by contrasting all the accomplishments of our material civilization
here in the United States, with the results in Mexico and in South
America. Our progress has been all beneficent, while the influence of
the Spaniard was everywhere absolutely maleficent. He seems to forget
all about our treatment of the Indian, with its awful injustice. He
proclaims our increase in wealth as the surest sign of our
intellectual superiority. He says: [Footnote 67]

[Footnote 67: Page 289.]

"Let us contrast with this the results of the invasion of Mexico and
Peru by the Spaniards, who in those countries overthrew a wonderful
civilization, in many respects superior to their own, a civilization
that had been accomplished without iron and gunpowder--a
civilization resting on an agriculture that had neither horse, nor
ox, nor plow. The Spaniards had a clear base to start from, and no
obstruction whatever in their advance. They ruined all that the
aboriginal children of America had accomplished. Millions of those
unfortunates were destroyed by their cruelty. Nations that for many
centuries had been living in contentment and prosperity, under
institutions shown by their history to be suitable to them, were
plunged into anarchy; the people fell into a baneful superstition,
and a greater part of their land and other property found its way
into the possession of the Roman Church."

Place beside that a paragraph from the late lamented Professor Bourne
of Yale, who having made special studies in {514} Spanish-American
culture and education, as well as in its intellectual life, contrasts
it quite unfavorably with what was accomplished in the English
colonies. Professor Bourne was, like Draper, a professor at an
American university, but he had made special studies in the subject,
and knew something about it. Professor Draper talked out of the depths
of his assumption of knowledge; Professor Bourne out of an intimate
acquaintance that had been obtained by years of serious research work.
Professor Bourne said:

"Both the Crown and the Church were solicitous for education in the
Spanish colonies, and provisions were made for its promotion on a
far greater scale than was possible or even attempted in the English
colonies. The early Franciscan missionaries built a school beside
each church, and in their teaching abundant use was made of signs,
drawings, and paintings. The native languages were reduced to
writ