Aztec Autumn - Jennings Gary (версия книг .txt) 📗
It was certainly substantial enough to hold high aloft the two small temples that crowned it—one dedicated to Huitzilopochtli, the other to the rain god Tlaloc—and to support the stairway that led up the height of its front side, and the innumerable priests, worshipers, dignitaries and sacrificial victims who would tread those stairs in the ensuing years. I do not claim that our tlamanacali was as awesome as the famous Great Pyramid in Tenochtitlan—because, of course, I never saw that one—but ours was surely the most magnificent structure standing anywhere north of the Mexica lands.
Next, the masons erected stone temples to other gods and goddesses of the Mexica—to all of them, I suppose, though some of the lesser deities had to group in threes or fours to share a single temple. Among the many, many Mexica who had come north with my uncle were priests of all those gods. During the early years, they worked alongside the builders, and worked just as hard. Then, after they all had temples, the priests also devoted time—besides attending to their more spiritual duties—to teaching in our schools, which were the next-constructed buildings. And, after those, the Mexica turned to the erection of less important structures—a granary and workshops and storehouses and an armory and other such necessities of civilization. And finally they set about bringing lumber from the mountain forests and building stout wooden houses for themselves as well as every Azteca family that wanted one, which included everybody except a few malcontent and misanthropic hermits who preferred the old ways of life.
When I say that "the Mexica" accomplished this or that, you must realize that I do not mean they did it unaided. Every group of quarriers, masons, carpenters, whatever, conscripted a whole team of our own men (and, for light labor, women and even children) to assist in those projects. The Mexica showed the Azteca how to do whatever was required, and supervised the doing of it, and continued to teach, chide, correct mistakes, reprove and approve until, after a while, the Azteca could do a good many new things on their own. I myself, well before my naming-day, was carrying light loads, fetching tools, dispensing food and water to the workers. Women and girls were learning to weave and sew with new materials—cotton, metl cloth and thread, egret feathers—much finer than the palm fibers they had formerly used.
When our men came to the end of each workday, the Mexica supervisors did not just let them go home to lie around and get drunk on their fermented coconut potation. No, the overseers turned our men over to the Mexica warriors. Those, too, might already have put in a full day of hard work, but they were indefatigable. They put our men to learning drills and parading and other military basics, then to the use—eventually the mastery—of the maquahuitl obsidian sword, the bow and arrow, the spear, and then to learning various battlefield tactics and maneuvers. Women and girls were exempted from this training; anyway, not many of them were inclined, as their men had been, to waste their free time in drinking and indolence. Boys, myself included, would have been overjoyed to partake of the military training, but were not allowed until they were of age to wear the loincloth.
Mind you, none of this total remaking of Aztlan and remolding of its people took place all of a sudden, as I may have made it sound. I repeat, I was a mere child when it all began. So the clearing away of the old Aztlan and the raising up of the new seemed—to me—to keep pace with my own growing up, growing stronger, growing in maturity and sapience. Hence, to me, what happened to my hometown was equally imperceptible and unremarkable. It is only now, in retrospect, that I can recall in not too many words all the very many trials and errors and labors and sweats and years that went into the civilizing of Aztlan. And I have not bothered to recount the almost-as-many setbacks, frustrations and failed attempts that were likewise involved in the process. But the endeavors did succeed, as Uncle Mixtzin had commanded, and on my naming-day, just those few years after the coming of the Mexica, there were already built and waiting the telpochcaltin schools for me to start attending.
In the mornings, I and the other boys my age—plus a goodly number of older boys who had never had any schooling in their childhood—went to The House of Building Strength. There, under the tutelage of a Mexicatl warrior assigned as Master of Athletics, we performed physical exercises, and learned to play the exceedingly complicated ritual ball game called tlachtli, and eventually were taught elementary hand-to-hand combat. However, our swords and arrows and spears bore no obsidian blades or points, but merely tufts of feathers wetted with red dye to simulate blood marks where we struck our opponents.
In the afternoons, I and those same boys—and girls of the same ages—attended The House of Learning Manners. There an assigned teacher-priest taught us hygiene and cleanliness (which quite a few lower-class children knew nothing about), and the singing of ritual songs, and the dancing of ceremonial dances, and the playing of a few musical instruments—the variously sized and tuned drums, the four-holed flute, the warbling jug.
In order to perform all the ceremonies and rituals properly, we had to be able to follow the tunes and beats and movements and gestures exactly as they had been done since olden times. To make sure of that, the priest passed around among us a roughly pictured page of instructions. Thus we came to grasp at least the rudiments of word-knowing. And when the children went home from school, they taught what they had learned of it to their elders—because both Mixtzin and the priests encouraged that passing-along of knowledge, at least to the grown-up males. Females, like slaves, were not expected ever to have any need of word-knowing. My own mother, though of the highest noble rank attainable in Aztlan, never learned to read or write.
Uncle Mixtzin had learned, beginning back when he was just a village tlatocapili, and he went on learning all his life long. His education in literacy was begun under the instruction of that long-ago Mexicatl visitor, the other Mixtli. Then, during my uncle's return journey from Tenochtitlan, with all those other Mexica in his train, at every night's camp he would sit down with a teacher-priest for further instruction. And, from their first arrival in Aztlan, he had kept by him that same priest for his private tutoring. So, by the time I started my schooling, he was already able to send word-picture reports to Motecuzoma regarding Aztlan's progress. And more: he even entertained himself by writing poems—the kind of poems that we who knew him would have expected him to write—cynical musings on the imperfectibility of human beings, the world and life in general. He used to read them to us, and I remember one in particular:
Forgive?
Never forgive,
But pretend to forgive.
Say amiably that you forgive.
Convince that you have forgiven.
Thus, devastating is the effect
When at last you lunge
And reach for the throat.
Even in the lower schools, we students were taught a bit of the history of The One World, and young though I was, I could not help noticing that some of the things we were told were considerably at variance with a few tales that my great-grandfather, Aztlan's Rememberer of History, had occasionally confided to our family circle. For example, from what the Mexicatl teacher-priest taught, one might suppose that the whole nation of Mexica people had simply sprung up one day from the earth of the island of Tenochtitlan, all of them full-grown, in full strength and vigor, fully educated, civilized and cultured. That did not accord with what I and my cousins had heard from old Canautli, so Yeyac, Ameyatl and I went to him and asked for elucidation.
