﻿408 
  SOUTH 
  AMERICAN 
  INDIANS 
  [B. 
  A. 
  E. 
  Bull. 
  143 
  

  

  19th 
  century, 
  Middendorf 
  points 
  out 
  its 
  romantic 
  tendencies, 
  and 
  

   certain 
  influences 
  from 
  the 
  Faust 
  cycle 
  of 
  northern 
  European 
  literature 
  

   (Middendorf, 
  1890-92, 
  3: 
  94-95). 
  

  

  In 
  poetry, 
  many 
  chants, 
  lamentations, 
  and 
  songs 
  (yarahuis) 
  pub- 
  

   lished 
  by 
  Harcourt 
  (1925) 
  were 
  recorded 
  by 
  him 
  for 
  the 
  first 
  time. 
  He 
  

   notes 
  that 
  Spanish 
  forms 
  (the 
  redondilla 
  and 
  the 
  copla) 
  saturate 
  

   modern 
  Quechua 
  verse. 
  The 
  insistence 
  upon 
  allusions 
  to 
  the 
  dove 
  is 
  

   greater 
  than 
  in 
  European 
  folklore, 
  and 
  characterizes 
  Quechua 
  verse 
  

   (Middendorf, 
  1890-92, 
  4: 
  220). 
  Since 
  pigeons 
  were 
  introduced 
  from 
  

   Europe, 
  this 
  diction 
  either 
  is 
  Colonial 
  or 
  an 
  adaptation 
  of 
  pre-Conquest 
  

   bird-symbolism. 
  

  

  The 
  failure 
  of 
  the 
  Indians 
  to 
  record 
  their 
  own 
  compositions 
  deprives 
  

   their 
  life 
  of 
  a 
  literary 
  component, 
  which, 
  on 
  the 
  other 
  hand, 
  is 
  a 
  capital 
  

   constituent 
  of 
  Colonial 
  culture 
  proper. 
  

  

  EDUCATION 
  

  

  One 
  consequence 
  of 
  the 
  campaign 
  against 
  idolatry 
  was 
  the 
  renewed 
  

   foundation 
  of 
  collegiate 
  establishments 
  for 
  the 
  education 
  of 
  the 
  sons 
  

   of 
  the 
  curacas. 
  The 
  Colegio 
  del 
  Principe 
  was 
  founded 
  by 
  Arriaga 
  in 
  

   1619 
  in 
  the 
  building 
  which 
  housed 
  the 
  Jesuit 
  novitiate 
  in 
  the 
  Indian 
  

   ward 
  of 
  Lima, 
  called 
  El 
  Cercado. 
  At 
  the 
  invitation 
  of 
  Viceroy 
  

   Esquilache, 
  14 
  sons 
  of 
  curacas 
  from 
  various 
  provinces 
  foregathered 
  

   to 
  receive 
  Christian 
  instruction. 
  At 
  the 
  Viceroy's 
  expense, 
  they 
  were 
  

   clothed 
  in 
  special 
  garments 
  of 
  green 
  and 
  red, 
  and 
  obliged 
  to 
  wear 
  shoes, 
  

   stockings, 
  and 
  hats. 
  By 
  1621, 
  the 
  Colegio 
  housed 
  30 
  students, 
  living 
  

   in 
  dormitories, 
  and 
  receiving 
  instruction 
  from 
  a 
  Jesuit 
  in 
  reading, 
  

   writing, 
  singing, 
  and 
  counting. 
  The 
  day 
  was 
  spent 
  mainly 
  in 
  doc- 
  

   trinal 
  and 
  ecclesiastical 
  exercises, 
  as 
  in 
  a 
  monastic 
  establishment. 
  

   (Arriaga, 
  1920, 
  pp. 
  118-19, 
  167; 
  Tovar, 
  1873, 
  p. 
  237; 
  Colegio, 
  1923.) 
  

   In 
  the 
  18th 
  century, 
  the 
  curriculum 
  consisted 
  chiefly 
  of 
  Latin 
  and 
  

   Spanish, 
  grammar 
  and 
  rhetoric, 
  mathematics 
  and 
  music. 
  A 
  similar 
  

   establishment 
  was 
  founded 
  in 
  Cuzco 
  in 
  1628 
  as 
  a 
  Jesuit 
  boarding 
  school 
  

   called 
  the 
  Colegio 
  del 
  Sol 
  or 
  Colegio 
  de 
  San 
  Francisco 
  de 
  Borja. 
  Both 
  

   in 
  Cuzco 
  and 
  Lima 
  the 
  boys 
  matriculated 
  at 
  the 
  age 
  of 
  10, 
  remaining 
  

   interned 
  until 
  18 
  (MacLean, 
  1943). 
  

  

  A 
  counterpart 
  of 
  the 
  Lima 
  establishment 
  was 
  founded 
  at 
  the 
  same 
  

   time 
  as 
  a 
  house 
  of 
  correction. 
  It 
  was 
  likewise 
  situated 
  in 
  the 
  Indian 
  

   ward 
  of 
  Lima, 
  and 
  bore 
  the 
  name 
  Casa 
  de 
  Santa 
  Cruz. 
  In 
  1621, 
  some 
  

   40 
  native 
  priests 
  and 
  sorcerers 
  were 
  incarcerated 
  there 
  and 
  earned 
  

   their 
  keep 
  by 
  spinning 
  wool. 
  (Arriaga, 
  1920, 
  pp. 
  6-7, 
  168; 
  Tovar, 
  

   1873, 
  pp. 
  236-37.) 
  

  

  On 
  the 
  various 
  repartimientos, 
  the 
  officials 
  representing 
  the 
  ayllus 
  

   (primeras 
  personas, 
  segundas 
  personas, 
  mandones) 
  were 
  the 
  immedi- 
  

   ate 
  objects 
  of 
  clerical 
  or 
  civilian 
  instruction 
  in 
  matters 
  of 
  doctrine, 
  

   language, 
  and 
  trades. 
  The 
  education 
  to 
  a 
  trade, 
  such 
  as 
  that 
  of 
  

  

  