Education in the Inca civilization

Education in the Inca civilization played a key role in the organization and growth of the Tahuantinsuyo, an empire that covered a large part of South America. This educational model, although segmented according to social hierarchy, allowed for the transmission of fundamental knowledge, skills, and values for the functioning of Inca society.

The Yachayhuasi: School of the Inca Nobility

The Yachayhuasi, translated as “House of Knowledge,” was the exclusive training center for the sons of the Inca nobility. Established in the city of Cusco, this institution aimed to prepare the future rulers and administrators of the empire. Formal education began at age 13 and lasted until age 19, under the tutelage of the amautas, the empire’s scholars.

The subjects taught at the Yachayhuasi were essential for the government and maintenance of imperial order:

• Quechua and Oral Expression: Study of grammar, rhetoric, poetry, and dramatic arts.
• Religion and Andean Worldview: Instruction on the gods, religious ceremonies, and astronomy.
• Quipus and Administration: Management of the Inca recording system for accounting and state organization.
• Military Strategy and Geopolitics: Training in history, geography, and tactics for empire defense.

Aside from theoretical instruction, the young men had to undergo rigorous physical training and endurance tests as part of their preparation for future responsibilities in the administration of Tahuantinsuyo.

The Acllahuasi: The House of the Chosen Women

The Acllahuasi, or “House of the Chosen Women,” was the place where the acllas were educated. These were women selected for their talent, beauty, or special skills. These young women, coming from different regions of the empire, were instructed by the mamaconas, high-ranking priestesses, and their training was aimed at serving in specific roles within Inca society.

The teachings within the Acllahuasi focused on:

• Religious rites and ceremonies, where they prepared to worship Inti, the Sun god.
• Domestic and textile tasks, specializing in making high-quality garments and producing chicha (corn beer).
• Dance and song, fundamental skills for Inca celebrations and festivities.

Upon completing their education, the acllas could assume different roles: become priestesses, wives of political leaders, or remain in the temple dedicated to serving the gods.

Key Aspects of the Inca Educational System

The Inca educational model was distinguished by the following characteristics:

• Differentiated Access: While the nobility had access to formal education, the common people learned practically within their community.
• Orality as the Primary Method: Due to the lack of a writing system, knowledge was transmitted from generation to generation orally.
• Practical Orientation: Education aimed to prepare students to fulfill roles within the empire, whether in administration, religion, or the military sphere.
• Integral Development: Both intellectual learning and physical and moral strengthening were promoted.

This system guaranteed the political stability and cultural continuity of Tahuantinsuyo, maintaining an efficient and well-organized government structure.

The Learning of the Common People in Tahuantinsuyo

Unlike the aristocracy, the education of common citizens, or hatun runa, was more informal and based on daily experience. Knowledge was acquired through observation and practice within the family and community.

Key areas of popular education included:

• Agriculture and livestock, where they learned techniques for cultivation, storage, and caring for llamas and alpacas.
• Crafts and trades, which included the manufacturing of pottery, textiles, and tools.
• Oral tradition, through which stories, myths, and teachings about the history of the Inca people were transmitted.

This educational system ensured that each individual developed the necessary skills to actively contribute to the functioning of Inca society.