warrior skills and proved their masculinity. The candidates were also presented to the Inca sovereign, who pierced their ears with large pendants and congratulated the young aspirants on the proficiency they had shown, reminding them of the responsibilities attached to their station (and birth, in the case of members of the royalty) and calling them the new "Children of the Sun." Some historians and authors have pointed to feminine schools ("Aklla wasi", in Quechua) for Inca princesses and other women. It is believed the education given at the Acllahuasi in Cuzco was much different from that given at the other Acllahuasis in the provinces of the empire. The women learned Inca lore and the art of womanhood as well as skills related to governance, but on a limited scale in comparison to the men. Other skills included spinning, weaving, and chicha brewing. When the Spanish chroniclers and conquistadors arrived they viewed these institutions as the Inca version of the European nunnery. Like the men, women were brought into the Acllahuasis from faraway villages throughout the empire after being specifically chosen by Inca agents. After finishing their training, some women would stay to train newly arrived girls, while lower-ranking women might be chosen to be secondary wives of the Sapa Inca, if he wished it, or be sent as rewards to other men who had done something to please the sovereign. Popular education The general population did have access to the noble education of the elite people due to the rights given to them, but many did not go to formal schooling. These children got their education from the elder people in their families. The education was primarily on the culture and the artistic aspects of Inca life. Even though education was seen as a right for all people, public education was not formal and many of the children did not go. Education after Colonization After the arrival of the Europeans, there were two types of Inca education in the empire. As the Europeans were coming in contact with the natives, interracial relationships between noble Inca women and conquistador men occurred. The interracial children had a combination of two upbringings; one of formal European education, and another of cultural education from the Inca side of the family. One of the most notable people to have this sort of upbringing was Garcilaso, the child of an Inca noblewoman and European father. He