![1520 A.D.
the exaction of a fixed tribute from their subject Indians. This tribute
must be paid in money or in some product of the soil, but not
compounded for by personal service. The Indians might hire
themselves as labourers, under certain regulations and for certain
specified wages, but this must be their own voluntary act. For many
years the Spaniards yielded a most imperfect obedience to these
salutary restrictions, but gradually, as the machinery of
administration spread itself over the continent, the law was more
strictly enforced.
The Spanish Government is entitled to the praise of having done
its utmost to protect the native populations. In the early days of the
conquest, Queen Isabella watched over their interests with a special
concern for their conversion to the true faith. As years passed, and
the gigantic dimensions of the evil which had fallen on the Indians
became apparent, her successors attempted, by incessant
legislation, to stay the progress of the ruin which was desolating a
continent. None of the other European Powers manifested so sincere
a purpose to promote the welfare of a conquered people. The rulers
of Spain were continually enacting laws which erred only in being
more just and wise than the country in its disordered condition was
able to receive. They continually sought to protect the Indians by
regulations extending to the minutest detail, and conceived in a
spirit of thoughtful and even tender kindness.[31] In all that the
Government did or endeavoured to do it received eager support
from the Church, whose record throughout this terrible history is full
of wise foresight and noble courage in warning and rebuking
powerful evil-doers. The Popes themselves interposed their authority
to save the Indians. Las Casas, when he became a bishop, ordered
his clergy to withhold absolution from men who held Indians as
slaves. Once the King’s Preachers, of whom
there were eight, presented themselves
suddenly before the Council of the Indies and
sternly denounced the wrongs inflicted upon the natives, whereby,
said they, the Christian religion was defamed and the Crown
disgraced. Gradually efforts such as these sufficed to mitigate the](https://image.slidesharecdn.com/4366-250410073033-4f39f1fc/85/Organizational-Behavior-A-Practical-Problem-Solving-Approach-1st-Edition-Kinicki-Solutions-Manual-30-320.jpg)
![sorrows of the Indians; but for many years their influence was
scarcely perceived. The spirit of the conquerors was too high for
submission to any limitation of prerogatives which they had gained
through perils so great; their hearts were too fierce, their orthodoxy
too strict to admit any concern for the sufferings of unbelievers.
They were followed by swarms of adventurers—brave, greedy,
lawless. Success—unlooked for and dazzling—attended the search
for gold. Conquest followed conquest with a rapidity which left
hopelessly in arrear the efforts of Spain to supply government for
the enormous dependencies suddenly thrown upon her care. Every
little native community was given over to the tender mercies of a
man who regarded human suffering with unconcern; who was
animated by a consuming hunger for gold, and who knew that
Indian labour would procure for him the gold which he sought. In
course of years, the persistent efforts of the Government and the
Church bridled the measureless and merciless rapacity of the
Spanish colonists. But this restraint was not established till ruin
which could never be retrieved had fallen on the Indians; till millions
had perished, and the spirit of the survivors was utterly broken.
When the English began to colonize the northern continent of
America, their infant settlements enjoyed at the hands of the mother
country a beneficent neglect.[32] The early colonists came out in
little groups—obscure men fleeing from oppression, or seeking in a
new world an enlargement of the meagre fortune which they had
been able to find at home. They gained their scanty livelihood by
cultivating the soil. The native population lived mainly by the chase,
and possessed nothing of which they could be plundered. The
insignificance of these communities sufficed to avert from them the
notice of the monarchs whose dominions they had quitted. And thus
they escaped the calamity of institutions imposed upon them by
ignorance and selfishness; they secured the inestimable advantage
of institutions which grew out of their own requirements and were
moulded according to their own character and habits.](https://image.slidesharecdn.com/4366-250410073033-4f39f1fc/85/Organizational-Behavior-A-Practical-Problem-Solving-Approach-1st-Edition-Kinicki-Solutions-Manual-31-320.jpg)
![In the unhappy experience of Spanish America all these conditions
were reversed. There were countries in which the precious metals
abounded, and many of whose products could be procured without
labour and converted readily into money. There was a vast native
population in whose hands much gold and silver had accumulated,
and from whom, therefore, a rich spoil could be easily wrung. There
were powerful monarchies, the romantic circumstances of whose
conquest drew the attention of the civilized world. Spain, marvelling
much at her own good fortune, hastened to bind these magnificent
possessions closely and inseparably to herself.
The territories which England gained in America were regarded as
the property of the English nation, for whose advantage they were
administered. Spanish America was the property of the Spanish
Crown. The gift of the Pope was a gift, not to the Spanish nation,
but to Ferdinand and Isabella and their successors. The Government
of England never attempted to make gain of her colonies; on the
contrary, large sums were lavished on these possessions, and the
Government sought no advantage but the gain which colonial trade
yielded to the nation. The Sovereigns of Spain sought direct and
immediate profit from their colonies. The lands and all the people
who inhabited them were their own; theirs necessarily were the
products of these lands. No Spaniard might set foot on American soil
without a license from the House of Trade. No foreigner was suffered
to go, on any terms whatever. Even Spanish subjects of Jewish or
Moorish blood were excluded. The Sovereigns claimed as their own
two-thirds[33] of all the gold and silver which were obtained, and
one-tenth of all other commodities. They established an absolute
monopoly in pearls and dye-woods. They levied heavy duties on all
articles which were imported into the colonies. They levied a tax on
pulque—the intoxicant from which the Indians drew a feeble solace
for their miseries. They sold for a good price a Papal Bull, which
conveyed the right to eat meat on days when ecclesiastical law
restricted the faithful to meaner fare. Acting rigorously according to
financial methods such as these, the Spanish Crown drew from the](https://image.slidesharecdn.com/4366-250410073033-4f39f1fc/85/Organizational-Behavior-A-Practical-Problem-Solving-Approach-1st-Edition-Kinicki-Solutions-Manual-32-320.jpg)
![1511 A.D.
colonies a revenue which largely exceeded the expenses of the
colonial administration.
The results of the first two voyages of Columbus disappointed
public expectation, and the interest which his discovery had
awakened almost ceased. But when the admiral, after his third
voyage, sent home pearls and gold and glowing accounts of the
treasures which he had at last found, boundless possibilities of
sudden wealth presented themselves, and the adventurous youth of
Spain hastened to embrace the unprecedented opportunity. The old
and rich fitted out ships and loaded them with the inexpensive trifles
which savages love; the young and poor sought, under any
conditions, the boon of conveyance to the golden world where
wealth could be gained without labour: the King granted licenses to
such adventurers, and without sharing in their risks and outlays
secured to himself a large portion of their profits. So great was the
emigration, that in a few years Spain could with difficulty obtain men
to supply the waste of her European wars, and found herself in
possession of enormous territories and a numerous population for
which methods of government and of trade had to be provided.
The government which was established had the simplicity of a
pure despotism. The King established a Council
which exercised absolute authority over the new
possessions, and continued in its functions so
long as South America accepted government from Spain. This body
framed all the laws and regulations according to which the affairs of
the colonies were guided; nominated to all offices; controlled the
proceedings of all officials. Two Viceroys[34] were appointed, who
maintained regal state, and wielded the supreme authority with
which the King invested them.
The early colonial policy of all European nations was based on the
idea that foreign settlements existed, not for their own benefit, but
for the benefit of the nation to which they belonged. Under this
belief, colonists were fettered with numerous restrictions which
hindered their own prosperity in order to promote that of the mother](https://image.slidesharecdn.com/4366-250410073033-4f39f1fc/85/Organizational-Behavior-A-Practical-Problem-Solving-Approach-1st-Edition-Kinicki-Solutions-Manual-33-320.jpg)
![herself. Her administration was conducted by men sent out from
Spain for that purpose, and no man was eligible for office unless he
could prove his descent from ancestors of unblemished orthodoxy. It
was held that men circumstanced as these were must remain for
ever true to the pleasant system of which they formed part, and
were in no danger of becoming tainted with colonial sympathies.
This expectation was not disappointed. During all the years of her
sordid and unintelligent rule, the servants of Spain were scarcely
ever tempted, by any concern for the welfare of the colonists, to
deviate from the traditional policy of the parent State. Corruption
fostered by a system of government which inculcated the wisdom of
a rapid fortune and an early return to Spain was excessive and
audacious. Those Spaniards who had made their home in the
colonies were admitted to no share in the administration. Many of
them had amassed great wealth; but yielding to the influences of an
enervating climate and a repressive Government, they had become a
luxurious, languid class, devoid of enterprise or intelligence.
In course of years the poor remnants of the native population
which had been bestowed, for a certain number of lives, upon the
conquerors, reverted to the Crown, and their annual tribute formed
a considerable branch of revenue.[35] The Indians had been long
recognized by the law as freemen, but they were still in the remoter
districts subjected to compulsory service on the fields and in the
mines. They were no longer, however, exposed to the unrestrained
brutality of a race which they were too feeble to resist. Officers were
appointed in every district to inquire into their grievances and
protect them from wrong. In their villages they were governed by
their own chiefs, who were salaried by the Spanish Government; and
they lived in tolerable contentment, avoiding, so far as that was
possible, the unequal companionship which had brought misery so
great upon their race.
In the early years of the conquest, negroes were imported from
Africa on the suggestion of Las Casas,[36] and for the purpose of
staying the destruction of the native population. Negro labour was](https://image.slidesharecdn.com/4366-250410073033-4f39f1fc/85/Organizational-Behavior-A-Practical-Problem-Solving-Approach-1st-Edition-Kinicki-Solutions-Manual-40-320.jpg)
Organizational Behavior A Practical Problem Solving Approach 1st Edition Kinicki Solutions Manual
- 1. Organizational Behavior A Practical Problem Solving Approach 1st Edition Kinicki Solutions Manual download https://testbankdeal.com/product/organizational-behavior-a- practical-problem-solving-approach-1st-edition-kinicki-solutions- manual/ Explore and download more test bank or solution manual at testbankdeal.com
- 2. We believe these products will be a great fit for you. Click the link to download now, or visit testbankdeal.com to discover even more! Organizational Behavior A Practical Problem Solving Approach 1st Edition Kinicki Test Bank https://testbankdeal.com/product/organizational-behavior-a-practical- problem-solving-approach-1st-edition-kinicki-test-bank/ Organizational Behavior A Practical Problem Solving Approach 2nd Edition Kinicki Test Bank https://testbankdeal.com/product/organizational-behavior-a-practical- problem-solving-approach-2nd-edition-kinicki-test-bank/ Business Communication A Problem Solving Approach 1st Edition Rentz Solutions Manual https://testbankdeal.com/product/business-communication-a-problem- solving-approach-1st-edition-rentz-solutions-manual/ Neurology for the Speech Language Pathologist 5th Edition Webb Test Bank https://testbankdeal.com/product/neurology-for-the-speech-language- pathologist-5th-edition-webb-test-bank/
- 3. Transformations Women Gender and Psychology 3rd Edition Crawford Test Bank https://testbankdeal.com/product/transformations-women-gender-and- psychology-3rd-edition-crawford-test-bank/ Basics of Social Research Canadian 3rd Edition Neuman Solutions Manual https://testbankdeal.com/product/basics-of-social-research- canadian-3rd-edition-neuman-solutions-manual/ Effective Human Relations Interpersonal and Organizational Applications 12th Edition Reece Test Bank https://testbankdeal.com/product/effective-human-relations- interpersonal-and-organizational-applications-12th-edition-reece-test- bank/ Seeleys Anatomy and Physiology 11th Edition VanPutte Solutions Manual https://testbankdeal.com/product/seeleys-anatomy-and-physiology-11th- edition-vanputte-solutions-manual/ Environmental Geology An Earth Systems Approach 2nd Edition Merritts Solutions Manual https://testbankdeal.com/product/environmental-geology-an-earth- systems-approach-2nd-edition-merritts-solutions-manual/
- 4. Supply Chain Logistics Management 4th Edition Browersox Test Bank https://testbankdeal.com/product/supply-chain-logistics- management-4th-edition-browersox-test-bank/
- 5. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 1 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9 Chapter Communication in the Digital Age: How Can I Become a More Effective Communicator? Major Questions the Student Should Be Able to Answer 2 Overview of the Chapter 3 Lecture Outline 5 Revisiting the Integrative Framework 42 Challenge: Major Questions 44 Problem-Solving Application Case 47 Legal/Ethical Challenge 49 Group Exercise 51 Video Resources 52 Manager’s Hot Seat 52 CHAPTER CONTENTS
- 6. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 2 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9.1 Basic Dimensions of the Communication Process MAJOR QUESTION: How can knowledge about the basic communication process help me communicate more effectively? 9.2 Communication Competence MAJOR QUESTION: What are the key aspects of interpersonal communication that can help me improve my communication competence? 9.3 Gender, Generations, and Communication MAJOR QUESTION: Do I need to alter how I communicate based on the gender and age of my audience? 9.4 Social Media and OB MAJOR QUESTION: How can social media increase my effectiveness at work and in my career? 9.5 Communication Skills to Boost Your Effectiveness MAJOR QUESTION: How can I increase my effectiveness using skills related to presenting, crucial conversations, and managing up? MAJOR QUESTIONS THE STUDENT SHOULD BE ABLE TO ANSWER
- 7. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 3 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Communication is defined as the exchange of information between a sender and a receiver, and the inference of meaning between the individuals. The perceptual model of communication depicts communication as a process in which receivers create meaning within their own minds. The sender is the person wanting to communicate information—the message. The receiver is the person, group, or organization for whom the message is intended. Encoding translates mental thoughts into a language that can be understood by others. The output of encoding is a message. Messages can be communicated through different media including face-to-face conversations and meetings, telephone calls, charts and graphs, and digital forms of communication. Decoding is the receiver's version of encoding and consists of translating aspects of a message into a form that can be interpreted. Miscommunication can occur if the receiver's interpretation of a message differs from that intended by the sender. Feedback occurs when the receiver expresses a reaction to the sender’s message. Noise is anything that interferes with the transmission and understanding of a message. Media richness is the capacity of a given communication medium to convey information and promote understanding. Communication competence reflects your ability to effectively communicate with others. Nonverbal communication is any message sent or received outside of the written or spoken word. Sources of nonverbal communication include body movements and gestures, touching, facial expressions, and eye contact. Active listening requires cognitive attention and information processing. The four typical listening styles of active, involved, passive and detached vary with respect to how invested the listener is, their level of participation, and the type of body language they display. Nondefensive communication is the final communication skill that affects communication competence. Defensiveness is when people perceive that they are being attacked or threatened, feelings which can lead to defensiveness in the other party. Defensiveness often is started by the poor choice of words we use and/or the nonverbal posture used during interactions. Linguistic style refers to a person’s typical speaking pattern. Men and women generally use different linguistic styles. Evolutionary psychology attributes gender differences in communication to drives, needs, and conflicts associated with reproductive strategies used by women and men. According to the social role theory perspective, females and males learn ways of speaking while growing up and therefore women will use conversational styles that focus on rapport and relationships. People from the four different generations currently in the workforce have different views on communication styles and media. Millennials and Gen Xers are usually more comfortable with technology than some traditionalists, but the Millennials may rely too heavily on electronic media. OVERVIEW OF THE CHAPTER
- 8. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 4 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Social media refers to the use of web-based and mobile technologies to generate interactive dialogue with members of a network. Social media is used to collaborate, exchange ideas, and communicate with colleagues and customers, and it can increase productivity for employees and employers. Crowdsourcing is when companies invite nonemployees to contribute to particular goals and manage the process via the Internet. Despite the many benefits of social media, it can be a distraction at work and employees need to find ways to effectively manage social media, in particular e-mail communication. Employers are cautioned against blocking social media access since such policies can alienate workers without actually saving time since the employees will just use their personal devices to access blocked websites and these policies suggest a lack of trust. Companies should use social media strategies to determine how they can use social media to recruit talent, share knowledge and reinforce their brand in a way that is strategic for the company. To protect their brands, firms need to create social media policies that describe the who, how, when, for what purposes, and consequences for noncompliance of social media usage. The chapter provides practical advice for improving three critical communication skills. The first skill is becoming a more effective presenter. The TED Five-Step Protocol for Effective Presentations should be followed to deliver a presentation with impact. The second critical communication skill is managing crucial conversations. A crucial conversation is a discussion between two or more people where (1) the stakes are high, (2) opinions vary, and (3) emotions run strong. When faced with the need to have a critical conversation, people may avoid it, face it and handle it poorly, or face it and handle it well. The STATE technique is a method for facing crucial conversations and handling them well. With this technique, the person should: (1) Share their facts, (2) Tell their story, (3) Ask for others’ facts and stories, (4) Talk tentatively, and (5) Encourage testing. The final critical communication skill is managing up. Before providing upward feedback, it is important to gauge your boss’ receptiveness to coaching. If your boss is open to feedback, the chapter describes techniques for effective upward management.
- 9. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 5 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. POWERPOINT SLIDE 1 POWERPOINT SLIDE 2 Winning at Work: Communication Counts in Landing a Job As a job seeker, it is your responsibility to prove that you’re the best candidate for the job through effective communication. Performing well during an interview depends on both what you say and how you say it. It is important to direct the conversation and substantiate your top selling points for experience or personal qualities. Research the company and emphasize what you can do for it. Anticipate possible challenging questions. To make your points effectively, express enthusiasm, smile, take your time, use appropriate eye contact, dress appropriately, close with a handshake and follow up with a note of thanks. It is important to calm your nerves and never say you are nervous. Possible Topics for Discussion: Think of a time when a job interview did not go very well or you did not get a job offer after the interview. What could you have done differently to communicate more effectively? LECTURE OUTLINE
- 10. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 6 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Assume you are applying for a job and you know that you will be competing against other job applicants who have more relevant experience. How could you “sell yourself” to ensure you are offered the position? Describe steps that work best for you to calm your nerves prior to a public speech or a job interview. This section of the chapter defines communication and presents a process model of communication. One way that you could begin your coverage of communication is to have the students participate in a version of the telephone game. In the telephone game, one person whispers a short sentence into the ear of the person next to him. The speaker is only allowed to say the sentence once without repeating it. The receiver of the message then needs to whisper the sentence into the ear of the person next to him. The process continues until the message has been passed to all the people in the room. The last listener then says out loud the message he received. With complex or not personally relevant sentences, the final message usually bears little resemblance to the original message. To use the telephone game in the classroom, whisper a short, non-relevant sentence into the ear of a student at the end of the row in the back of the classroom. Have that student whisper the sentence into the ear of the next person. Tell the students that they have to pass along the statement as best they heard it because the sender cannot repeat it. An example of a sentence that is often used with this exercise is “Yolanda’s aunt shared her secret sweet potato pie recipe with me.” Have the last student state out loud the message as he understood it and then compare that to the original message. Have the students reflect on what contributed to the communication breakdown. You can consider repeating the exercise with a statement that is more meaningful to students to see if less of the message is lost in the process. The statement “We might get out of class early today” often seems to survive the exercise well. Possible Topics for Discussion: Describe a time you experienced miscommunication, either in your personal life or at work. What contributed to the miscommunication and how could it have been avoided? 9.1 Basic Dimensions of the Communication Process How can knowledge about the basic communication process help me communicate more effectively?
- 11. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 7 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Describe how the fondness of many Millennials for using text over other communication media might impact communication effectiveness in the workplace. Describe the types of noise that impact the communication process at your company (or a former one). How can managers reduce the impact of noise? Section 9.1 Key Concepts: Defining Communication • Communication: the exchange of information between a sender and a receiver, and the inference (perception) of meaning between the individuals involved. • Communication is a very important process for managers because they tend to spend the majority of their time sending, receiving, and interpreting messages, and many managers do not have effective communication skills. POWERPOINT SLIDE 3 POWERPOINT SLIDE 4 How the Communication Process Works • Researchers recognize that communication is fraught with miscommunication and have begun to examine communication as a form of social information processing in which receivers interpret messages by cognitively processing information. • The perceptual model of communication presented in Figure 9.1 depicts communication as a process in which receivers create meaning in their own minds.
- 12. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 8 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. o The sender is the person wanting to communicate information—the message. o Encoding translates mental thoughts into a code or language that can be understood by others. o The output of encoding is the message. o Managers can communicate through a variety of media including face-to- face conversations, phone calls, charts and graphs, and many digital forms. o Decoding occurs when receivers receive a message and it is the process of interpreting and making sense of a message. o Feedback occurs when the receiver expresses a reaction to the sender’s message. o Noise: anything that interferes with the transmission and understanding of the message. POWERPOINT SLIDE 5 POWERPOINT SLIDE 6 POWERPOINT SLIDE 7
- 13. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 9 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. POWERPOINT SLIDE 8 Selecting the Right Medium • Communication effectiveness is partly based on using the medium that is most appropriate for the situation at hand. • The appropriateness of a medium depends on many factors, including the nature of the message, its intended purpose, the audience, proximity to the audience, time constraints, and personal skills and preferences. • All media have advantages and disadvantages and should be used in different situations. PROBLEM-SOLVING APPLICATION: Using Multiple Communication Media to Implement Organizational Change This Problem-Solving Application encourages students to consider how managers should use communication methods during periods of change. Your Call: Stop 1: What is the problem that Mr. Hassan faced upon joining the company? The problem that Mr. Hassan faced upon joining the company was that the firm’s financial performance was declining. The company’s revenue was declining and it was not meeting its sales targets. Stop 2: What OB theories or concepts can explain Mr. Hassan’s approach toward organizational change? The concepts of performance management and goal setting can explain Mr. Hassan’s approach toward organizational change. He needed the district managers and the sales reps to have a clear understanding of their new performance expectations and he provided performance feedback to help the employees to succeed. Principles of motivation are also relevant here since Mr. Hassan needed to understand what was driving and rewarding the existing system
- 14. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 10 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. and processes to be able to make changes to them. Using the principles of change management, Mr. Hassan first needed to unfreeze the current behavior patterns, then change them, and then finally refreeze the change by reinforcing desired behaviors. Stop 3: What is your evaluation of Mr. Hassan’s approach to communication? Would you recommend anything? Since this was an example of an innovative change for the company, Mr. Hassan was correct in using the rich communication channel of face-to-face communication with the district managers. This medium allows for immediate feedback and the opportunity to observe nonverbal aspects of the communication process. Although time consuming and expensive, the face-to-face communication with the district managers was the appropriate choice. Student responses for recommendations will vary, but more emphasis on social media or interactive electronic communication channels may have been warranted. Additional Activities: One way that you could build on this Problem-Solving Application is to have the students watch a portion of an interview that Fred Hassan conducted for Meet The Boss in 2010. Although several clips are available at the website, the segment “Finding the People Resistant to Change” is particularly relevant to the topic of communication. The 2-minute video is currently available at: http://www.meettheboss.tv/video/finding-people-resistant-change. Consider using the following discussion questions: Describe a time when you felt like someone was not giving you honest positive feedback. What signs did you have that it is was “not very real praise?” How could you implement Fred Hassan’s suggestions to determine if the supervisors at your company (or a previous one) are truly supportive of any organizational change initiative the firm is implementing? Discuss how managers can use effective communication to overcome resistance to change. Media Richness • Media richness: capacity of a communication medium to convey information and promote understanding. • Alternative media (telephone, e-mail, voice mail, cell phone, standard and express mail, text messaging, video, blogs and other social media, and so forth) can vary from rich to lean. • Media richness is based on feedback, channel, type of communication and language source.
- 15. Visit https://testbankdead.com now to explore a rich collection of testbank, solution manual and enjoy exciting offers!
- 16. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 11 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. • Two-way face-to-face conversations are the richest form of communication while static media such as newsletters, computer reports, and general e-mail blasts are the leanest. POWERPOINT SLIDE 9 POWERPOINT SLIDE 10 TAKE-AWAY APPLICATION—TAAP This Take-Away Application (TAAP) encourages students to consider how the process model of communication can explain miscommunications. Questions: Based on the process model of communication shown in Figure 9.1, what went wrong? Miscommunication can occur at any stage in the communication process. It can start with the sender encoding a message that uses vocabulary that is unfamiliar to the receiver. Miscommunication could occur because the sender selected a poor communication medium, one that did not provide for adequate feedback, did not provide sufficient visual cues, or was inappropriate for the type of information to be conveyed. Noise can cause a communication breakdown at any stage of the process, and it can include background noise, poor equipment or an accent or speech impediment of the sender. Characteristics of the receiver, such as their
- 17. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 12 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. personality, needs or state of mind can contribute to miscommunication. Students may provide examples of miscommunication at any stage in the process. Based on what has been presented so far on various communication media, did you choose the most appropriate medium? Explain. The choice of communication medium should be influenced by the need for immediate feedback, the need for multiple cues such as body language or tone of voice, and whether the information is personally significant for the receiver. Students may realize that they used an inappropriate medium to send their message if it was not adequately rich for the situation at hand. Based on your answers to the above two questions, what would you do differently? Students’ responses will vary, but they may realize that they should not have been relying on electronic sources of communication such as text when a richer medium was required. Additional Activities: One way you could build on this Take-Away Application is to profile the danger of miscommunication in the medical field by having the students read the Wall Street Journal article “How to Make Surgery Safer.” This article profiles various medical errors that can occur during surgery, such as operating on the wrong body part or leaving medical instruments in the body. Consider using the following discussion questions: What elements of the communication process contribute to medical errors during surgery? How might you best deal with “disruptive physicians” whose behaviors may contribute to mistakes during surgery? Describe using the perceptual model of communication how using safety checklists during surgery would help to reduce errors. Article Citation: Landro, L. (2015, February 17). How to make surgery safer. Wall Street Journal Online. ProQuest Document ID: 1655426739 http://www.wsj.com/articles/how-to-make-surgery-safer-1424145652
- 18. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 13 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. This section of the chapter describes the key communication skills that are the foundation for communication competence: nonverbal communication, active listening, and nondefensive communication. One way to begin your coverage of communication competence is to have the students watch Julian Treasure’s TED talk “5 Ways to Listen Better.” In this 8-minute video, Julian discusses why it is hard to listen and presents suggestions for how people can improve their listening. The video is currently available at: http://www.ted.com/talks/julian_treasure_5_ways_to_listen_better?language=en. Possible Topics for Discussion: Describe a time when your nonverbal communication caused miscommunication or defensiveness. How should you have acted differently? Discuss the things that make it difficult for you to engage in active listening at work or at school. Evaluate the frequency with which you display the antecedents of defensiveness when communicating. How should you change your approach to communication? Section 9.2 Key Concepts: Communication Competence • Communication competence: performance-based index of an individual’s abilities to effectively use communication behaviors in a given context. • Communication competence reflects your ability to effectively communicate with others. • Nonverbal communication, active listening, and nondefensive communication are communication skills that affect communication competence. 9.2 Communication Competence What are the key aspects of interpersonal communication that can help me improve my communication competence?
- 19. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 14 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. POWERPOINT SLIDE 11 SELF-ASSESSMENT 9.1: Assessing My Communication Competence This Self-Assessment encourages students to reflect on their level of communication competence. Questions: Are you happy with the results? Students will vary in their level of happiness with their scores and their views of their strengths and weaknesses, but remind students that communication competence can be improved. What are your top three strengths and your three biggest weaknesses—use the items’ scores to determine strengths and weaknesses. Students’ responses will vary. How might you use your strengths more effectively in your role as a student? Students may realize that there are ways they can improve their communication competence and use their strengths in any of their roles, including student, worker, or relationship partner. For example, students may realize that eye contact sends a message that you are engaged in the conversation. Introducing new topics, bringing new parties to the conversation, or asking follow-up questions sends the message that you want to learn from others. By not interrupting others or by changing your communication style to meet the needs of others, you send a message that you consider the exchange to be a two-way-conversation rather than a one-way expressing of ideas. How might you improve on your weaknesses? Students can improve their communication competence by being more aware of nonverbal aspects of communication, by becoming a more effective listener, and by using nondefensive communication. Additional Activities: One way you could build on this Self-Assessment is to have the students consider the extent to which they would need to change their communication tactics for cross- cultural interactions. Consider using the following discussion questions:
- 20. Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator? 15 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Discuss examples of how the meaning of nonverbal communication varies by culture. Describe how cultural variables might impact how people perceive the antecedents of defensive communication discussed in Table 9.3. How might you need to change your communication tactics in order to speak with someone who is not a native speaker of your language? How can you ensure communication success with non-native speakers? You can also consult the Connect Instructors Manual for the post-assessment activity and corresponding PowerPoint slides used for this Self-Assessment in Connect. In this activity, students should be put into one of three groups based on the three skills of communication competence (i.e., nonverbal communication, active listening, and nondefensive communication). Each group should discuss examples of how to properly exhibit their assigned communication skill in the workplace. Two representatives from the groups can do a 30-second mock simulation of a supervisor/subordinate discussion for the class. The simulation should portray the assigned communication skill. You can lead class discussion after the groups have completed their work. Have the students consider how noise plays a role in inhibiting communication skills. Nonverbal Communication • Nonverbal communication: messages sent or received independent of the written and spoken word. • Nonverbal communication includes such factors as use of time and space, distance between persons when conversing, use of color, dress, walking behavior, standing, positioning, seating arrangement, office locations and furnishings. • Experts estimate that 65 to 95 percent of every conversation is interpreted through nonverbal communication. • It is important to ensure that your nonverbal signals are consistent with your intended verbal messages. • Because of the prevalence of nonverbal communication and its significant effect on organizational behavior—including, but not limited to, perceptions of others, hiring decisions, work attitudes, turnover, and the acceptance of one’s ideas in a presentation—it is important that managers become consciously aware of the sources of nonverbal communication.
- 21. Other documents randomly have different content
- 22. The invaders claimed the continent and all that it held as the property of the Spanish Sovereign, upon whom these great possessions had been liberally bestowed by the Pope. The grant of his Holiness conveyed not only the lands but also the infidels by whom they were inhabited; and the Spaniards assumed without hesitation that the Indians belonged to them, and were rightfully applicable to any of their purposes. Upon this doctrine their early relations with the natives were based. The demand for native labour was immediate and urgent. There was gold to be found in the rivers and mountains of the islands, and the natives were compelled to labour in mining—a description of work unknown to them before. There was no beast of burden on all the continent, excepting the llama, which the Peruvians had trained to carry a weight of about a hundred pounds; but the Spaniards had much transport work to do. When an army moved, its heavy stores had to be carried for great distances, and frequently by ways which a profuse tropical vegetation rendered almost impassable. Occasionally it happened that the materials for vessels were shaped out far from the waters on which they were to sail. Very often it pleased the lordly humour of the conquerors to be borne in litters on men’s shoulders when they travelled. The Indian became the beast of burden of the Spaniard. Every little army was accompanied by its complement of Indian bearers, governed by the lash held in brutal hands. When Cortes prepared at Tlascala the materials of the fleet with which he besieged Mexico—when Vasco Nuñez prepared on the Atlantic the materials of ships which were to be launched on the Pacific, the deadly work of transport was performed by Indians. The native allies were compelled to rebuild the city of Mexico, carrying or dragging the stones and timber from a distance, suffering all the while the miseries of famine. Indians might often have been seen bearing on bleeding shoulders the litter of a Spaniard—some ruffian, it might well happen, fresh from the jails of Castile. The Indians—especially those of the islands, feeble in constitution and unaccustomed to labour—perished in multitudes under these toils. The transport of Vasco Nuñez’s ships across the isthmus cost
- 23. five hundred Indian lives. Food became scarce, and the wretched slaves who worked in the mines of Hispaniola were insufficiently fed. The waste of life among the miners was enormous. All around the great mines unburied bodies polluted the air. Many sought refuge in suicide from lives of intolerable misery. Mothers destroyed their children to save them from the suffering which they themselves endured. Nor was it only excessive labour which wasted the native population. The slightest outrage by Indians was avenged by indiscriminate massacre. Constant expeditions went out from Spanish settlements to plunder little Indian towns. When resistance was offered, the inhabitants were slaughtered. If the people gave up their gold and their slender store of provisions, many of them were subjected to torture in order to compel further disclosures. Vasco Nuñez, who was deemed a humane man, wrote that on one expedition he had hanged thirty chiefs, and would hang as many as he could seize: the Spaniards, he argued, being so few, they had no other means of securing their own safety. Columbus himself, conscious that the gold he had been able to send fell short of the expectation entertained in Spain, remitted to the King five hundred Indians, whom he directed to be sold as slaves and their price devoted to the cost of his majesty’s wars. Yet further: there came in the train of the conquerors the scourge of small-pox, which swept down the desponding and enfeebled natives in multitudes whose number it is impossible to estimate. The number of Indian orphans furnished terrible evidence of the rigour of the Spaniards. “They are numerous,” writes one merciful Spaniard, “as the stars of heaven and the sands of the sea.” And yet the conquerors often slew children and parents together. It was on the islanders that these appalling calamities first fell. They fell with a crushing power which speedily amounted to extermination. When Columbus first looked upon the luxuriant beauty of Hispaniola, and received the hospitality of its gentle and docile people, that ill-fated island contained a population of at least a million. Fifteen years later the number had fallen to sixty thousand.
- 24. 1502 A.D. 1511 A.D. The inhabitants of other islands were kidnapped and carried to Hispaniola, to take up the labours of her unhappy people, and to perish as they had done. In thirty years more there were only two hundred Indians left on this island. It fared no better with many of the others. At a later period, when most of these possessions fell into the hands of the English, no trace of the original population was left. On the mainland, too, enormous waste of life occurred. No estimate lower than ten million has ever been offered of the destruction of natives by the Spanish conquest, and this number is probably far within the appalling truth. Human history, dishonoured as it has ever been by the record of blood causelessly and wantonly shed, has no page so dreadful as this. But although there prevailed among the conquerors a terrible unanimity in this barbarous treatment of the natives, there were some who stood forward with noble courage and persistency in defence of the perishing races. Most prominent among these was Bartholomew de Las Casas, a young priest, who came to the island of Hispaniola ten years after Columbus had landed there. He was a man of eager, fervid nature, but wise and good—self-sacrificing, eloquent, bold to attack the evils which surrounded him, nobly tenacious in his life-long efforts to protect the helpless nations whom his countrymen were destroying. He came to Hispaniola at a time when the island was being rapidly depopulated, and he witnessed the methods by which this result was accomplished. Some years later he was sent for to assist in the pacification of Cuba. In the discharge of this task he travelled much in the island, baptizing the children. One morning he and his escort of a hundred men halted for breakfast in the dry bed of a stream. The men sharpened their swords upon stones which abounded there suitable for that purpose. A crowd of harmless natives had come out from a neighbouring town to gaze upon the horses and arms of the strangers. Suddenly a soldier, influenced, as it was believed, by the devil, drew his sword and cut down one of the Indians. In an instant the diabolic
- 25. 1514 A.D. 1515 A.D. suggestion communicated itself to the whole force, and a hundred newly-sharpened swords were hewing at the half-naked savages. Before Las Casas could stay this mad slaughter the ground was cumbered with heaps of dead bodies. The good priest knew the full horrors of Spanish conquest. When the work of pacification in Cuba was supposed to be complete, Las Casas received from the Governor certain lands, with a suitable allotment of Indians. He owns that at that time he did not greatly concern himself about the spiritual condition of his slaves, but sought, as others did, to make profit by their labour. It was his duty, however, occasionally to say mass and to preach. Once, while preparing his discourse, he came upon certain passages in the book of Ecclesiasticus in which the claims of the poor are spoken of, and the guilt of the man who wrongs the helpless. Years before, he had heard similar views enforced by a Dominican monk, whose words rose up in his memory now. He stood, self-convicted, a defrauder of the poor. He yielded a prompt obedience to the new convictions which possessed him, and gave up his slaves; he laboured to persuade his countrymen that they endangered their souls by holding Indians in slavery. His remonstrances availed nothing, and he resolved to carry the wrongs of the Indians to Spain and lay them before the King. Ferdinand—old and feeble, and now within a few weeks of the grave—heard him with deep attention as he told how the Indians were perishing in multitudes, without the faith and without the sacraments; how the country was being ruined; how the revenue was being diminished. The King would have tried to redress these vast wrongs, and fixed a time when he would listen to a fuller statement; but he died before a second interview could be held. The wise Cardinal Ximenes, who became Regent of the kingdom at Ferdinand’s death, entered warmly into the views of Las Casas. He asserted that the Indians were free, and he framed regulations which were intended to secure their freedom and provide for their instruction in the faith. He chose three Jeronymite fathers to
- 26. 1516 A.D. 1495 A.D. administer these regulations; for the best friends of the Indians were to be found among the monks and clergy. He sent out Las Casas with large authority, and named him “Protector of the Indians.” But in a few months the Cardinal lay upon his death-bed, and when Las Casas returned to complain of obstructions which he encountered, this powerful friend of the Indians was almost unable to listen to the tale of their wrongs. The young King Charles assumed the reins of government, and became absorbed in large, incessant, desolating European wars. The home interests of the Empire were urgent; the colonies were remote; the settlers were powerful and obstinate in maintaining their right to deal according to their own pleasure with the Indians. For another twenty-five years the evils of the American colonies lay unremedied; the cruelty under which the natives were destroyed suffered no effective restraint. CHAPTER III. SPANISH GOVERNMENT OF THE NEW WORLD. he ruin which fell on the native population of the New World was at no time promoted by the rulers of Spain; it was the spontaneous result of the unhappy circumstances which the conquest produced. In early life Columbus had been familiarized with the African slave-trade; and he carried with him to the world which he discovered the conviction that not only the lands he found, but all the heathens who inhabited them, became the absolute property of the Spanish Sovereigns. He had not been long in Hispaniola till he imposed upon all Indians over fourteen years of age a tribute in gold or in cotton. But it was found impossible to collect this tribute; and Columbus, desisting from the attempt to levy taxes upon his
- 27. 1496 A.D. 1503 A.D. Nov. 1504 A.D. subjects, ordained that, instead, they should render personal service on the fields and in the mines of the Spaniards. Columbus had authority from his Government to reward his followers with grants of lands, but he had yet no authority to include in his gift those who dwelt upon the lands. But of what avail was it to give land if no labour could be obtained? Columbus, on his own responsibility, made to his followers such grants of Indians as he deemed reasonable. He intended that these grants should be only temporary, till the condition of the country should be more settled; but the time never came when those who received consented to relinquish them. A few years later, when the Indians had gained some experience of the ways of the Spaniards, they began to shun the presence of their new masters. They shunned them, wrote Las Casas, “as naturally as the bird shuns the hawk.” It was reported by the Governor, Ovando, that this policy interfered with the spread of the faith as well as with the prosperity of the settlements. He received from the Spanish Monarchs authority to compel the Indians to work for such wages as he chose to appoint, and also to attend mass and receive instruction. The liberty of the Indians was asserted; but in presence of the conditions under which they were now to live, liberty was impossible. Ovando lost no time in acting on his instructions. He distributed large numbers of Indians, with no other obligation imposed upon those who received them than that the savages should be taught the holy Catholic faith. Next year the good Queen Isabella died. She had loved the Indians, and her influence sufficed to restrain the evils which were ready to burst upon them. Her death greatly emboldened the colonists in their oppressive treatment of their unhappy servants. The search for gold had become eminently successful, and there arose a vehement demand for labourers. King Ferdinand was a reasonably humane man, but the welfare of his Indian subjects did not specially concern him. There were many men who had done him service which called
- 28. 1512 A.D. for acknowledgment. The King had little money to spare, but a grant of Indians was an acceptable reward. That was the coin in which the claims of expectants were now satisfied. The King soothed his conscience by declaring that such grants were not permanent, but might be revoked at his pleasure. Meantime the population of the islands wasted with terrible rapidity. In course of time the colonists desired that their rights should be placed upon a more stable footing, and they sent messengers to the King to request that their Indians should be given to them in perpetuity, or at least for two or three generations. Their prayer was not granted; but the King summoned a Junta, and the Indians became, for the first time, the subjects of formal legislation. The legality of the system under which they were forced to labour was now clearly established. In other respects the laws were intended, for the most part, to ameliorate the condition of the labourers. But it was only at a few points the new regulations could be enforced. By most of the colonists they were disregarded. Thirty miserable years passed, during which, although the incessant labours of Las Casas gained occasional successes, the colonists exercised their cruel pleasure upon the native population. The islands were almost depopulated, and negroes were being imported from Africa to take the place of the labourers who had been destroyed. Mexico had fallen, with a slaughter which has been estimated by millions. Of the numerous cities which Cortes passed on his way to Mexico, “nothing,” says a report addressed to the King, “is now remaining but the sites.” In Peru it was asserted by an eye- witness that one-half or two-thirds of men and cattle had been destroyed. The survivors of these unparalleled calamities had fallen into a condition of apathy and indifference from which it was impossible to arouse them. The conquerors had not yet penetrated deeply into the heart of the continent; but they had visited its coasts, and wherever they had gone desolation attended their steps.
- 29. 1542 A.D. The Spanish Government had made many efforts to curb the lawless greed and cruelty of the conquerors. Now a Junta was summoned and a new code of laws enacted. Again the freedom of the Indians was asserted, and any attempt to enslave them forbidden. The colonists had assumed that the allotments of Indians made to them were not subject to recall. But it was now declared that all such allotments were only for the single life of the original possessor; at his death they reverted to the Crown. Yet further: compulsory service was abolished, and a fixed tribute took its place. Official persons were sent to enforce these laws in Mexico and Peru. But the Junta had not sufficiently considered the temper of the provinces. It was found that Mexico would not receive the new laws, which were therefore referred to the Government for reconsideration. The Viceroy, who carried the laws to Peru, after bringing the country to the verge of rebellion, was taken prisoner by the local authorities and shipped homewards to Spain. The laws which the high-handed conquerors thus decisively rejected were soon after annulled by an order of the King. The Spanish Government was thus baffled in its efforts to terminate the ruinous control which Spanish colonists exercised over the natives. The duration of that control was gradually extended. In seventeen years it crept up to three lives. Fifty years later, after many years of agitation, the fourth life was gained. Twenty years after, the still unsatisfied heirs of the conquerors demanded that a fifth life should be included in the grant; but here they were obliged to accept a compromise. The system continued in force for two hundred and fifty years, and was not abolished till near the close of the eighteenth century. But although the Government yielded to the clamour of its turbulent subjects, in so far as the prolongation of Spanish control was concerned, it was inflexible in its determination to modify the quality of that control. The prohibition of compulsory labour was firmly adhered to. The legal right of the conquerors was restricted to
- 30. 1520 A.D. the exaction of a fixed tribute from their subject Indians. This tribute must be paid in money or in some product of the soil, but not compounded for by personal service. The Indians might hire themselves as labourers, under certain regulations and for certain specified wages, but this must be their own voluntary act. For many years the Spaniards yielded a most imperfect obedience to these salutary restrictions, but gradually, as the machinery of administration spread itself over the continent, the law was more strictly enforced. The Spanish Government is entitled to the praise of having done its utmost to protect the native populations. In the early days of the conquest, Queen Isabella watched over their interests with a special concern for their conversion to the true faith. As years passed, and the gigantic dimensions of the evil which had fallen on the Indians became apparent, her successors attempted, by incessant legislation, to stay the progress of the ruin which was desolating a continent. None of the other European Powers manifested so sincere a purpose to promote the welfare of a conquered people. The rulers of Spain were continually enacting laws which erred only in being more just and wise than the country in its disordered condition was able to receive. They continually sought to protect the Indians by regulations extending to the minutest detail, and conceived in a spirit of thoughtful and even tender kindness.[31] In all that the Government did or endeavoured to do it received eager support from the Church, whose record throughout this terrible history is full of wise foresight and noble courage in warning and rebuking powerful evil-doers. The Popes themselves interposed their authority to save the Indians. Las Casas, when he became a bishop, ordered his clergy to withhold absolution from men who held Indians as slaves. Once the King’s Preachers, of whom there were eight, presented themselves suddenly before the Council of the Indies and sternly denounced the wrongs inflicted upon the natives, whereby, said they, the Christian religion was defamed and the Crown disgraced. Gradually efforts such as these sufficed to mitigate the
- 31. sorrows of the Indians; but for many years their influence was scarcely perceived. The spirit of the conquerors was too high for submission to any limitation of prerogatives which they had gained through perils so great; their hearts were too fierce, their orthodoxy too strict to admit any concern for the sufferings of unbelievers. They were followed by swarms of adventurers—brave, greedy, lawless. Success—unlooked for and dazzling—attended the search for gold. Conquest followed conquest with a rapidity which left hopelessly in arrear the efforts of Spain to supply government for the enormous dependencies suddenly thrown upon her care. Every little native community was given over to the tender mercies of a man who regarded human suffering with unconcern; who was animated by a consuming hunger for gold, and who knew that Indian labour would procure for him the gold which he sought. In course of years, the persistent efforts of the Government and the Church bridled the measureless and merciless rapacity of the Spanish colonists. But this restraint was not established till ruin which could never be retrieved had fallen on the Indians; till millions had perished, and the spirit of the survivors was utterly broken. When the English began to colonize the northern continent of America, their infant settlements enjoyed at the hands of the mother country a beneficent neglect.[32] The early colonists came out in little groups—obscure men fleeing from oppression, or seeking in a new world an enlargement of the meagre fortune which they had been able to find at home. They gained their scanty livelihood by cultivating the soil. The native population lived mainly by the chase, and possessed nothing of which they could be plundered. The insignificance of these communities sufficed to avert from them the notice of the monarchs whose dominions they had quitted. And thus they escaped the calamity of institutions imposed upon them by ignorance and selfishness; they secured the inestimable advantage of institutions which grew out of their own requirements and were moulded according to their own character and habits.
- 32. In the unhappy experience of Spanish America all these conditions were reversed. There were countries in which the precious metals abounded, and many of whose products could be procured without labour and converted readily into money. There was a vast native population in whose hands much gold and silver had accumulated, and from whom, therefore, a rich spoil could be easily wrung. There were powerful monarchies, the romantic circumstances of whose conquest drew the attention of the civilized world. Spain, marvelling much at her own good fortune, hastened to bind these magnificent possessions closely and inseparably to herself. The territories which England gained in America were regarded as the property of the English nation, for whose advantage they were administered. Spanish America was the property of the Spanish Crown. The gift of the Pope was a gift, not to the Spanish nation, but to Ferdinand and Isabella and their successors. The Government of England never attempted to make gain of her colonies; on the contrary, large sums were lavished on these possessions, and the Government sought no advantage but the gain which colonial trade yielded to the nation. The Sovereigns of Spain sought direct and immediate profit from their colonies. The lands and all the people who inhabited them were their own; theirs necessarily were the products of these lands. No Spaniard might set foot on American soil without a license from the House of Trade. No foreigner was suffered to go, on any terms whatever. Even Spanish subjects of Jewish or Moorish blood were excluded. The Sovereigns claimed as their own two-thirds[33] of all the gold and silver which were obtained, and one-tenth of all other commodities. They established an absolute monopoly in pearls and dye-woods. They levied heavy duties on all articles which were imported into the colonies. They levied a tax on pulque—the intoxicant from which the Indians drew a feeble solace for their miseries. They sold for a good price a Papal Bull, which conveyed the right to eat meat on days when ecclesiastical law restricted the faithful to meaner fare. Acting rigorously according to financial methods such as these, the Spanish Crown drew from the
- 33. 1511 A.D. colonies a revenue which largely exceeded the expenses of the colonial administration. The results of the first two voyages of Columbus disappointed public expectation, and the interest which his discovery had awakened almost ceased. But when the admiral, after his third voyage, sent home pearls and gold and glowing accounts of the treasures which he had at last found, boundless possibilities of sudden wealth presented themselves, and the adventurous youth of Spain hastened to embrace the unprecedented opportunity. The old and rich fitted out ships and loaded them with the inexpensive trifles which savages love; the young and poor sought, under any conditions, the boon of conveyance to the golden world where wealth could be gained without labour: the King granted licenses to such adventurers, and without sharing in their risks and outlays secured to himself a large portion of their profits. So great was the emigration, that in a few years Spain could with difficulty obtain men to supply the waste of her European wars, and found herself in possession of enormous territories and a numerous population for which methods of government and of trade had to be provided. The government which was established had the simplicity of a pure despotism. The King established a Council which exercised absolute authority over the new possessions, and continued in its functions so long as South America accepted government from Spain. This body framed all the laws and regulations according to which the affairs of the colonies were guided; nominated to all offices; controlled the proceedings of all officials. Two Viceroys[34] were appointed, who maintained regal state, and wielded the supreme authority with which the King invested them. The early colonial policy of all European nations was based on the idea that foreign settlements existed, not for their own benefit, but for the benefit of the nation to which they belonged. Under this belief, colonists were fettered with numerous restrictions which hindered their own prosperity in order to promote that of the mother
- 34. country. Spain carried this mistaken and injurious policy to an extreme of which there is nowhere else any example. The colonies were jealously limited in regard to their dealings with one another, and were absolutely forbidden to have commercial intercourse with foreign nations. All the surplus products of their soil and of their mines must be sent to Spain; their clothing, their furniture, their arms, their ornaments must be supplied wholly by Spain. No ship of their own might share in the gains of this lucrative traffic, which was strictly reserved for the ships of Spain. Ship-building was discouraged, lest the colonists should aspire to the possession of a fleet. If a foreign vessel presumed to enter a colonial port, the disloyal colonist who traded with her incurred the penalties of death and confiscation of goods. The colonists were not suffered to cultivate any product which it suited the mother country to supply. The olive and the vine flourished in Peru; Puerto Rico yielded pepper; in Chili there was abundance of hemp and flax. All these were suppressed that the Spanish growers might escape competition. That the trade of the colonies might be more carefully guarded and its revenues more completely gathered in, it was confined to one Spanish port. No ship trading with the colonies might enter or depart elsewhere than at Seville, and afterwards at Cadiz. For two centuries the interests of the colonies and of Spain herself languished under this senseless tyranny. Those cities which were endowed with a monopoly of colonial trade enjoyed an exceptional prosperity. Seville attracted to herself a large mercantile community and a flourishing manufacture of such articles as the colonists required. She became populous and rich, and her merchants affected a princely splendour. And well they might. The internal communications of Spain were, as they always have been, extremely defective, and the gains of the new traffic were necessarily reaped in an eminent degree by the districts which lay around the shipping port. Once in the year, for nearly two hundred years, there sailed from the harbour of Seville or of Cadiz the fleets which maintained the commercial relations of Spain with her American dependencies. One
- 35. 1804 A.D. was destined for the southern colonies, the other for Mexico and the north. They were guarded by a great force of war-ships. Every detail as to cargo and time of sailing was regulated by Government authority; no space was left in this sadly over-governed country for free individual action. In no year did the tonnage of the merchant- ships exceed twenty-seven thousand tons. The traffic was thus inconsiderable in amount; but it was of high importance in respect of the enormous profits which the merchants were enabled by their monopoly to exact. The southern branch of the expedition steered for Carthagena, and thence to Puerto Bello; the ships destined for the north sought Vera Cruz. To the points at which they were expected to call there converged, by mountain-track and by river, innumerable mules and boats laden with the products of the country. A fair was opened, and for a period of forty days an energetic exchange of commodities went on. When all was concluded, the colonial purchasers carried into the interior the European articles which they had acquired. The gold and silver and pearls, and whatever else the colonies supplied, having been embarked, the ships met at the Havana and took their homeward voyage, under the jealous watch of the armed vessels which escorted them hither. The treasure-ships of Spain carried vast amounts of gold and silver; and when Spain was involved in war, they were eagerly sought after by her enemies. Many a bloody sea-fight has been fought around these precious vessels; and many a galleon whose freight was urgently required in impoverished Spain found in the Thames an unwelcome termination to her voyage. On one occasion England, in her haste not waiting even to declare war, possessed herself of three ships containing gold and silver to the value of two million sterling, the property of a nation with which she was still at peace. But her hostile neighbours were not the only foes who lay in wait to seize the remittances of Spain. During the seventeenth century, European adventurers—English, French, and Dutch—flocked to the West Indies. At first they meditated nothing worse than smuggling;
- 36. but they quickly gave preference to piracy, as an occupation more lucrative and more fully in accord with the spirit of adventure which animated them. They sailed in swift ships, strongly manned and armed; they recreated themselves by hunting wild cattle, whose flesh they smoked over their boucanes or wood-fires—drawing from this practice the name of Buccaneer, under which they made themselves so terrible. They lurked in thousands among the intricacies of the West India islands, ready to spring upon Spanish ships; they landed occasionally to besiege a fortified or to plunder and burn a defenceless Spanish town. In time, the European Governments, which once encouraged, now sought to suppress them. This proved a task of so much difficulty that it is scarcely sixty years since the last of the dreaded West India pirates was hanged. Spain sought to preserve the dependence of her American possessions by the studied promotion of disunion among her subjects. The Spaniard who went out from the mother country was taught to stand apart from the Spaniard who had been born in the colonies. To the former nearly all official positions were assigned. The dependencies were governed by Old Spaniards; all lucrative offices in the Church were occupied by the same class. They looked with some measure of contempt upon Spaniards who were not born in Spain; and they were requited with the jealousy and dislike of their injured brethren. There were laws carefully framed to hold the negro and the Indian races apart from each other. The unwise Sovereigns of Spain regarded with approval the deep alienations which their policy created, and rejoiced to have rendered impossible any extensive combination against their authority. The supreme desire which animated Spain in all her dealings with her colonies was the acquisition of gold and silver, and there fell on her in a short time the curse of granted prayers. The foundations of her colonial history were laid in a destruction of innocent human life wholly without parallel; influences originating with the colonies hastened the decline of her power and the debasement of her people. But gold and silver were gained in amounts of which the world had never dreamed before. The mines of Hispaniola were
- 37. speedily exhausted and abandoned. But soon after the conquest the vast mineral wealth of Peru was disclosed. An Indian hurrying up a mountain in pursuit of a strayed llama, caught hold of a bush to save himself from falling. The bush yielded to his grasp, and he found attached to its roots a mass of silver. All around, the mountains were rich in silver. The rumoured wealth of Potosi attracted multitudes of the adventurous and the poor, and the lonely mountain became quickly the home of a large population. A city which numbered ultimately one hundred and fifty thousand souls arose at an elevation of thirteen thousand feet above sea-level: several thousand mines were opened by the eager crowds who hastened to the spot. A little later the yet more wonderful opulence of Mexico was discovered. During the whole period of Spanish dominion over the New World the production of the precious metals, especially of silver, continued to increase, until at length it reached the large annual aggregate of ten million sterling. Two centuries and a half passed in the interval between the discovery of the Western mines and the overthrow of Spanish authority. During that period there was drawn from the mines of the New World a value of fifteen hundred or two thousand million sterling. When this flood of wealth began to pour in upon the country, Spain stood at the highest pitch of her strength. The divisions which for many centuries had enfeebled her were now removed, and Spain was united under one strong monarchy. Her people, trained for many generations in perpetual war with their Moorish invaders, were robust, patient, enduring, regardless of danger. Their industrial condition was scarcely inferior to that of any country in Europe. Barcelona produced manufactures of steel and glass which rivalled those of Venice. The looms of Toledo, occupied with silk and woollen fabrics, gave employment to ten thousand workmen; Granada and Valencia sent forth silks and velvets; Segovia manufactured arms and fine cloths; around Seville, while she was still the only port of shipment for the New World, there were sixteen thousand looms. So active was the demand which Spanish manufacturers enjoyed, that at one time the orders held by them could not have been executed
- 38. 1492 A.D. under a period of six years. Spain had a thousand merchant ships— certainly the largest mercantile marine in Europe. Her soil was carefully cultivated, and many districts which are now arid and barren wastes yielded then luxuriant harvests. But Spain proved herself unworthy of the unparalleled opportunities which had been granted to her. Her Kings turned the national attention to military glory, and consumed the lives and the substance of the people in aggressive wars upon neighbouring States. Her Church suppressed freedom of thought, and thus, step by step, weakened and debased the national intellect. The Jews were expelled from Spain, and the country never recovered from the wound which the loss of her most industrious citizens inflicted. The easily-gained treasure of the New World fired the minds of the people with a restless ambition, which did not harmonize with patient industry. The waste of life in war, and the eager rush to the marvellous gold-fields of America, left Spain insufficiently supplied with population to maintain the industrial position which she had reached. Her manufactures began to decay, until early in the seventeenth century the sixteen thousand looms of Seville had sunk to four hundred. Agriculture shared the fall of the sister industries; and ere long Spain was able with difficulty to support her own diminished population. Her navy, once the terror of Europe, was ruined. Her merchant ships became the prey of enemies whose strength had grown as hers had decayed. The traders of England and Holland, setting at defiance the laws which she was no longer able to enforce, supplied her colonies with manufactures which she in her decline was no longer able to produce. The North American possessions of England became an inestimable blessing to England and to the human family, because they were the slow gains of patient industry. Their ownership was secured not by the sword, but by the plough. Nothing was done for them by fortune; the history of their growth is a record of labour, undismayed, unwearied, incessant. Every new settler, every acre redeemed from the wilderness, contributed to the vast aggregate of
- 39. wealth and power which has been built up slowly, but upon foundations which are indestructible. The success of Spain was the demoralizing success of the fortunate gambler. Within the lifetime of a single generation ten or twelve million of Spaniards came into possession of advantages such as had never before been bestowed upon any people. A vast region, ten times larger than their own country, glowing with the opulence of tropical vegetation, fell easily into their hands. Products of field and of forest which were eagerly desired in Europe were at their call in boundless quantity. A constant and lucrative market was opened for their own productions. Millions of submissive labourers spared them the necessity of personal effort. All that nations strive for as their chief good—territorial greatness, power, wealth, ample scope for commercial enterprise—became suddenly the coveted possession of Spain. But these splendours served only to illustrate her incapacity, to hasten her ruin, to shed a light by which the world could watch her swift descent to the nether gloom of idleness, depopulation, insolvency, contempt. CHAPTER IV. REVOLUTION. or three hundred years Spain governed the rich possessions which she had so easily won. At the close of that period the population was about sixteen million—a number very much smaller than the conquerors found on island and continent. The increase of three centuries had not repaired the waste of thirty years. Of the sixteen million two were Spaniards; the remainder were Indians, negroes, or persons of mixed descent. Spain ruled in a spirit of blind selfishness. Her aim was to wring from her tributary provinces the largest possible advantage to
- 40. herself. Her administration was conducted by men sent out from Spain for that purpose, and no man was eligible for office unless he could prove his descent from ancestors of unblemished orthodoxy. It was held that men circumstanced as these were must remain for ever true to the pleasant system of which they formed part, and were in no danger of becoming tainted with colonial sympathies. This expectation was not disappointed. During all the years of her sordid and unintelligent rule, the servants of Spain were scarcely ever tempted, by any concern for the welfare of the colonists, to deviate from the traditional policy of the parent State. Corruption fostered by a system of government which inculcated the wisdom of a rapid fortune and an early return to Spain was excessive and audacious. Those Spaniards who had made their home in the colonies were admitted to no share in the administration. Many of them had amassed great wealth; but yielding to the influences of an enervating climate and a repressive Government, they had become a luxurious, languid class, devoid of enterprise or intelligence. In course of years the poor remnants of the native population which had been bestowed, for a certain number of lives, upon the conquerors, reverted to the Crown, and their annual tribute formed a considerable branch of revenue.[35] The Indians had been long recognized by the law as freemen, but they were still in the remoter districts subjected to compulsory service on the fields and in the mines. They were no longer, however, exposed to the unrestrained brutality of a race which they were too feeble to resist. Officers were appointed in every district to inquire into their grievances and protect them from wrong. In their villages they were governed by their own chiefs, who were salaried by the Spanish Government; and they lived in tolerable contentment, avoiding, so far as that was possible, the unequal companionship which had brought misery so great upon their race. In the early years of the conquest, negroes were imported from Africa on the suggestion of Las Casas,[36] and for the purpose of staying the destruction of the native population. Negro labour was
- 41. 1713 A.D. 1548 A.D. soon found to be indispensable, and the importation of slaves became a lucrative trade. The demand was large and constant; for the negroes perished so rapidly in their merciless bondage that in some of the islands one negro in every six died annually. France enjoyed for many years the advantage of supplying these victims. But England having been victorious over Spain in a great war, wrung from her the guilty privilege of procuring for her the slaves who were to toil and die in her cruel service. After the Treaty of Utrecht, the Spanish colonists were forbidden to purchase negroes excepting from English vessels. Down to the period of the conquest the Indians had utterly failed to establish dominion over the lower animals. Excepting in Peru, there was almost no attempt made to domesticate, and in Peru it extended no higher than to the sheep. There was no horse on the continent; there were no cattle. It was the fatal disadvantage of being without mounted soldiers which made the subjugation of the Indians so easy. The Spaniards introduced the horse as the chief instrument of their success in war. From time to time as riders were killed in battle, or died smitten by disease, their neglected horses escaped into the wilderness. Fifty years after the discovery of the New World a Spaniard introduced cattle. On the boundless plains of the southern continent the increase of both races was enormous. In course of years countless millions of horses and of cattle wandered masterless among the luxuriant vegetation of the pampas. Their presence introduced an element which was wanting before in the population. The pastoral natives of the pampas, to whose ancestors the horse was unknown, have become the best horsemen in the world. They may almost be said to live in the saddle. They support themselves mainly by hunting and slaughtering wild cattle. The submissiveness of their fathers has passed away. They are rude, passionate, fierce; and, as the Spaniards found to their cost, they furnish an effective and formidable cavalry for the purposes of war. A few thousands of such horsemen would have rendered Spanish
- 42. 1748 A.D. 1765 A.D. 1774 A.D. 1809 A.D. conquest impossible, and given a widely different course to the history of the continent. In spite of the indolence of the colonial Spaniards and the mischievous restrictions imposed by the mother country, the trade of the colonies had largely increased. Especially was this the case when certain ameliorations, which even Spain could no longer withhold, were introduced. The annual fleet was discontinued; single trading ships registered for that purpose sailed as their owners found encouragement to send them. By successive steps the trade of the islands was opened to all Spaniards trading from the principal Spanish ports; the continental colonies were permitted to trade freely with one another, and a few years later they were permitted to trade with the islands. These tardy concessions to the growing enlightenment of mankind resulted in immediate expansion, and increased the colonial traffic to dimensions of vast importance. At the time when the colonies raised the standard of revolt their annual purchases from Spain amounted to fifteen million sterling, and the annual exports of their own products amounted to eighteen million. The colonial revenue was in a position so flourishing that, after providing for all expenses on a scale of profuse and corrupt extravagance, Spain found that her American colonies yielded her a net annual profit of two million sterling. The Spaniards, although, as one of the results of their prolonged religious war against the Moorish invaders, they had fallen under a debasing subserviency to their priests, cherished a hereditary love of civil liberty. The Visigoths, from whom they sprang, brought with them into Spain an elective monarchy, a large measure of personal freedom, and even the germs of a representative system. During the war of independence the cities enjoyed the privilege of self- government, and were represented in the national councils. Queen Isabella, in her will, spoke of “the free consent of the people” as
- 43. 1504 A.D. 1812 A.D. 1780 A.D. 1808 A.D. being essential to the lawfulness of taxation. A few years afterwards, the King’s Preachers, in their noble pleading for the Indians, assert that “a King’s title depends upon his rendering service to his people, or being chosen by them.” Three centuries later, the Spaniards gave unexpected evidence that their inherited love of democracy had not been extinguished by ages of blind superstition and despotism. While Europe still accepted the practice and even the theory of personal government, there issued from the Spanish people a democratic constitution, which served as a rallying cry to the nations of Southern Europe in their early struggles for liberty and representation. The successful assertion of their independence by the thirteen English colonies of the northern continent appealed to the slumbering democracy of the Spanish colonists, and increased the general discontent with the political system under which they lived. A revolt in Peru gave to Spain a warning which she was not sufficiently wise to understand. The revolt was suppressed. Its leader, after he had been compelled to witness the death by burning of his wife and children, was himself torn to pieces by wild horses in the great square of Lima. The Spanish Government, satisfied with its triumph, made no effort to remove the grievances which estranged its subjects and threatened the overthrow of its colonial empire. For thirty years more, although discontent continued to increase, the languid tranquillity of the Spanish colonies was undisturbed. But there had now arisen in Europe a power which was destined to shatter the decaying political systems of the Old World, and whose influences, undiminished by distance, were to introduce changes equally vast upon the institutions of the New World. Napoleon had cast greedy eyes upon the colonial dominion of Spain, and coveted, for the lavish expenditure which he maintained, the treasure yielded by the mines of Peru and Mexico. He placed his brother on the throne of Spain; he attempted to
- 44. 1797 A.D. gain over the Viceroys to his side. Spain was now a dependency of France. The colonists might have continued for many years longer in subjection to Spain, but they utterly refused to transfer their allegiance to her conqueror. With one accord they rejected the authority of France; and, having no rightful monarch to serve, they set up government for themselves. At first they did not claim to be independent, but continued to avow loyalty to the dethroned King, and even sent money to strengthen the patriot cause. But meantime they tasted the sweetness of liberty. Four years later the usurpers were cast out, and the old King was brought back to Madrid. Spain sought to replace her yoke upon the emancipated colonies, making it plain that she had no thought of lightening their burdens or widening their liberties. The time had passed when it was possible for Spanish despotism to regain its footing on American soil. Many of the provinces had already claimed their independence, and the others were prepared for the same decisive step. The ascendency of Europe over the American continent had ceased. But Spain followed England in her attempt to compel the allegiance of subjects whose affection she had forfeited. In her deep poverty and exhaustion she entered upon a costly war, which, after inflicting for sixteen years vast evils on both the Old World and the New, terminated in her ignominious defeat. The provinces which bordered on the Gulf of Mexico had a larger intercourse with Europe than their sister States, and were the first to become imbued with the liberal ideas which were now gaining prevalence among the European people. They had constant communication with the West India islands, on one of which they had long been familiar with the mild rule of England, while on another they had seen a free Negro State arise and vindicate its liberties against the power of France. The island of Trinidad, lying near their shores, had been conquered by England, who used her new possession as a centre from which revolutionary impulses could be conveniently diffused among the subjects of her enemy. Bordering thus upon territories where freedom was enjoyed, the Colombian
- 45. 1810 A.D. 1812 A.D. provinces learned more quickly than the remoter colonies to hate the despotism of Spain, and were first to enter the path which led to independence. Seven of these northern provinces formed themselves into a union, which they styled the Confederation of Venezuela. They did not yet assert independence of Spain. But they abolished the tax which had been levied from the Indians; they declared commerce to be free; they gathered up the Spanish Governor and his councillors, and, having put them on board ship, sent them decisively out of the country. Only one step remained, and it was speedily taken. Next year Venezuela declared her independence, and prepared as she best might to assert it in arms against the forces of Spain. One of the fathers of South American independence was Francis Miranda. He was a native of Caraccas, and now a man in middle life. In his youth he had fought under the French for the independence of the English colonies on the Northern Continent. When he had seen the victorious close of that war he returned to Venezuela, carrying with him sympathies which made it impossible to bear in quietness the despotism of Spain. A few years later Miranda offered his sword to the young French republic, and took part in some of her battles. But he lost the favour of the new rulers of France, and betook himself to England, where he sought to gain English countenance to the efforts of the Venezuelan patriots. He mustered a force of five hundred English and Americans, and he expected that his countrymen would flock to his standard. But his countrymen were not yet prepared for action so decisive, and his efforts proved for the time abortive. It was this man who laid the foundations of independence, but he himself was not permitted to see the triumph of the great cause. The patriot arms had made some progress, and high hopes were entertained; but the province was smitten by an earthquake, which overthrew several towns and destroyed twenty thousand lives. The priests interpreted this calamity as the judgment of Heaven upon rebellion, and the credulous people accepted their
- 46. teaching. The cause of independence, thus supernaturally discredited, was for the time abandoned. Miranda himself fell into the hands of his enemies, and perished in a Spanish dungeon. His lieutenant, Don Simon Bolivar, was the destined vindicator of the liberties of the South American Continent. Bolivar was still a young man; his birth was noble; his disposition was ardent and enterprising; among military leaders he claims a high place. His love of liberty, enkindled by the great deliverance which the United States and France had lately achieved, was the grand animating impulse of his life. But his heart was unsoftened by civilizing influences. Under his savage guidance, the story of the war of independence becomes a record not only of battles ably and bravely fought, but of ruthless massacres habitually perpetrated. For ten years the war, with varying fortune, held on its destructive course. Spain, blindly tenacious of the rich possessions which were passing from her grasp, continued to squander the substance of her people in vain efforts to reconquer the empire with which Columbus and Cortes and Pizarro had crowned her, and which her own incapacity had destroyed. She was utterly wasted by the prolonged war which Napoleon had forced upon her. She was miserably poor. Her unpaid soldiers, inspired by revolutionary sympathies, rose in mutiny against the service to which they were destined. But still Spain maintained the hopeless and desolating strife. When the terrors of the earthquake had passed away, the patriots threw themselves once more into the contest, with energy which made their final success sure. On both sides a savage and ferocious cruelty was constantly practised. The Royalists slaughtered as rebels the prisoners who fell into their hands. Bolivar announced that “the chief purpose of the war was to destroy in Venezuela the cursed race of Spaniards.” Soldiers who presented a certain number of Spanish heads were raised to the rank of officers. The decree of extirpation was enforced against multitudes of unoffending Spaniards—even against men in helpless age, so infirm that they could not stand to receive the fatal bullet, and were therefore placed in chairs and thus
- 47. Welcome to our website – the perfect destination for book lovers and knowledge seekers. We believe that every book holds a new world, offering opportunities for learning, discovery, and personal growth. That’s why we are dedicated to bringing you a diverse collection of books, ranging from classic literature and specialized publications to self-development guides and children's books. More than just a book-buying platform, we strive to be a bridge connecting you with timeless cultural and intellectual values. With an elegant, user-friendly interface and a smart search system, you can quickly find the books that best suit your interests. Additionally, our special promotions and home delivery services help you save time and fully enjoy the joy of reading. Join us on a journey of knowledge exploration, passion nurturing, and personal growth every day! testbankdeal.com