Hero-making Christopher Columbus Excerpt from the book Lies My Teacher Told Me

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Hero-making Christopher Columbus

Excerpt from the book Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong

Group 1

by James W. Loewen; Touchstone Books, 1995

Christopher Columbus introduced two phenomena that revolutionized race relations and transformed the modern world: the taking of land, wealth, and labor from indigenous peoples, leading to their near extermination, and the transatlantic slave trade, which created a racial underclass.
Columbus's initial impression of the Arawaks, who inhabited most of the islands in the Caribbean, was quite favorable. He wrote in his journal on October 13, 1492: "At daybreak great multitudes of men came to the shore, all young and of fine shapes, and very handsome. Their hair was not curly but loose and coarse like horse-hair. All have foreheads much broader than any people I had hitherto seen. Their eyes are large and very beautiful. They are not black, but the color of the inhabitants of the Canaries." (This reference to the Canaries was ominous, for Spain was then in the process of exterminating the aboriginal people of those islands.)
Columbus went on to describe the Arawaks' canoes, "some large enough to contain 40 or 45 men." Finally, he got down to business: "I was very attentive to them, and strove to learn if they had any gold. Seeing some of them with little bits of metal hanging at their noses, I gathered from them by signs that by going southward or steering round the island in that direction, there would be found a king who possessed great cups full of gold." At dawn the next day, Columbus sailed to the other side of the island, probably one of the Bahamas, and saw two or three villages. He ended his description of them with these menacing words: "I could conquer the whole of them with fifty men and govern them as I pleased."
On his first voyage, Columbus kidnapped some ten to twenty-five Indians and took them back with him to Spain. Only seven or eight of the Indians arrived alive, but along with the parrots, gold trinkets, and other exotica, they caused quite a stir in Seville. Ferdinand and Isabella provided Columbus with seventeen ships, 1,200 to 1,500 men, cannons, crossbows, guns, cavalry, and attack dogs for a second voyage.
When Columbus and his men returned to Haiti in 1493, they demanded food, gold, spun cotton-whatever the Indians had that they wanted, including sex with their women. To ensure cooperation, Columbus used punishment by example. When an Indian committed even a minor offense, the Spanish cut off his ears or nose. Disfigured, the person was sent back to his village as living evidence of the brutality the Spaniards were capable of.
After a while, the Indians had had enough. At first their resistance was mostly passive. They refused to plant food for the Spanish to take. They abandoned towns near the Spanish settlements. Finally, the Arawaks fought back. Their sticks and stones were no more effective against the armed and clothed Spanish, however, than the earthlings' rifles against the aliens' death rays in War of the Worlds.

Group 2

The attempts at resistance gave Columbus an excuse to make war. On March 24, 1495, he set out to conquer the Arawaks. Bartolome de Las Casas described the force Columbus assembled to put down the rebellion. "Since the Admiral perceived that daily the people of the land were taking up arms, ridiculous weapons in reality . . . he hastened to proceed to the country and disperse and subdue, by force of arms, the people of the entire island . . . For this he chose 200 foot soldiers and 20 cavalry, with many crossbows and small cannon, lances, and swords, and a still more terrible weapon against the Indians, in addition to the horses: this was 20 hunting dogs, who were turned loose and immediately tore the Indians apart."

Naturally, the Spanish won. According to Ferdinand Columbus's biography of his father: "The soldiers mowed down dozens with point-blank volleys, loosed the dogs to rip open limbs and bellies, chased fleeing Indians into the bush to skewer them on sword and pike, and 'with God's aid soon gained a complete victory, killing many Indians and capturing others who were also killed.' "
Having as yet found no fields of gold, Columbus had to return some kind of dividend to Spain. In 1495 the Spanish on Haiti initiated a great slave raid. They rounded up 1,500 Arawaks, then selected the 500 best specimens (of whom 200 would die en route to Spain). Another 500 were chosen as slaves for the Spaniards staying on the island. The rest were released.
A Spanish eyewitness described the event: "Among them were many women who had infants at the breast. They, in order the better to escape us, since they were afraid we would turn to catch them again, left their infants anywhere on the ground and started to flee like desperate people; and some fled so far that they were removed from our settlement of Isabela seven or eight days beyond mountains and across huge rivers; wherefore from now on scarcely any will be had." Columbus was excited. "In the name of the Holy Trinity, we can send from here all the slaves and brazil-wood which could be sold," he wrote to Ferdinand and Isabella in 1496. "In Castile, Portugal, Aragon,.. . and the Canary Islands they need many slaves, and I do not think they get enough from Guinea." He viewed the Indian death rate optimistically: "Although they die now, they will not always die. The Negroes and Canary Islanders died at first."
"There now began a reign of terror in Hispaniola." Spaniards hunted Indians for sport and murdered them for dog food. Columbus, upset because he could not locate the gold he was certain was on the island, set up a tribute system. Ferdinand Columbus described how it worked: "[The Indians] all promised to pay tribute to the Catholic Sovereigns every three months, as follows: In the Cibao, where the gold mines were, every person of 14 years of age or upward was to pay a large hawk's bell of gold dust; all others were each to pay 25 pounds of cotton. Whenever an Indian delivered his tribute, he was to receive a brass or copper token, which he must wear about his neck as proof that he had made his payment.
Any Indian found without such a token was to be punished." With a fresh token, an Indian was safe for three months, much of which time would be devoted to collecting more gold. Columbus's son neglected to mention how the Spanish punished those whose tokens had expired: they cut off their hands.
All of these gruesome facts are available in primary source material- letters by Columbus and by other members of his expeditions-and in the work of Las Casas, the first great historian of the Americas, who relied on primary materials and helped preserve them. I have quoted a few primary sources in this chapter. Most textbooks make no use of primary sources.
The tribute system eventually broke down because what it demanded was impossible. To replace it, Columbus installed the encomienda system, in which he granted or "commended" entire Indian villages to individual colonists or groups of colonists. Since it was not called slavery, this forced-labor system escaped the moral censure that slavery received. Following Columbus's example, Spain made the encomienda system official policy on Haiti in 1502; other conquistadors subsequently introduced it to Mexico, Peru, and Florida.

Group 3


The tribute and encomienda systems caused incredible depopulation. On Haiti the colonists made the Indians mine gold for them, raise Spanish food, and even carry them everywhere they went. The Indians couldn't stand it. Pedro de Cordoba wrote in a letter to King Ferdinand in 1517, "As a result of the sufferings and hard labor they endured, the Indians choose and have chosen suicide. Occasionally a hundred have committed mass suicide. The women, exhausted by labor, have shunned conception and childbirth . . . Many, when pregnant, have taken something to abort and have aborted. Others after delivery have killed their children with their own hands, so as not to leave them in such oppressive slavery."

Beyond acts of individual cruelty, the Spanish disrupted the Indian ecosystem and culture. Forcing Indians to work in mines rather than in their gardens led to widespread malnutrition.
The intrusion of rabbits and livestock caused further ecological disaster. Diseases new to the Indians played a role, although smallpox, usually the big killer, did not appear on the island until after 1516. Some of the Indians tried fleeing to Cuba, but the Spanish soon followed them there. Estimates of Haiti's pre-Columbian population range as high as 8,000,000 people.
When Christopher Columbus returned to Spain, he left his brother Bartholomew in charge of the island. Bartholomew took a census of Indian adults in 1496 and came up with 1,100,000. The Spanish did not count children under fourteen and could not count Arawaks who had escaped into the mountains. Kirkpatrick Sale estimates that a more accurate total would probably be in the neighborhood of 3,000,000. "By 1516," according to Benjamin Keen, "thanks to the sinister Indian slave trade and labor policies initiated by Columbus, only some 12,000 remained." Las Casas tells us that fewer than 200 Indians were alive in 1542. By 1555, they were all gone.
Thus nasty details like cutting off hands have somewhat greater historical importance than nice touches like "Tierra!" Haiti under the Spanish is one of the primary instances of genocide in all human history. Yet only one of the twelve textbooks, The American Pageant, mentions the extermination. None mentions Columbus's role in it.
Columbus not only sent the first slaves across the Atlantic, he probably sent more slaves-about five thousand-than any other individual. To her credit, Queen Isabella opposed outright enslavement and returned some Indians to the Caribbean. But other nations rushed to emulate Columbus. In 1501 the Portuguese began to depopulate Labrador, transporting the now extinct Beothuk Indians to Europe and Cape Verde as slaves. After the British established beachheads on the Atlantic coast of North America, they encouraged coastal Indian tribes to capture and sell members of more distant tribes. Charleston, South Carolina, became a major port for exporting Indian slaves. The Pilgrims and Puritans sold the survivors of the Pequot War into slavery in Bermuda in 1637. The French shipped virtually the entire Natchez nation in chains to the West Indies in 1731

Group 4


A particularly repellent aspect of the slave trade was sexual. As soon as the 1493 expedition got to the Caribbean, before it even reached Haiti, Columbus was rewarding his lieutenants with native women to rape. On Haiti, sex slaves were one more perquisite that the Spaniards enjoyed. Columbus wrote a friend in 1500, "A hundred castellanoes are as easily obtained for a woman as for a farm, and it is very general and there are plenty of dealers who go about looking for girls; those from nine to ten are now in demand."

The slave trade destroyed whole Indian nations. Enslaved Indians died. To replace the dying Haitians, the Spanish imported tens of thousands more Indians from the Bahamas, which "are now deserted," in the words of the Spanish historian Peter Martyr, reporting in 1516. Packed in below deck, with hatchways closed to prevent their escape, so many slaves died on the trip that "a ship without a compass, chart, or guide, but only following the trail of dead Indians who had been thrown from the ships could find its way from the Bahamas to Hispaniola." Puerto Rico and Cuba were next.
Because the Indians died, Indian slavery then led to the massive slave trade the other way across the Atlantic, from Africa. This trade also began on Haiti, initiated by Columbus's son in 1505. Predictably, Haiti then became the site of the first large-scale slave revolt, when blacks and Indians banded together in 1519. The uprising lasted more than a decade and was finally brought to an end by the Spanish in the 1530s.
Of the twelve textbooks, only six mention that the Spanish enslaved or exploited the Indians anywhere in the Americas. Of these only four verge on mentioning that Columbus was involved. The United States- A History of the Republic places the following passage about the fate of the Indians under the heading "The Fate of Columbus": "Some Spaniards who had come to the Americas had begun to enslave and kill the original Americans. Authorities in Spain held Columbus responsible for the atrocities." Note that A History takes pains to isolate Columbus from the enslavement charge-others were misbehaving. Life and Liberty implies that Columbus might have participated: "Slavery began in the New World almost as soon as Columbus got off the boat." Only The American Adventure clearly associates Columbus with slavery. American History levels a vague charge: "Columbus was a great sailor and a brave and determined man. But he was not good at politics or business." That's it. The other books simply adore him.
As Kirkpatrick Sale poetically sums up, Columbus's "second voyage marks the first extended encounter of European and Indian societies, the clash of cultures that was to echo down through five centuries." These are not mere details that our textbooks omit. They are facts crucial to understanding American and European history. Capt. John Smith, for example, used Columbus as a role model in proposing a get-tough policy for the Virginia Indians in 1624: "The manner how to suppress them is so often related and approved, I omit it here: And you have twenty examples of the Spaniards how they got the West Indies, and forced the treacherous and rebellious infidels to do all manner of drudgery work and slavery for them, themselves living like soldiers upon the fruits of their labors."

Group 5

The methods unleashed by Columbus are, in fact, the larger part of his legacy. After all, they worked. The island was so well pacified that Spanish convicts, given a second chance on Haiti, could "go anywhere, take any woman or girl, take anything, and have the Indians carry him on their backs as if they were mules." In 1499, when Columbus finally found gold on Haiti in significant amounts, Spain became the envy of Europe. After 1500 Portugal, France, Holland, and Britain joined in conquering the Americas. These nations were at least as brutal as Spain. The British, for example, unlike the Spanish, did not colonize by making use of Indian labor but simply forced the Indians out of the way. Many Indians fled British colonies to , Spanish territories (Florida, Mexico) in search of more humane treatment.

Columbus's voyages caused almost as much change in Europe as in the Americas. This is the other half of the vast process historians now call the Columbian exchange. Crops, animals, ideas, and diseases began to cross the oceans regularly. Perhaps the most far-reaching impact of Columbus's findings was on European Christianity. In 1492 all of Europe was in the grip of the Catholic Church. As Larousse puts it, before America, "Europe was virtually incapable of self-criticism."
After America, Europe's religious uniformity was ruptured. For how were these new peoples to be explained? They were not mentioned in the Bible. The Indians simply did not fit within orthodox Christianity's explanation of the moral universe. Moreover, unlike the Muslims, who might be written off as "damned infidels," Indians had not rejected Christianity, they had just never encountered it. Were they doomed to hell? Even the animals of America posed a religious challenge. According to the Bible, at the dawn of creation all animals lived in the Garden of Eden. Later, two of each species entered Noah's ark and ended up on Mt. Ararat. Since Eden and Mt. Ararat were both in the Middle East, where could these new American species have come from? Such questions shook orthodox Catholicism and contributed to the Protestant Reformation, which began in 1517.
Politically, nations like the Arawaks-without monarchs, without much hierarchy-stunned Europeans. In 1516 Thomas More's Utopia, based on an account of the Incan empire in Peru, challenged European social organization by suggesting a radically different and superior alternative. Other social philosophers seized upon the Indians as living examples of Europe's primordial past, which is what John Locke meant by the phrase "In the beginning, all the world was America." Depending upon their political persuasion, some Europeans glorified Indian nations as examples of simpler, better societies, from which European civilization had devolved, while others maligned the Indian societies as primitive and underdeveloped.
America fascinated the masses as well as the elite. In The Tempest, Shakespeare noted this universal curiosity: "They will not give a do it to relieve a lame beggar, they will lay out ten to see a dead Indian." Europe's fascination with the Americas was directly responsible, in fact, for a rise in European self-consciousness. From the beginning America was perceived as an "opposite" to Europe in ways that even Africa never had been. In a sense, there was no "Europe" before 1492. People were simply Tuscan, French, and the like. Now Europeans began to see similarities among themselves, at least as contrasted with Native Americans. For that matter, there were no "white" people in Europe before 1492. With the transatlantic slave trade, first Indian, then African, Europeans increasingly saw "white" as a race and race as an important human characteristic.
Columbus's own writings reflect this increasing racism. When Columbus was selling Queen Isabella on the wonders of the Americas, the Indians were "well built" and "of quick intelligence." "They have very good customs," he wrote, "and the king maintains a very marvelous state, of a style so orderly that it is a pleasure to see it, and they have good memories and they wish to see everything and ask what it is and for what it is used." Later, when Columbus was justifying his wars and his enslavement of the Indians, they became "cruel" and "stupid," "a people warlike and numerous, whose customs and religion are very different from ours."
It is always useful to think badly about people one has exploited or plans to exploit. Modifying one's opinions to bring them into line with one's actions or planned actions is the most common outcome of the process known as "cognitive dissonance.” No one likes to think of himself or herself as a bad person. To treat badly another person whom we consider a reasonable human being creates a tension between act and attitude that demands resolution. We cannot erase what we have done, and to alter our future behavior may not be in our interest. To change our attitude is easier.
Columbus gives us the first recorded example of cognitive dissonance in the Americas, for although the Indians may have changed from hospitable to angry, they could hardly have evolved from intelligent to stupid so quickly. The change had to be in Columbus.

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