Chapter 2 explores the early history of colonial rule in the New Kingdom of Granada, and of the priests and officials first tasked with introducing Christianity to its Indigenous peoples. This involves unravelling a series of powerful assumptions entrenched in the historiography that insist on the efficacy of colonial power. Instead, the chapter shows that the ability of colonial officials, missionaries, and institutions on both sides of the Atlantic to effect change on the ground remained fleeting, contingent, and inconstant. To do so, it explores the participatory nature of the royal administration and judiciary, both at an imperial and a local level, and its reliance on petitioners, supplicants and rescript; reassesses the role of the legislative projects of local officials, whose efficacy is so often taken for granted; and tests the real impact of these institutions and their claims on the lives of Indigenous people through a careful re-reading of all surviving records of early visitations, showing that for decades colonial control remained an illusion and that in practice power remained far from the hands of colonial officials in the New Kingdom.

Chapter 5 focuses on the history of language policy and the treatment of Indigenous languages. In addition to refocusing Christianisation on to everyday practice, the reformers of the early seventeenth century laid to rest a long-running dispute among missionaries and administrators concerning the role that Indigenous languages should play in religious instruction. This dispute arose from efforts by the Spanish crown in the sixteenth century to impose a universal solution to the challenges of linguistic heterogeneity: First by suppressing Indigenous languages and teaching Castilian, and later by focusing on the ‘general language’ of each region. Both imperial policies not only failed to overcome the issue of linguistic heterogeneity in the New Kingdom, but were in fact radically transformed and appropriated by local authorities for their own purposes through the use of legal fictions and the selective conveyance of information across the Atlantic. The chapter examines these debates, manoeuvres, and the controversies they produced, before exploring how the seventeenth-century reformers were able to negotiate these divisions and establish a consensus around Indigenous language instruction.