
Pachacútec as a way to stabilize the line of succession to the throne,
the panacas formed a royal court from which the empire’s highest-
ranking civil administrators, militar
y officers, and priests were drawn.
(The panacas also had important religious functions and had custody
of the sacr
ed mummified remains of previous ruling Incas.) This rela-
tively small number of closely related elite Inca officials lived near the
Supreme Inca in the heart of Cuzco. The great expansionist Inca
Pachacútec established Cuzco as the center of the empire, building
there the Coricancha (Temple of the Sun) and developing religious
sites in and around the city in order to emphasize the divine origin of
the ruling Inca. The most important officials were called apus, and
each suyu (quarter of the empire) had an administrative head desig-
nated as the suyuyoc apu. In addition, Cuzco itself had four apus, who
together with the suyuyoc apus formed the imperial council in Cuzco.
The system str
etched throughout the empire and eventually reached
down to the level of individual households, which were organized into
administrative units of 10. The members of the panacas were sup-
por
ted by more numerous lower-ranking nobles identifiable by their
distinctive ear piercings (they were later called orejones, or “big ears,”
by the Spanish). The next in the ruling hierarchy were “Incas of priv-
ilege,” also called “administrative Incas,” who implemented state pol-
icy and lived on the outskir
ts of Cuzco.
As the empire expanded and absorbed more and more territory and
population, the Inca’s authority was extended widely not only by
increasing the number of nobles eligible to hold office but also by co-
opting the curacas, the leaders of local conquered ethnic groups. The
r
esult was a large bureaucratic structure organized to manage the grow-
ing empire.
Inca administrative officials assigned to the provinces included
accountants who tallied tribute payments, storage houses, labor assign-
ments, and population growth; transportation and communication spe-
cialists who oversaw the maintenance of roads, bridges, and tambos,
and ran the imperial courier system (chasquis); and military adminis-
trators in charge of recruitment, training, and campaigning. The central
Inca state administration also r
egularly sent inspectors into the
provinces to report.
The empire’s leaders were trained in special schools, known as yachay-
huasi (houses of knowledge). Sons of the nobility, including the sons of
curacas from various ethnic groups, studied at the schools over the
course of four years, learning language, r
hetoric, religion, mathematics,
and the history of political and military strategy from their teachers.
21
THE INCA: THE BUILDING OF AN EMPIRE