AP Spanish Literature Students Explore Rare Manuscripts at Newberry Library

During the visit, students viewed several remarkable primary sources, including an early account by Bartolomé de las Casas discussing Cortés. The document sparked conversation about how historical narratives can reflect bias and evolve over time. Students also saw the only surviving manuscript of the Popol Vuh, one of the most important works of Maya literature that recounts the Maya creation story. In addition, they examined legal documents and maps used in disputes between Indigenous and Spanish communities, including a detailed map of the Aztec capital, Tenochtitlan, the city Cortés sought to conquer—connecting directly to the conquest narratives studied in class.

Students also learned about cochineal, a small insect historically used to produce a vibrant red pigment for ink and dye, and viewed preserved samples of the insect in small bottles.

For many students, the experience of encountering these materials firsthand made history feel more tangible. "The field trip was outstanding—it's such a different experience seeing history than hearing history," said Carla Fernandez '26.

Others reflected on the opportunity to better understand Indigenous cultures and the importance of preserving their histories. "It was amazing to explore another culture and learn about their origins and all that has gone into preserving the works held at the library," said Anjalee Fernando '26. "I was able to challenge my learned perspective about Indigenous culture and gain deeper insight into the world."

Students were also struck by the care taken to protect and preserve these rare materials. "It was very interesting to see all the care the Newberry Library has put into preserving many important Indigenous texts," said Pola Swierzbinska '26. Cassie Messidor '26 added that "seeing the ideals and practices represented through the texts gave me a deeper understanding of the history of Indigenous cultures."

The visit highlighted how historians analyze primary sources, question perspective, and remain thoughtful and critical even when working with firsthand accounts—skills students connected to evaluating information and sources in the age of artificial intelligence.

After their time in the library, the class continued their cultural experience with lunch at a local Guatemalan-Salvadoran restaurant, Bryanna’s, where students reflected together on the day’s discoveries and the ways historical texts can deepen understanding across cultures.

Experiences like this reflect Loyola Academy's commitment to forming thoughtful, inquisitive learners who engage deeply with the world around them. By examining primary sources and considering multiple perspectives, students practiced the critical thinking and intellectual curiosity that lie at the heart of a Jesuit education—learning not only about history, but also how to thoughtfully interpret it.