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This emphasizes the importance of the Inca road system as a crucial political, religious, and social backbone of the Inca Empire. [50] The Inca Road also positively impacted the empire by affecting small local communities that lived along the road networks which then uplifted the entire empire as a whole through a bottom-up approach.
The Inca empire's structure and economy necessitated the construction of these bridges. [35] The fibers were tied together to form a rope that was as long as the bridge's desired length. Three of these ropes were braided together to make one stronger and longer rope; the ropes were braided until they met the required distance, weight, and power.
Yanakuna were originally individuals in the Inca Empire who left the ayllu system [1] and worked full-time at a variety of tasks for the Inca, the quya (Inca queen), or the religious establishment. A few members of this serving class enjoyed high social status and were appointed officials by the Sapa Inca. [2]
The four suyus of the empire. The Inca Empire was a federalist system [verification needed] which consisted of a central government with the Inca at its head and four quarters, or suyu: Chinchay Suyu (northwest), Antisuyu (northeast), Kuntisuyu (southwest), and Qullasuyu (southeast). The four corners of these quarters met at the center, Cuzco.
The Inca referred to their empire as Tawantinsuyu, [14] "the suyu of four [parts]". In Quechua, tawa is four and -ntin is a suffix naming a group, so that a tawantin is a quartet, a group of four things taken together, in this case the four suyu ("regions" or "provinces") whose corners met at the capital.
The Inca state was known as the Kingdom of Cuzco before 1438. Over the course of the Inca Empire, the Inca used conquest and peaceful assimilation to incorporate the territory of modern-day Peru, followed by a large portion of western South America, into their empire, centered on the Andean mountain range.
Inca education during the time of the Inca Empire was divided into two principal spheres: education for the upper classes and education for the general population. The royal classes and a few specially-chosen individuals from the provinces of the Empire were formally educated by the Amawtakuna (philosopher-scholars), while the general population were passed on knowledge and skills by their ...
Each year the Inca government sent out representatives, called apupanaca, to collect girls eight to ten years old from the provinces as tribute for the state. The girls selected were mostly from the higher social classes, frequently coming from the families of non-Inca provincial leaders of the kuraka class. [2]