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From the age of three or four years, infants were to perform simple tasks with great restraint and obedience; as the years passed the work became more complex and with heavier tasks; that is how sons learned the crafts of their fathers, while girls learned the duties of their mothers, like cleaning
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regarded their children as a gift from the gods; children would continue the lineage, collaborate in the activities of the family and learn to respect their elders and venerate The Gods. Someday the family would celebrate their marriage, thus forming a new pillar in the social organization of the
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It was very important that within the family that children learn in the generation of the universe, carried out by the supreme gods, the male and female energies had been joined to enforce the creation of life. Women therefore educated their daughters, while men instructed their sons; that way
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Initially, children who rebelled were threatened with spanking, which became effective when they showed further disobedience; later, if young boys displayed negative attitudes, parents applied painful punctures with maguey thorns, or they would semi-asphyxyate them with the smoke from burning
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was tough. From early morning strenuous activities began. The day began with a cold bath, followed by a controlled and extremely frugal meal. They had to memorize the songs which they offered as praises of their gods and practiced in the use of weapons such as the sling, and the
118:(preparing them incidentally, for future practices of self-sacrifice). On the other hand, young ladies who showed negative attitudes, such as flirting and taste for gossip, were forced to sweep at night out of the house, which was seen as worse than a beating.
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The Aztec world was characterized by the care the rulers put into the education system. Tenochtitlan schools were of two types, generally depending on the boys' social background: the sons of nobles attended the
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through the process of informal education which had been imparted in the family, children learned the appropriate behaviors and different etiquettes for each sex.
36:), were centers where Aztec youth were educated, from age 15, to serve their community and for war. These youth schools were located in each district or
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75:, an institution that was located within the ceremonial precinct, while the commoners known generically as
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et al., eds. Albany: SUNY Albany
Institute for Mesoamerican Studies 1988, pp. 169–177.
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The Work of
Bernardino de Sahagún: Pioneer Ethnographer of Sixteenth-Century Aztec Mexico
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The Work of
Bernardino de Sahagún: Pioneer Ethnographer of Sixteenth-Century Aztec Mexico
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Calnek, Edward. "The
Calmecac and Telpochcalli in Pre-Conquest Tenochtitlan" in
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Edward Calnek, ""The
Calmecac and Telpochcalli in Pre-Conquest Tenochtitlan" in
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La filosofía náhuatl estudiada en sus fuentes, con un nuevo apéndice
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the house, preparing food, spinning clothing for the family, etc.
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81:, and a few noble boys, attended the school for youths at the
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228:. University of California Press. 1997. p. 415.
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274:Historia general de las cosas de la Nueva España
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249:. Oxford University Press US. p. 464.
85:. which were located in each neighborhood (
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309:History of education in North America
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246:Handbook to Life in the Aztec World
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279:The General History of New Spain
271:de Sahagún, Bernardino (1829).
243:Aguilar-Moreno, Manuel (2007).
170:León-Portilla, Miguel (1993).
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16:Aztec youth education centers
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225:The essential Codex Mendoza
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314:Nahuatl words and phrases
25:[teːɬpot͡ʃˈkalːi]
46:Life in the telpochcalli
34:house of the young men
217:J. Jorge Klor de Alva
281:] (in Spanish)
256:978-0-19-533083-0
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52:telpochcalli
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50:Life in the
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20:Tēlpochcalli
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78:macehualtin
298:Categories
206:Literature
144:References
102:calpulli.
58:macuahuitl
180:Mexico.
128:Calmecac
122:See also
116:chillies
87:calpulli
72:calmecac
63:teocalli
39:calpulli
30:Nahuatl
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277:[
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