it is only an expression of proper estimation of values, without any of that amusing self-complacency which so commonly characterizes North American estimation of anything that is done by our people.
South American literature, in the best sense of that much abused term, begins shortly after the middle of the sixteenth century, with the writing of the Spanish poet, Ercilla's, epic, "Araucana," which was composed in South America during the decade from 1550 to 1560. This is a literary work of genuine merit, that has attracted the attention of critics and scholars of all kinds and has given its author a significant place even in the limited field of epic poetry among the few great names that the world cares to recall in this literary mode. Voltaire considered this epic poem a great contribution to literature, and in the prefatorial essay to his own epic, the "Henriade," he praises it very highly. The poem takes its name from the Araucanos Indians, who had risen in revolt against the Spaniards in Chile, and [{338}] against whom the poet served for nearly ten years. He did not learn to despise them, and while the literature which does justice to the lofty sentiments which sometimes flowed from mouths of great Indian chiefs, is supposed to be much more recent, Ercilla's most enthusiastically extolled passage is the noble speech which he has given to the aged chief, Colocolo, in the "Araucana."
The expedition against the Araucanos inspired two other fine poems--that of Pedro de Ona, "Arauco Domado," written near the end of the century, and "Araucana," written by Diego de Santisteban, whose poem also saw the light before the seventeenth century opened. A fourth poet, Juan de Castellanos, better than either of these, wrote "Elegias de Varones Ilustres de Indias." He was a priest who had served in America, and who remembered some of the magnificent traits of the Indians that he had observed during his life among them, and made them the subject of his poetry. This was only the beginning of a serious Spanish-American literature, that has continued ever since. Father Charles Warren Currier, in a series of lectures at the Catholic Summer School three years ago, did not hesitate to say that the body of Spanish-American literature was much larger and much more important, and much more of it was destined to endure than of our English-American literature. In the light of what these Spaniards had done for education in their universities, and for the beauty of life in [{339}] their cities by their architecture, this is not so surprising a saying as it might otherwise be. All of these things stand together and are confirmations one of the other.
The most interesting product of Spanish-American education, however,--the one which shows that it really stood for a higher civilization than ours,--remains to be spoken of. It consists of their treatment of the Indians. From the very beginning, as we have just shown, their literature in Spanish America did justice to the Indians. They saw his better traits. It is true they had a better class of Indians, as a rule, to deal with, but there is no doubt also that they did much to keep him on a higher level, while everything in North America that was done by the settlers was prone to reduce the native in the scale of civilization. He was taught the vices and not the virtues of civilization, and little was attempted to uplift him. Just as the literary men were interested in the better side of his character, so the Spanish-American scientists were interested in his folklore, in his medicine, in his arts and crafts, in his ethnology and anthropology--in a word, in all that North Americans have only come to be interested in during the nineteenth century. Books on all these subjects were published, and now constitute a precious fund of knowledge with regard to the aborigines that would have been lost only for the devotion of Spanish-American scholars.
It is not surprising, then, that the Indian [{340}] himself, with all this interest in him, did not disappear, as in North America, but has remained to constitute the basis of South American peoples. If the South American peoples are behind our own in anything, it is because large elements in them have been raised from a state of semi-barbarism into civilization, while our people have all come from nations that were long civilized and we have none at all of the natives left. Wherever the English went always the aborigines disappeared before them. The story is the same in New Zealand and Australia as it is in North America, and it would be the same in India, only for the teeming millions that live in that peninsula, for whom Anglo-Saxon civilization has never meant an uplift in any sense of the word, but rather the contrary. The white man's burden has been to carry the Indian, instilling into him all the vices, until no longer he could cling to his shifty master and was shaken off to destruction.
This story of the contrast of the treatment of the Indian at the North and the South is probably the best evidence for the real depth of culture that the magnificent education of the Spaniards, so early and so thoroughly organized in their colonies, accomplished for this continent. Alone it would stand as the highest possible evidence of the interest of the Spanish Government and the Spanish Church in the organization not only of education, but of government in such a way as to bring happiness and uplift for [{341}] both natives and colonists in the Spanish-American countries. Abuses there were, as there always will be where men are concerned and where a superior race comes in contact with an inferior. These abuses, however, were exceptions and not the rule. The policy instituted by the Spaniards and maintained in spite of the tendencies of men to degenerate into tyranny and misuse of the natives is well worthy of admiration. English-speaking history has known very little of it until comparatively recent years. Mr. Sidney Lee, the editor of the English Biographical Dictionary and the author of a series of works on Shakespeare which has gained for him recognition as probably the best living authority on the history of the Elizabethan times, wrote a series of articles which appeared in Scribner's last year on "The Call of the West." This was meant to undo much of the prejudice which exists in regard to Spanish colonization in this country and to mitigate the undue reverence in which the English explorers and colonists have been held by comparison. There seems every reason to think, then, that this newer, truer view of history is gradually going to find its way into circulation. In the meantime it is amusing to look back and realize how much prejudice has been allowed to warp English history in this matter, and how, as a consequence of the determined, deliberate efforts to blacken the Spanish name, we have had to accept as history exactly the opposite view to the [{342}] reality in this matter. Lest we should be thought to be exaggerating, we venture to quote one of the opening paragraphs of Mr. Sidney Lee's article as it appeared in Scribner's for May, 1907: "Especially has theological bias justified neglect or facilitated misconception of Spain's role in the sixteenth century drama of American history. Spain's initial adventures in the New World are often consciously or unconsciously overlooked or underrated in order that she may figure on the stage of history as the benighted champion of a false and obsolete faith, which was vanquished under divine protecting Providence by English defenders of the true religion. Many are the hostile critics who have painted sixteenth century Spain as the avaricious accumulator of American gold and silver, to which she had no right, as the monopolist of American trade, of which she robbed others, and as the oppressor and exterminator of the weak and innocent aborigines of the new continent who deplored her presence among them. Cruelty in all its hideous forms is, indeed, commonly set forth as Spain's only instrument of rule in her sixteenth century empire. On the other hand, the English adventurer has been credited by the same pens with a touching humanity, with the purest religious aspirations, with a romantic courage which was always at the disposal of the oppressed native.
"No such picture is recognized when we apply the touchstone of the oral traditions, printed [{343}] books, maps and manuscripts concerning America which circulated in Shakespeare's England. There a predilection for romantic adventure is found to sway the Spaniards in even greater degree than it swayed the Elizabethan. Religious zeal is seen to inspirit the Spaniards more constantly and conspicuously than it stimulated his English contemporary. The motives of each nation are barely distinguishable one from another. Neither deserves to be credited with any monopoly of virtue or vice. Above all, the study of contemporary authorities brings into a dazzling light which illumes every corner of the picture the commanding facts of the Spaniard's priority as explorer, as scientific navigator, as conqueror, as settler."
Here is magnificent praise from one who cannot be suspected of national or creed affinities to bias his judgment. He has studied the facts and not the prejudiced statements of his countrymen. The more carefully the work of the Spaniards in America during the sixteenth and seventeenth centuries is studied, the more praise is bestowed upon them. The more a writer knows of actual conditions the more does he feel poignantly the injustice that has been done by the Protestant tradition which abused the good that was accomplished by the Catholic Spanish and which neglected, distorted and calumniated his deeds and motives. This bit of Protestant tradition is, after all, only suffering the fate that every other [{344}] Protestant position has undergone during the course of the development of scientific historical criticism. Every step toward the newer, truer history has added striking details to the picture of the beneficent influences of the Church upon her people in every way. It has shown up pitilessly the subterfuges, the misstatements and the positive ignorance which have enabled Protestantism to maintain the opposite impression in people's minds in order to show how impossible was agreement with the Catholic Church, since it stood for backwardness and ignorance and utter lack of sympathy with intellectual development. Now we find everywhere that just the opposite was true. Whenever the Reformation had the opportunity to exert itself to the full, education and culture suffered. Erasmus said in his time, "Wherever Lutheranism reigns there is an end of literature." Churches and cathedrals that used to be marvellous expressions of the artistic and poetic feeling of the people became the ugliest kind of mere meeting houses. Rev. Augustus Jessop, himself an Anglican clergyman, tells how "art died out in rural England" after the Reformation, which he calls The Great Pillage, and "King Whitewash and Queen Ugliness ruled supreme for centuries." The same thing happened in Germany, and education was affected quite as much as art. German national development was delayed, and she has come to take her place in world influence only in the nineteenth [{345}] century, after most of the influence of the religious revolt led by Luther in the sixteenth century has passed away. These are but a few of the striking differences in recent history that are so well typified by the contrast between what was accomplished for art and culture and architecture and education by the Catholic Spaniard and the English Protestant here in America during the sixteenth, seventeenth and eighteenth centuries. Truth is coming to her own at last, and it is in the history of education particularly that advances are being made which change the whole aspect of the significance of history during the past 350 years.