History of Reading News. Vol.XIX No.1 (1995:Fall)
by Carolyn N. Hedley

Bernardo Gallegos begins this valuable book with the succinct description:

The eighteenth century in New Mexico was a period of tremendous social and cultural shifts. Spanish hegemony became well entrenched and gave rise to new cultural forms and social categories that continue to be a part of the current sociocultural milieu. This study examines several aspects of literacy in New Mexico, from the reconquest, in 1693, to Mexican independence, in 1821, including its role in the construction and maintenance of the cultural and social order (p. 1).

The time frame for this work becomes evident from these dates--the era of colonial New Mexico.

The good old days don't seem that good. Gallegos describes life during the New Mexican colonial era using the primary sources of government and church documents. He develops his scholarly work from a sociolinguistic perspective, investigating the sociocultural order of colonial life in New Mexico in terms of its literacy and educational history. Old documents, excellently translated by Gallegos, describe an era of missionary activity and of the brutal practices related to colonial exploitation including the buying of captives from the Plains Indians. The Province of New Mexico was inhabited by an established class called vecinos--a group of Europeans, mixed bloods and hispanicized Indians--and was run by a governor appointed by the King of Spain. Within this surprisingly stabilized society, a sizable commercial enterprise developed in New Mexico based on trading sheep, wool, agricultural goods, metals, ore and textiles. Trading in Indian captives, who were virtual slaves, was also part of this economic base.

Education, often quite informal, was carried out under the direction of the church. The unmarried young were educated in the church; both boys and girls were called doctrinarios, since the intention of their schooling was to indoctrinate them into Catholicism. Statistics indicate that 32 percent, nearly one third of the population, were educated in this manner. These educated youth proved invaluable for recruiting other vecinos and local Indians into the faith. Additionally, some vocational education occurred in terms of the trades and apprenticeships. Higher education was reserved for those entering the priesthood.

The availability for books was not great; and the shortage of paper was a continued complaint among those who would keep records or attempt to educate the local population. Paper was very costly in terms of trade; one document described trading a lamb for a small amount of paper. Books were owned on an informal basis by the rich and loaned to those who could read. Little was done in terms of creating the written word except for the documentation of events.

Literacy was used as an instrument of colonialization: to indoctrinate into the faith, and to carry out the rule of Spanish law. As such, literacy was restrictive, not liberating. The young doctrinarios were used to induct others into the religion and values of a colonial life. A high degree of censorship was maintained among the few printed materials available. Beyond the maintenance of colonial authority, literacy was utilized in the record keeping of the population: baptisms, marriages, deaths, taxes and census data. In terms of mass communication, writing was used to promote the oral tradition: public readings would occur, often in several languages. When public notification was necessary, an oral reader would proclaim the bando. Additionally, written documents regarding land holdings, property, and ownership were essential and well kept. Scribes were in great demand. serving as legal experts.

Gallegos gives a factual account of a fascinating era. He includes excellent primary sources, in addition to providing an appendix as a time line for literacy events. Life in New Mexico (1693-1821), as he documents and describes it, was often oppressive and brutal. But then as now, some grace was brought to an exploitative time by literate forms. If the purpose of literacy was to maintain a colonial governance, the indoctrinated found some of their voice through literacy and several times rose up against their oppressors.

Gallegos has written a sound, careful work based on solid translation of ancient documents, interpreted in the light of current sociocultural theory. His work reflects a first look at the literate tradition of the Spanish colonies and should be read and honored for its original scholarship and its unique contribution to literacy history.

Reviewed by Carolyn N. Hedley, Professor of Education and Chair of the Division of Curriculum and Teaching at Fordham University, Lincoln Center, New York. Hedley has edited several books in the area of reading, including (with Angela Carrasquillo) Whole Language and the Bilingual Learner (1992).