* ****[DESCRIPTIO]{.underline}****[N]{.underline}: THROUGH ROLE-PLAYING
DIFFERENT ASPECTS OF THE LIFE OF A MISSIONARY, SUCH AS MUSIC, CLOTHING
AND PENMANSHIP, STUDENTS WILL GAIN UNDERSTANDING OF THE BELIEFS AND
LIFESTYLE OF THE EARLY JESUIT MISSIONARIES*

*** **[Subjects]{.underline}**:***

Social Studies, Music, Art, Language Arts, Science.

*** **[Material]{.underline}**s:***

Copies of **Master Pages II - 7** and **II - 8**; tape of chant music
(see Encounters Box - optional) ; two long sleeve shirts (one light
colored cotton and one dark wool), two thermometers; feathers or quill
pens and ink; journals or paper.

*** **[Time]{.underline}**:***

Two or more sessions.

*** **[Preparation]{.underline}**:***

Set up for each of the mini-activities. Preparation time will vary for
each mini-activity.

*** **[Vocabulary:]{.underline}***

* tapizque,* cassock

Blue

1\. [Kino Guide II]{.underline},

[Tumacacori]{.underline}

Video: Tumacacori

Story

2\. Tape: Mission Music

***[LIFE AS A MISSIONARY]{.underline}***

***[BACKGROUND INFORMATION]{.underline}***

In 1492 Christopher Columbus discovered the new world and claimed it for
the glory of the Spanish Crown. Within fifty years Spain's domain had
spread to include South America, Central America, present day Mexico and
into North America. A wave of conquistadors overpowered the native
peoples and their lands. As the conquest spread, however, the
SpanishCrown realized that they would not have the citizenry to settle
the new colonies. A new goal developed. Now the aim was to make converts
and tax paying citizens of the indigenous peoples they conquered.

The Spanish mission system arose in part from the need to control the
colonies. Realizing that the colonies would require a literate
population base that the mother country could not supply, they initiated
a system of missions with the goal of converting the indigenous people
to Christianity. Jesuit priests were sent into the expanding empire.
They devoted years of their lives in exchange for a meager subsistence
lifestyle. Their jobs might have included being responsible for up to
two hundred families scattered in three or four widely separated
villages, while acting as master builder, site manager, agronomist,
doctor, economist and social worker. The priests' priority, however, was
to convert souls to Christianity. But how was this accomplished? Were
they evangelical, telling natives that they would not be allowed into
heaven if they did not accept Christianity? Or did they teach more by
example, devoting their lives to helping others, with love

and kindness their primary goal? 1The earliest Jesuit missionaries came
to the New World with determination and faith eighty-eight years after
its discovery. They came in black robes with a zeal that earned them the
title "Soldiers of God," devoting their lives to bringing the "good"
news of Christianity to native populations throughout the world.
Ignatius Loyola founded the Society of Jesus, or Jesuit order, in 1540
to bring stability to the church during the Reformation. A group of
highly educated intellectuals, the order at first concentrated on
missionary activity to the Holy Land. Within two decades the Society
began to spread, including education as part of its mission. Father
Kino, for example, had the equivalent of fifteen years of university
level studies. Today there are more than twenty-eight Jesuit
universities and forty high schools in the U.S.A.

A guiding belief for the missionaries and their contemporaries during
the seventeenth and eighteenth centuries was that discipline (often as
corporal punishment) was essential to maintaining order and community
cooperation. A discussion about the U.S. Marine Corps might provide a
sound illustration of these beliefs. In the marines, discipline is
essential. If someone commits an infraction, he or she might be required
to do pushups, run laps or do a variety of other physical activities
that may be thought of as punishments. For the most part, the officers
do not issue the discipline out of cruelty but from the belief that it
is for the good of all. The early missionaries and settlers practiced
this same belief. Soldier, parent, citizen and priest practiced a strict
code of discipline.

What really happened? Stories abound regarding the mistreatment of
Indians, forced labor and cruel priests. However, while such things may
have occurred, this was normally not true. It is important, therefore,
to discuss the question of whether or not the missionaries were really
cruel, or just strict. The Jesuit priests issued criminal sentences
based on written laws and guidelines, but an appointed military or
civilian official performed corporal punishment, not the Fathers. The
missionaries' role was to be more of a protector or redeemer. They were
usually there to help at the end of a punishment, and had the power to
stop the discipline if they felt it went too far. It is important to
emphasize that the historical perspective of the times defined
discipline. Three-hundred years ago a lashing or severe punishment was a
common occurrence in home and community life!

The missionaries' lifestyle was one of strict devotion to their
religion. Observation of daily devotions and special events were
important, and included celebration and music whenever appropriate. Days
of hard work and frustration were offset with the joy of prayer,
meditation, song and celebrations. Claims that the missionaries carried
out forced labor are inaccurate. Spain had abolished slavery in 1532
before the Jesuit order was founded. There was a policy, however,
whereby twenty-seven percent of the mission Indians (*tapizques*) could
be "borrowed" for up to two months each to work in the mines. The
Jesuits kept the mine owners in line and as a result, were often accused
of being Indian lovers.

Being highly-educated men with strong opinions and loyalties, the
Jesuits sometimes found themselves in conflict with politicians and
military and church authorities. They became a favorite political
target, becoming ever more unpopular with the aristocracy, the wealthy
and the military throughout Europe and the New World. In the end, the
Jesuits were expelled from Europe, the Americas and Asia in 1767. Only
about fifty percent of the Jesuits working in the Pimeria Alta survived
the forced marches and hardships of expulsion. The survivors then spent
six to ten years under house arrest in Spain. Five years later, the Pope
supressed the Jesuit order, at which time they took refuge in Russia
under the rule of Catherine the Great. The Jesuit order remained
supressed for sixty years.

The mission era is a period of history that is often questioned and
controversial. It seems that the Spanish are blamed for their wrong
doings but rarely get credit for their accomplishments. Were you taught
that the Pilgrims were the founders of this country? If you were to ask
your students, would they reply differently? The Spanish were in present
day America a hundred years before the Pilgrims arrived. The truth is
that our first European settlers and Spanish missionaries laid the
foundation for the present nation of Mexico and our rich, present day
Southwest culture. Take some time to study the Spanish mission history.
It is an essential part of our heritage that we should not ignore.

***[ACTIVITY]{.underline}***

\- Review the story of Columbus with your class. Where did he come from?
Why did he come to America? How long did it take? What problems did he
and his men encounter? How did they travel once they arrived in the new
world? Whom did they meet? What do you think life was like for Columbus
and his crew? Was life hard or easy?

\- Using the story of Columbus as a transition, briefly introduce the
missionaries. Who were they? (*The first Jesuit missionaries in Arizona
were from Italy, Austria, Germany, Spain and other parts of Europe*).
Why did they come? What were their goals? (*The missionary's main
motivation was to convert the Indians to Christianity while helping the
poor. However, the Spanish Crown financed them, hoping to eventually
change the Indians into tax paying Spanish citizens. The priests were
zealous in their desire to create what they thought would be a better
world for the Indians*). Do you think life for the missionaries was
similar to that of Columbus and his men? How?

\- Present each of the four following mini-activities to the class,
spending approximately fifteen minutes on each.

***[Mini - Activity: Music]{.underline}***

Music was an integral part in the life of a missionary. A common song
might have been the Gregorian chant (see **Master Page II - 7** and its
associated tape located in the Encounters Box). The chant transports
singers back in time while teaching breath control and singing
techniques. 2

**1) **Start by having the students listen to the tape with eyes closed
and try to imagine what a church service might have been like.

**2) **Pass out copies of the chant music and practice it with students.
Use the old type of notation shown, called \"nuemes,\" to teach it.

*The chant or "nueme" notation evolved around 200 A.D. when chant notes
were written on a blank piece of paper as a memory aid. Sometime around
1050 A.D. lines were added based on the solfuge (do re mi fa so la ti
do) scale. The rhythm is "freestyle," with each note having equal value.
The square versus diamond-shaped notes are merely the result of the
shapes produced as notes were written by a rapidly moving square quill
pen. There are no chords. Notes connected by a line or written above or
below each other are sung in* *order, individually. *

**3) **Show the students a picture of Tumacacori or one of the other
missions. (See Unit III, **Master Pages III - 10 **through** III - 21**,
or use a photograph.) Talk about what it might have been like to attend
a service in the 18th and 19th centuries.

*The service was all sung in Latin, lasted an hour or longer, and there
were no seats. By todays standard, standing and kneeling for long are
considered harsh but for the O'odham people at that time it may not have
been bad; they were used to all night vigils and rituals. Although many
may have attended church daily, they were only obliged to attend once a
week and on feast days. *

**4) **Have students practice the chant. (Consider having them kneel on
the floor.)

***[Mini - Activity: Clothing]{.underline}***

In this activity students will directly experience the effects the
missionaries' choice of clothing had on their comfort and how this
compared with the O'odhams\' choice of clothing; how they adapted, (or
failed to adapt), to the desert environment.

**1) **Bring in, or ask students to bring, at least two long sleeve
shirts; one white or light colored cotton and the other a black or dark
colored wool.** **

**2) ** Before class, make two small lean-tos or shade structures; one
with the wool and another with the cotton. Make sure that the material
is at least six inches above a dirt or grass surface and leave it up for
at least ten minutes to adjust to the outside temperature.

**3) **Discuss with the students how one\'s choice of clothing might
affect their comfort level in different environments. What do they wear
when it's hot? When it's cold? Do colors, types or thicknesses of
materials have an effect?** **

**4) ** Tell them that they will conduct an experiment. Explain the
experiment (step 5) and ask them to hypothesize the outcome.

**5) ** Place a thermometer underneath each lean-to and leave it for at
least ten minutes. Record measurements simultaneously. Discuss
results.** **

Discuss the traditional dress of both the missionaries and the O'odham
people. Why did each group dress the way they did?

*The O'odham wore cotton shirts, pants or dresses, and, on occasion,
used breech-clouts. The missionary's traditional clothing was a heavy,
black wool cassock. However, they most likely wore pants and shirts when
traveling. *

Ask for volunteers and have students wear either the wool or cotton
shirt and stand in the sun for at least 5 to 10 minutes. If possible,
allow each student to experience this throughout the day.

***[Mini - Activity: Discipline]{.underline}***

The missionaries and their contemporaries during the seventeenth and
eighteenth centuries believed that discipline (often as corporal
punishment) was essential to maintaining order and community
cooperation. This activity addresses the question of whether the
missionaries were really cruel, or just strict.

**1) **Hold a discussion about current discipline as practiced in the
schools. What is your schools policy? Do the students believe its fair?

**2) **Describe school and parental discipline practices from past
generations. Were they fair? Would the students like to have that kind
of discipline today?

**3) **Introduce the idea of discipline in the missions.

**4) **Create a mini-experience that will give students a feel for what
discipline was like in the missions. (Note: these activities are mild,
brief samples!) Have students hold a book in each hand with arms fully
extended for one or more minutes, stand on one foot for three minutes or
longer, maintain absolute silence for a specified period of time, or
create your own.

**5) ** Re-discuss the idea of discipline and the lifestyle of the early
missionaries and settlers.

***[Mini - Activity: Penmanship]{.underline}***

The early Jesuit missionaries were well-educated men. For example,
Father Kino had the equivalent of degrees in math, cartography and
astronomy, in addition to thirteen years of religious training. Many
Jesuits were our first historians and scientists. They were also versed
in writing. One Spanish tradition is to make a *rubric*, an elaborate
signature and associated design that is still practiced in many parts of
the Hispanic world.

**1) **Ask students to write their signatures as neatly as possible.
Discuss how a signature might tell a story about a person. (Signatures
are used as a way to detect criminals, etc.)

**2) **Explain that the missionaries and educated citizenry in the 18th
century took pride in developing their signatures. It was a mark of
dignity, status and intelligence. (In many parts of Latin America much
emphasis is given to unique, neatly written and sometimes elaborate
signatures.)

**3) **Show examples of *rubrics* on **Master Page II - 8**.

**4) **Using cactus thorns, feathers or a quill pen, have each student
create their own elaborate signature or *rubric*.

***[RESOURCES AND REFERENCES]{.underline}***

[Kino Guide II]{.underline}, Charles Polzer, Southwestern Mission
Research Center, Tucson, AZ 1982; [A Kino Keepsake]{.underline}, Friends
of the University of Arizona Library, Tucson, 1991;
"[CHANT]{.underline}," Gregorian Chant tape by the monks of Santa
Domingo, Angel Records, 1993; [Sonora]{.underline}, Ignaz Pfeffercorn
(translated by Theodore Treutline), University of AZ Press, Tucson,
1989; [Rules and Precepts of the Jesuit Missions of Northwestern New
Spain]{.underline}, Charles Polzer, Univ. of AZ Press, 1976; [Friar
Bringas Reports to the King]{.underline}, Daniel Matson and Bernard
Fontana, Univ. of AZ Press, 1977.

***[Enhancements]{.underline}***

¨ Use old documents from [A Kino Keepsake]{.underline} to further
discuss the day in the life of a missionary.

¨ Have [each]{.underline} student bring a long sleeve shirt to
personally test what it is like wearing both cotton and wool.

¨ Have each student take on the identity of an actual missionary as they
write both their signatures and daily diaries (see Unit II activity, "A
Day in the Life of a Missionary," page II - 12).