WHOLE VOL. ARAUCANIAN CHILD LIFE — HILGER 75 



be photographed and burst into sobs. Her father ordered her to face 

 the camera ; she refused to do so and continued to cut grain, sobbing. 

 I suggested that a picture be taken another day, but the father would 

 not hear of it. He spoke kindly and in quiet tones to the girl — he 

 seemed to be explaining things to her. When she again refused, and 

 now wept out loud, he walked briskly toward her, loosened a strap 

 which he had tied about his waist and threatened to whip her. She 

 then moved toward him, but continued to cry. Both got into a position 

 of cutting grain and the picture was taken. The father continued to 

 talk to the little girl in a more kindly tone but definitely one of cor- 

 rection. The following day the mother ordered the same little girl to 

 fetch berets for the younger sister and brother. She did so, but threw 

 them at her little brother and sister, instead of handing them. The 

 father corrected her for this and then remarked to the writer, "That 

 girl has been badly brought up. Her mother and I have talked it over. 

 We do not like to whip her. We shall have to continue talking to her 

 and threatening her. She is simply different from our other children." 



METHODS OF INSTRUCTION 



As indicated above, children were taught the mores of the people 

 largely by direct verbal instructions or by listening in. Often instruc- 

 tions were abstract ; concrete examples were used when the occasion 

 called for them : a cattle thief who was recently imprisoned was held 

 up as an example of what not to do. Occupations and other activities 

 were learned through nonparticipant observations, imitation in play, 

 and active participation with elders. 



One unfailing antecedent to all teaching was, and is today, to order 

 the child to give its undivided attention and concentrate on what it 

 was being taught. The parent, or other instructor, made certain that 

 the child had understood this, and did not begin to teach until the 

 child was ready. This intense concentration holds for adults, as well : 

 "When Mapuches really want to learn something, they concentrate 

 upon it intently, and look at it all the while that they are learning it. 

 And then when they have learned it, they will really know it." Having 

 to repeat information is, consequently, resented. Informants, it was 

 found, invariably did so with hesitation and annoyance (cf. p. 66). 

 A non-Araucanian teacher said, "It is difficult to get a Mapuche pupil 

 to recite a lesson that requires repetition, such as history or the multi- 

 plication tables. The answer always is, 'I have it inside of me; that 

 is enough. If you would like to know it, you can read it in the book.' 

 They are quite willing to write the material, however, and will do well 

 when doing so." 



