A People's History of the United States: Teaching Edition. Howard Boone's ZinnЧитать онлайн книгу.
Columbus later wrote: “Let us in the name of the Holy Trinity go on sending all the slaves that can be sold.”
But too many of the slaves died in captivity. And so Columbus, desperate to pay back dividends to those who had invested, had to make good his promise to fill the ships with gold. In the province of Cicao on Haiti, where he and his men imagined huge gold fields to exist, they ordered all persons fourteen years or older to collect a certain quantity of gold every three months. When they brought it, they were given copper tokens to hang around their necks. Indians found without a copper token had their hands cut off and bled to death.
The Indians had been given an impossible task. The only gold around was bits of dust garnered from the streams. So they fled, were hunted down with dogs, and were killed.
Trying to put together an army of resistance, the Arawaks faced Spaniards who had armor, muskets, swords, and horses. When the Spaniards took prisoners, they hanged them or burned them to death. Among the Arawaks, mass suicides began, with cassava poison. Infants were killed to “save” them from the Spaniards. In two years, through murder, mutilation, or suicide, half of the two hundred fifty thousand Indians on Haiti were dead.
When it became clear that there was no gold left, the Indians were taken as slave labor on huge estates, known later as encomiendas. They were worked at a ferocious pace, and died by the thousands. By the year 1515, there were perhaps fifty thousand Indians left. By 1550, there were five hundred. A report of the year 1650 shows none of the original Arawaks or their descendants left on the island.
The chief source—and, on many matters, the only source—of information about what happened on the islands after Columbus came is Bar-tolomé de las Casas, who, as a young priest, participated in the conquest of Cuba. For a time he owned a plantation on which Indian slaves worked, but he gave that up and became a vehement critic of Spanish cruelty. Las Casas transcribed Columbus’s journal and, in his fifties, began a multivolume History of the Indies.
Women in Indian society were treated so well as to startle the Spaniards. Las Casas describes sex relations:
Marriage laws are nonexistent: men and women alike choose their mates and leave them as they please, without offense, jealousy or anger. They multiply in great abundance; pregnant women work to the last minute and give birth almost painlessly; up the next day, they bathe in the river and are as clean and healthy as before giving birth. If they tire of their men, they give themselves abortions with herbs that force stillbirths, covering their shameful parts with leaves or cotton cloth; although on the whole, Indian men and women look upon total nakedness with as much casualness as we look upon a man’s head or at his hands.
The Indians, Las Casas says, “put no value on gold and other precious things. They lack all manner of commerce, neither buying nor selling, and rely exclusively on their natural environment for maintenance. They are extremely generous with their possessions and by the same token covet the possessions of their friends and expect the same degree of liberality.…”
Las Casas tells about the treatment of the Indians by the Spaniards.
Endless testimonies…prove the mild and pacific temperament of the natives.… But our work was to exasperate, ravage, kill, mangle and destroy; small wonder, then, if they tried to kill one of us now and then.… The admiral, it is true, was blind as those who came after him, and he was so anxious to please the King that he committed irreparable crimes against the Indians.…
Total control led to total cruelty. The Spaniards “thought nothing of knifing Indians by tens and twenties and of cutting slices off them to test the sharpness of their blades.” Las Casas tells how “two of these so-called Christians met two Indian boys one day, each carrying a parrot; they took the parrots and for fun beheaded the boys.”
While the native men were sent many miles away to the mines, their wives remained to work the soil, forced into the excruciating job of digging and making thousands of hills for cassava plants.
Thus husbands and wives were together only once every eight or ten months and when they met they were so exhausted and depressed on both sides…they ceased to procreate. As for the newly born, they died early because their mothers, overworked and famished, had no milk to nurse them, and for this reason, while I was in Cuba, 7,000 children died in three months. Some mothers even drowned their babies from sheer desperation.… In this way, husbands died in the mines, wives died at work, and children died from lack of milk…and in a short time this land which was so great, so powerful and fertile…was depopulated.… My eyes have seen these acts so foreign to human nature, and now I tremble as I write.…
When he arrived on Hispaniola in 1508, Las Casas says, “there were 60,000 people living on this island, including the Indians; so that from 1494 to 1508, over three million people had perished from war, slavery, and the mines. Who in future generations will believe this?”
Thus began the history, five hundred years ago, of the European invasion of the Indian settlements in the Americas, a history of conquest, slavery, and death. But in the history books given to children in the United States, for generation after generation, it all starts with heroic adventure—there is no bloodshed—and Columbus Day is a celebration. Only in recent years do we see droplets of change.
Past the elementary and high schools, there have been only occasional hints of something else. Samuel Eliot Morison, the Harvard historian, was the most distinguished writer on Columbus, the author of a multivolume biography, and was himself a sailor who retraced Columbus’s route across the Atlantic. In his popular book Christopher Columbus, Mariner, written in 1954, he tells about the enslavement and the killing: “The cruel policy initiated by Columbus and pursued by his successors resulted in complete genocide.”
That is on one page, buried halfway into the telling of a grand romance. In the book’s last paragraph, Morison sums up his view of Columbus:
He had his faults and his defects, but they were largely the defects of the qualities that made him great—his indomitable will, his superb faith in God and in his own mission as the Christ-bearer to lands beyond the seas, his stubborn persistence despite neglect, poverty and discouragement. But there was no flaw, no dark side to the most outstanding and essential of all his qualities—his seamanship.
One can lie outright about the past. Or one can omit facts which might lead to unacceptable conclusions. Morison does neither. He refuses to lie about Columbus. He does not omit the story of mass murder; indeed he describes it with the harshest word one can use: genocide.
But he does something else. He mentions the truth quickly and goes on to other things more important to him. Outright lying or quiet omission takes the risk of discovery, which, when made, might arouse the reader to rebel against the writer. To state the facts, however, and then to bury them in a mass of other information is to say to the reader with a certain infectious calm: yes, mass murder took place, but it’s not that important—it should weigh very little in our final judgments; it should affect very little what we do in the world.
It is true that the historian cannot avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map.
My argument cannot be against selection, simplification, or emphasis, which are inevitable for both cartographers and historians. But the map-maker’s distortion is a technical necessity for a common purpose shared by all people who need maps. The historian’s distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual.
Furthermore, this ideological interest is not openly expressed in the way a mapmaker’s technical interest is obvious (“This is a Mercator projection for long-range navigation—for short-range, you’d better use a different projection”). No, it is presented as if all readers of history had a common interest that historians serve to the best of their