It’s the ending of the old baktun and the dawning of a new one, and I’d like to greet both the new era and the return of the Sun on this Winter Solstice with the blowing of conch horns!
The Aztecs named the conch shell trumpet quiquiztli, and the musicians who played them “quiquizoani.” This is the instrument that Quetzalcoatl played to defeat the devious challenge of Mictlantecuhtli, the Lord of the Dead, and reclaim the ancestral bones of humanity at the start of the Fifth Sun. I have seen some speculation that the “mighty breath” blown by the Plumed Serpent to set that newborn Sun moving in the sky was actually a tremendous blast on a conch horn. It’s the trumpet the priests played to call their colleagues to offer blood four (or five) times a night in the ceremony of tlatlapitzaliztli, and also during the offering of incense, according to Sahagun in the Florentine Codex . Tecciztecatl, the male Moon God, is sometimes depicted emerging from the mouth of a quiquiztli. The sound of the instrument itself was considered by the Aztecs to be the musical analog to the roar of the jaguar. Like the twisting spiral within the shell, the associations are nearly endless, doubling back on each other in folds of life, death, night, dawn, and breath.
The quiquiztli appeared in two offerings at the Templo Mayor in Tenochtitlan (offering #88). One shell was found on Tlaloc the Rain Lord’s side (not at all surprising, given the overwhelming watery connotations of the instrument). A second one was found on Huitzilopochtli’s side of the manmade replica of Coatepetl. If you would like to actually hear one of these very trumpets being played, you can click HERE to visit the International Study Group on Music Archaeology’s page for these trumpets. You can directly download the MP3 recording by clicking HERE.
I also found a beautiful photograph of an Aztec or Mixtec conch trumpet (covered in intricate carvings) currently in the holdings of the Museum of Fine Arts here in Boston. If you’d like to view the photo and see their notes on the artifact, please click HERE. If you’d rather jump right to the full-size, more detailed image, click HERE instead.
Want to learn more about the trumpet and its uses in Mesoamerican cultures past and present? Head on over to Mixcoacalli and read Arnd Adje Both’s excellent 2004 journal article called “Shell Trumpets in Mesoamerica: Music-Archaeological Evidence and Living Tradition” (downloadable full text PDF). It gives a valuable introduction to the instrument in Teotihuacan, Aztec, and Mayan societies and includes numerous interesting photos and line sketches as a bonus. I couldn’t find a direct link to the article on his site, but I did find it on his server via Google. As a courtesy, the link to his homepage is here. There is some other interesting material relating to the study of ancient Mesoamerican music on there, so I recommend poking around.
What about South American cultures? I’m a step ahead of you — why not go here to read an interesting article on Wired about a cache of 3,000 year old pre-Incan shell trumpets found in Chavin, Peru? Includes recordings and photos.
Finally, if you’re curious for an idea of how the Aztecs and Maya actually played the quiquiztli, including how they changed the tone of the instrument without any finger-holes or other devices, you can view a demonstration by ethnomusicologist John Burkhalter below. If you noticed that the trumpeter in the codex image I embedded earlier has his hand slipped into the shell, you’ll get to see what that actually does when the horn is played in the video.
Tonight I’ve decided to bring your attention to a major collection of photographs of Aztec and other Mesoamerican art, crafts, and architecture. It’s housed at the Werner Forman Archive in the United Kingdom. It’s a treasure trove of wonderful pictures of literally thousands of different objects and places around the world, including pictures relating to the Aztecs, Maya, Teotihuacanos, and other peoples of Central America.
You can browse their Precolumbian section for photos covering both North and South American peoples, or you can try searching for Aztec, Maya, or more specific keywords. To give you a hint at how much there is to explore, the full Precolumbian section has 763 photos available online!
As they don’t appear to look kindly on people rehosting their images, and hotlinking is rude, I’ll just drop a few direct links here to some particularly interesting photos to get you started…
I have quite the research treat for you tonight, dear reader! After quite some time patiently hunting and following threads (and guessing the correct URL behind a broken link when one last barrier tried to put an end to my quest), I successfully tracked down the only English, full-text translation of an important Conquest-era work… the Colloquios y doctrina christiania (“Dialogues and Christian Doctrine”), often known to English speakers by its nickname “The Colloquies of the Twelve.”
The bilingual Nahuatl/Spanish text dates to about 1564 and was penned by Fray Bernardino de Sahagún. The work concerns itself with recording a series of debates between Mexican religious and political authorities and a team of twelve friars sent by the Spanish crown to attempt to destroy the indigenous faith. These verbal battles took place in the early 1520’s, shortly after the fall of the Aztec empire. While Sahagún didn’t reach Mexico until 1529 and thus was a few years too late to have witnessed these discussions himself, he did consult ten out of twelve of the friars, as well as four Mexica informants and four eminent native scholars (Antonio Valeriano, Alonso Vegeriano, Martin Jacobita, and Andres Leonardo), in order to reconstruct the debates (albeit in a highly-poetic and dramatic form).
The lone surviving manuscript was lost for over three hundred years until it was rediscovered in the Vatican archives in the early twentieth century. Sadly, of the thirty chapters, only fourteen have endured the ravages of time. It received a German translation by Zelia Nuttall in the 1940’s, but remained untranslated into English until 1978, thanks to the effort of Jorge Klor de Alva (the first complete modern Spanish translation was executed by Miguel Leon-Portilla in 1977). Its first and only publication was in the final issue of Alcheringa: Ethnopoetics, Volume Four, Number Two, published by Boston University in 1980. This printing is the one I present you with today.
I also recommend poking around in other volumes in Alcheringa’s archives, as they have quite a bit of interesting stuff back there, including more Mesoamerican research and several recordings of indigenous poetry recitations. Thumbs up to Boston University for releasing these archives to the public, including the audio recordings that came with issues of this journal.
P.S. — As a bonus, this particular volume also includes several interesting Mayan legends I haven’t encountered anywhere else, and, related to my previous post, Thelma D. Sullivan’s full text translations of several birth/pregnancy huehuetlatolli speeches from Book 6 of the Florentine Codex.
Book of the Colloquies; The Aztec-Spanish Dialogues of 1524. English edition translated and edited by Jorge Klor de Alva. Alcheringa/Ethnopoetics vol 4, no. 2:52—193. 1980.
In honor of back to school season in my part of the world, I’d like to share some notes on Aztec education, as well as a link to an article on the rediscovery and initial excavation of the calmecac in modern-day Mexico City. In case you’re not familiar with the calmecac, it’s one of two schooling institutions created by the Aztecs to educate their children. Dibble and Anderson translate the name “Priests’ House” or “House of Penance,” for reasons that will become clear below. The telpochcalli, or “Young Men’s House,” could be described roughly as a cross between a military and trade school, in Western/European terms. It’s the school primarily populated by the non-aristocratic children, where they would be trained in combat and economic matters more typical of their station.
In contrast, the calmecac is more akin to a seminary, elite prep school, and college rolled together. Primarily attended by the offspring of the noble class, it’s reported that certain common-born children of especial talent were allowed to go as well, despite their lineage. Here the children would learn basic priestly training, military skills, the arts, etiquette, and leadership. While we have records of these two schools existing within the walls of Tenochtitlan, it wasn’t until 2007 that archaeologists had uncovered the remains of any part of these two educational complexes. If you would like to read an article in the Christian Science Monitor reporting on this discovery, please click HERE. (It includes a photograph of one of the ornaments that once decorated the roof of this indigenous American university — the cross section of a twisting shell, named the “wind jewel,” a symbol of Quetzalcoatl the Plumed Serpent, lord of learning.)
Unlike many other cultures past (and present, sadly), the Mexica-Tenochca were quite progressive with regards to education. They sought to put most children though one of the two schools described above, making them among the earliest proponents of universal education. Even more exemplary was the fact that that this education extended to girls as well as boys! No child left behind? The Aztecs had it covered.
While there were differences in which form of education a child would receive, heavily influenced by social standing as noted above, it appears there was some flexibility according to the parent’s wishes, according to Sahagun’s informants in the Florentine Codex (Book 6, Chapter 39, p. 209, Dibble & Anderson trans.). When the parents had chosen which educational path their child would take, a celebration was hosted. If the child would go to the telpochcalli, the schoolmasters would be invited over for food and drink, the exchange of gifts, and to meet their future pupil. Then they would cradle the child in their arms and swear to guide the child until he or she was ready to leave their school, take a spouse, and establish their own household. (Dibble & Anderson, Book 6, p.209). Tezcatlipoca was invoked as the patron of this child’s educational career. (Dibble & Anderson, Book 6, p.210)
If the parents chose to send the child to the calmecac, a celebration was still held, but instead the class of priests called quaquacuiltin were invited to the house. Once again, they were feasted and presented with gifts, and the priests held the child and dedicated her or him to Quetzalcoatl, and promise that the child will carry out his/her responsibilities as a religious novitiate and seek the god’s knowledge. They closed their oration with a plea for the Feathered Serpent’s blessing and consent for these educational gifts. (Dibble & Anderson, Book 6, p.210)
Sahagun records that a girl dedicated to the calmecac received a distinctive scarification mark on her hips and chest at this time, and was also given a special necklace marking her as destined for a religious education, the yaqualli pendant. (Dibble & Anderson, Book 6, p.210) He doesn’t note what marks and accoutrements the boys were given.
After this initial encounter with their future educators, whether the martial headmasters of the telpochcalli or the religious experts of the calmecac, the child stayed with their parents for another few years until they were deemed old enough to attend the school they had been promised to. After that, they were sent to live at the schools until they completed their education and struck out on their own adult lives.
Sahagún, Bernardino , Arthur J. O. Anderson, and Charles E. Dibble. General History of the Things of New Spain: Florentine Codex. Santa Fe, N.M: School of American Research, 1950-1982, Book VI, pp.209-211.
Today I want to share something interesting I noted about a couple of important dates in the tonalpohualli, the 260 day sacred calendar of traditional Mesoamerica (as opposed to the 360 day + 5 “dead days” civil calendar, used by the authorities much like the modern 12 month European calendar). According to the Aztec Calendar website, today is the day Nahui Ollin, or Four Movement. It’s a particularly special day because its the name day of Tonatiuh, the Sun of the Fifth Era — i.e., the present cosmic age.
A quick aside if you’re not familiar with the classical Mesoamerican “name day” concept — Aztec parents didn’t name their children purely at their own pleasure, like is the common practice in the USA today. Instead, they would name their baby after a tonalpohualli date within four days of the child’s birth, which would be a number/noun pair, like One Reed or Ten Death. As different dates have different positive and negative qualities under the pre-Conquest system of prognostication, the parents would consult with a priestly calendar specialist to choose the most promising day within that four day window to name the child. (Dibble & Anderson, Florentine Codex, Book VI, pp.197-199, 201-207)
Now, back to Tonatiuh and His date name, Four Movement. According to myth, the Fifth Era began in the darkness at Teotihuacan when all the gods came together to re-create the world and birth a new sun. The day the new age and the new sun came to be is Mahtlactli Omei Acatl, or Thirteen Reed. Thirteen Reed is the last day of the first trecena of the new 260 day calendar round, which started with Ce Cipactli (One Crocodile). (Side note — the name Cipactli should be familiar, as it’s also the name of the primordial earth goddess who was dismembered to form the universe by Tecatlipoca and Quetzalcoatl before the First Era/Sun. Another link to the process of creation!) Exactly four days after Thirteen Reed is… Four Movement. So, this creation story captures the fascinating detail that even the gods followed the practice of naming new beings after a date within the four day window after birth. (This makes perfect sense when you recall that the common belief in Mesoamerica, continuing to the present day, is that the calendar and date-keeping is a divine gift.)
Now, this little detail is interesting enough in its own right, but I’d like to call your attention to one last thread of the story that makes it even more fascinating. The date Nahui Ollin isn’t only the birth name of Tonatiuh, the present Sun, but it is also the prophecied date that He and the earthly realm will collapse into chaos and darkness again. Thus, this single date and phrase is both His birth and His death, packed into one incredibly concise little packet bursting with meaning. Life and death, creation and uncreation, Mictlan and Topan, separated only by time. The Aztec alpha and omega.
Sahagún, Bernardino , Arthur J. O. Anderson, and Charles E. Dibble. General History of the Things of New Spain: Florentine Codex. Santa Fe, N.M: School of American Research, 1950-1982, Book VI, pp.197-199, 201-207.
Today I’d like to share a video clip I came across that shows a portion of a Discovery Channel special. In it, they explore effectiveness of several traditional Aztec weapons and compare them to their closest Spanish analogues. Most interesting are the sequences where they demonstrate the obsidian-bladed sword-club, the maquahuitl (also spelled macuahuitl) and the sling. A particularly nice little surprise about this episode is that Dr. Frances Berdan speaks a bit about the maquahuitl. If you’re wondering why I’m highlighting that, it’s because she’s a significant scholar of Mesoamerican studies. What has she done for you lately, you ask? Well, you might want to thank her and Dr. Anawalt for the current definitive edition of the Codex Mendoza, for starters.
That aside, enjoy the video!
My dear grandfather passed away this month at 90 years of age, so in his honor I am going to post the entry about the grandfather from the Florentine Codex, as well as the related entry about the old man, as it expands on concepts discussed in the first one. Xolotl guide you, Grandpa.
One’s Grandfather — Grandfather (Tecol, Colli)
One’s grandfather is hardened, lean, white-haired, white-headed. He becomes impotent, childish.
The good grandfather is an adviser, an indoctrinator. He reprimands one, beats one with nettles, teaches one prudence, discretion.
The bad grandfather is negligent, of misspent days and nights; of no fame, of no renown. A luxurious old man, he is decrepit, senile.
Bernardino de Sahagún, Florentine Codex: General History of the Things of New Spain (Translation of and Introduction to Historia General De Las Cosas De La Nueva España; 12 Volumes in 13 Books ), trans. Charles E. Dibble and Arthur J. O Anderson (Salt Lake City: University of Utah Press, 1950-1982). Book 10 – The People, Chapter 1, pp. 4-5
The Old Man
The revered old man, the aged man is white-haired, white-headed, hardened with age, aged, ancient, experienced, a successful worker.
The good old man is famous, honored, an advisor, a reprehender, a castigator, a counselor, an indoctrinator. He tells, he relates ancient lore; he leads an exemplary life.
The bad old man is a fabricator, a liar, a drunkard, a thief; decrepit, feeble; a gaudy old man, a luxurious old man, an old fool, a liar. He invents falsehoods.
Bernardino de Sahagún, Florentine Codex: General History of the Things of New Spain (Translation of and Introduction to Historia General De Las Cosas De La Nueva España; 12 Volumes in 13 Books ), trans. Charles E. Dibble and Arthur J. O Anderson (Salt Lake City: University of Utah Press, 1950-1982). Book 10 – The People, Chapter 3, p.11