Claro que si!

(World Languages) 7th

Edition, (Ebook PDF)
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 ¡Claro que sí!: An Integrated Skills © 2013, 2008, 2004 Heinle, Cengage Learning
Approach, Seventh Edition
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
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1 2 3 4 5 6 7 15 14 13 12 11

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 A Look at ¡Claro que sí! Seventh Edition

$"1®56-0

6O
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 ¡Claro que sí! Seventh Edition consists
of a preliminary chapter followed by
16 chapters.

Chapters 1–9 present a map

and a photo relevant to the
country or region that you will
learn about in the chapter.
Chapters 10–16 have a main
cultural theme, with a photo
that reflects it.

Ecuador

© Cengage Learning 2013

Perú

Bolivia

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John & Lisa Merrill / DanitaDelimont.com
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the linguistic and communicative focus C\VGEC;zGNKORGTKQKPECKEQ;

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The ¿Qué saben? questions serve as an

introduction to cultural information and
topics that are presented in the chapter.



iii

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Accessible, contextualized language
provides a focus for learning

Two Para ver sections

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in each chapter help
develop your listening
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skills in Spanish. New
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lary and grammar are
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presented in the context
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you will follow a series
of characters through
the videos they post.

Video stills: © Cengage Learning 2013

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with or without subtitles

in Spanish.

iv Overview

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Focus on practical language fosters
communication

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© Bibliotheque Nationale, Paris, France/Lauros-Giraudon/Bridgeman Art Library
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Ÿ


Overview v

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Functional grammar presentations build
communication skills

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feature functionally sequenced grammar
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communication. Explanations are in English
so that you can study them at home.

Illustrations: © Cengage Learning 2013

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Numerous examples illustrate the concepts
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Ÿ


vi Overview

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Reading and writing skill
development
Readings include a variety
of cultural texts, such as
The Nuevos horizontes section in each chapter is designed a brochure or magazine
to help you develop your reading and writing skills in Spanish excerpt, a song, a poem, or
and to expand your knowledge of the Hispanic world. a short story.

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El lugar misterioso
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de los incas
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ciudad ceremonial? ¿Un observatorio
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astrológico? ¿Un refugio o un mausoleo?
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© Robert Harding Picture Library / SuperStock

Arquitectura
Machu Picchu es una construcción
típica de los incas, con zonas para vivir
y terrazas para la agricultura. Las ruinas
tienen bloques enormes de granito blanco
colocados perfectamente y sin3 cemento.
© Cengage Learning 2013

Los arqueólogos no comprenden cómo los

incas construyeron ese lugar tan perfecto
sin tener la rueda4, el hierro5 ni el cemento. ▲
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Overview vii

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Emphasis on culture promotes awareness
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$BQËUVMP

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The Más allá section at the end of each chapter offers you the opportunity to explore
the cultures of the Spanish-speaking world through song and short videos. In every third
chapter, there is also an introduction to a feature film. The songs, short videos, and films
are accompanied by activities to help you comprehend the content. An iTunesTM playlist is
available through iLrn and on CengageBrain.com. The videos for this section can be seen
on CengageBrain.com.

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viii Overview

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Study smart with a systematic
chapter review
A list titled Now you know how to... provides a quick review of what
you have learned to express in each chapter with examples that are
easily understandable.

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Ÿ
$BQËUVMP



$BQËUVMP

Ÿ


To help you review or prepare for quizzes and

exams, the Vocabulario funcional section at the
end of each chapter lists all active vocabulary in a
thematically organized summary.

Overview ix

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Integrated Teaching and Learning Tools
iLRN: Heinle Learning Center
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Lucía Caycedo Garner

Debbie Rusch
Marcela Domínguez

To the Student Ÿ xi
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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To the Student
CAPÍTULO PRELIMINAR
Bienvenidos al
mundo hispano
j Las presentaciones 4
j Los saludos y las despedidas 6
j Países de habla española y sus
capitales 7
j Expresiones para la clase 9
j Deletreo y pronunciación de
palabras: El alfabeto 10
j Acentuación (Stress) 12
Cultura
j Countries with most Spanish-
speakers 3; Tú vs. usted 5; Use of
adiós 6; The abrazo and beso 7;
Spanish-speaking countries and
capitals 7 and 15; Spanish in the
world 8; Facts about the Spanish
alphabet 10; How to read acronyms
11
xii Ÿ Scope and Sequence
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Scope and Sequence
CAPÍTULO 1 CAPÍTULO 2
¿Quién es? 16 ¿Te gusta? 44
Para ver I 18 Para ver I 46
2
j Una visita a Puerto Rico 46
j Mi video blog número 1 18
Vocabulario esencial I 20 Vocabulario esencial I 48
j Los números del cero al cien 20 j La habitación de un estudiante
j Las nacionalidades 22 universitario 48
Gramática para la comunicación I 24 Gramática para la comunicación I 50
j Talking about Yourself and Others j Using Gender and Number: Gender
(Part I): Subject Pronouns 24; Asking 50; Number: Plural Formation 51
and Giving One’s Name: Llamarse j Expressing Likes and Dislikes (Part I):
24; Stating Origin: Ser 1 de, ser 1 Gustar 52
nationality 24 j Expressing Possession: The Preposition
j Indicating One’s Age: Tener 26 de 55; Possessive Adjectives 55
Nuevos horizontes 28 Nuevos horizontes 58
j Reading Strategy: Scanning 28 j Reading Strategy: Identifying
j Lectura: “Los hispanos en los Cognates 58
Estados Unidos” 29 j Lectura: “Facultad de Ciencias de la
Computación” 59
Vocabulario esencial II 30
j Writing Strategy: Connecting Ideas 61
j Las ocupaciones 30
Vocabulario esencial II 62
Para ver II 32
j Acciones 62
j Mis padres y amigos 32
j Los días de la semana (The Days of
Gramática para la comunicación II 34 the Week): Expresiones de tiempo
j Talking about Yourself and Others (Time Expressions) 63
(Part II): Subject Pronouns in the
Singular and Plural 34; Singular and Para ver II 66
Plural Forms of the Verbs llamarse, j Planes para la República Dominicana
tener, and ser 34; Singular and y Panamá 66
Plural Forms of Occupations and Gramática para la comunicación II 68
Adjectives of Nationality 35 j Expressing Likes and Dislikes (Part II):
j Asking Information and Negating: Gustar 68
Question formation 37; Negating 37 j Expressing Obligation and Making
Más allá 40 Plans: Expressing obligation: Tener
j Canción: “La bamba”, Los Lobos 40 que 69; Making plans: ir a 69
j Video: El mes de la herencia Más allá 72
hispana 40 j Canciones: “¡Vive!”, “Estrellitas y
Cultura duendes” y “Merengue con letra” 72
j Points of interest in Chicago and Los j Video: La ruta del carnaval
Angeles on Para ver I video; Two last dominicano 73
names on Para ver I video and 19; Cultura
Reading phone numbers 21; Refering j Cuba, the Dominican Republic,
to people from the U.S. 22; Hispanics Puerto Rico, and Panama throughout
vs. Latino in the U.S. 22; and on Para ver I and II videos;
Demographics of Hispanics in the U.S. History of Puerto Rico 47; Where
28; Origin of Hispanics in the U.S. 29; college students live 52; Baseball
Hispanics in the workforce of the 54; University systems including the
U.S. 31; Spanish words used in English facultad 60; Kunas and Tainos 64;
and English words used in Spanish Merengue, bachata, bolero, salsa,
33; Diversity of Hispanics 39; merengue, hip-hop, and reguetón
Famous Hispanics 23, 30, 31, 36, 40 on Para ver I video and 67, 72;
Material reciclado Carnaval de las Tablas 71; Carnaval
j Introductions (P); Country names (P); in the Dominican Republic 73
Llamarse (P); Ser de 1 place (P); Material reciclado
Tú vs. Ud. (P); Alphabet (P); j Tener (1); Ser (1); Question formation
Geography (P) (1); Negation (1); Geography (P)
 CAPÍTULO 3 CAPÍTULO
¿Qué haces hoy?
Para ver I 78
j 1J=AJPNAREOP=AJ,H=U=&=?78
Vocabulario esencial I 80
j Lugares (Places): 80
Gramática para la comunicación I 82
j Indicating Location: Estar 1 en 1
place 82
j 0=HGEJC=>KQPPDA,NAOAJP,=NP%0DA
,NAOAJP%J@E?=PERAKB.ACQH=N2AN>O
-ar Verbs; -er Verbs; -ir Verbs 83
j 0=HGEJC=>KQPPDA,NAOAJP,=NP%%
0DA,NAOAJP%J@E?=PERAKB2AN>OSEPD
Irregular yo Forms 86
Nuevos horizontes 88
j Reading Strategy: Dealing with
Unfamiliar Words 88
j Lectura 89
j Writing Strategy: Using Models 90
Vocabulario esencial II 91
j El físico y la personalidad: Ser 1
adjective 91
j Las emociones y los estados: Estar 1
adjective 92
Para ver II 94
j Hay familias… y… FAMILIAS 94
Gramática para la comunicación II 96
j Describing Yourself and Others:
Adjective Agreement 96;,KOEPEKJ
of Adjectives 96; Ser/estar 1
Adjective 97
j EO?QOOEJC?PEKJOEJ,NKCNAOO
,NAOAJP%J@E?=PERA=J@,NAOAJP
,NKCNAOOERA100
Más allá 102
j =J?EJ¼±,QN=RE@=Ŭ½DEJK
Espinosa 102
j Video: Costa Rica: Sin ingredientes
artificiales 102
j ,AHz?QH=Sugar 103
Cultura
j ,KEJPOKBEJPANAOPEJKOP=.E?==J@
Nicaragua throughout chapter; Sarchí
76 and on Para ver I video; Use of
diminutives 79; Costa Rican
democracy and Óscar Arias 79;
Specialty stores vs. mercados vs.
supermercados vs. hipermercados 81;
El Güegüense 89; Luis Enrique Mejía
89; Nicaragua a land of lakes,
volcanoes, and poets (Darío, Cardenal,
Belli) on Para ver II video and 95;
Connotations of the word familia on
Para ver II video; Baseball in the
Caribbean 103
Material reciclado
j +NECEJ, #AKCN=LDU,
Occupations (1); Class subjects (2);
Common nouns (1, 2); Gustar (2); Estar
, Tener que (2); Ir a (2); Actions (2)
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
76 Un día típico
Para ver I 108
j Mi día típico 108
Vocabulario esencial I 110
j Las partes del cuerpo (Parts of the
Body) 110
j Acciones reflexivas 112
Gramática para la comunicación I 114
j Describing Daily Routines: Reflexive
Verbs 114
j 0DA,ANOKJ=Ha 116
Nuevos horizontes 118
j .A=@EJC/PN=PACU,NA@E?PEJC118
j Lectura:¼)=?DQ,E??DQ!HHQC=N
misterioso de los incas” 119
j Writing Strategy: Brainstorming and
Outlining 121
Vocabulario esencial II 122
j El tiempo, las estaciones y las
fechas (The Weather, Seasons,
and Dates) 122
Para ver II 126
j Las vacaciones 126
Gramática para la comunicación II 128
j Talking about Who and What You
Know: Saber 128; Conocer 129
j ,KEJPEJC+QP=J@.ABANAJ?EJC
Demonstrative Adjectives 131;
AIKJOPN=PERA,NKJKQJO 131
Más allá 134
j Canción: “Esta es mi tierra”, Eva
Ayllón 134
j Video: Bolivia 135
Cultura
j ,KEJPOKBEJPANAOPEJKHERE=!?Q=@KN
=J@,ANQPDNKQCDKQP?D=LPAN0DA
geographic and ethnic diversity of
,ANQ109;"N=J?EO?K,EV=NNK110;
Sayings and proverbs 112; Incas and
Machu Picchu 119; Seasons and
academic calendar in the Southern
Hemisphere 125; Titicaca and the
Galapagos on Para ver II video and
127; The cajón and charango as part
of música criolla 134
Material reciclado
j ,NAOAJPEJ@E?=PERAIr a 1
infinitive and tener que 1 infinitive
(2); Ir a 1LH=?AEstar
+>FA?PO,H=?AO0EIA
expressions (2) ; Ser and estar with
=@FA?PERAO=N@EJ=HJQI>ANO 
Occupations (1); Nationalities (1);
Age (1)
4 CAPÍTULO 5
106 Los planes y las
compras 138
Para ver I 140
j ¿Qué hacemos hoy? 140
Vocabulario esencial I 142
j La hora, los minutos y los
segundos 142
j Las sensaciones 144
Gramática para la comunicación I 145
j Expressing Habitual and Future
?PEKJO=J@?PEKJOEJ,NKCNAOO
Stem-changing Verbs 145
Nuevos horizontes 150
j Reading Strategy: Activating
Background Knowledge 150
j Lectura: “Celebraciones
mexicanas” 151
j Writing Strategy: Sequencing 153
Vocabulario esencial II 154
j Los colores 154
j La ropa y los materiales (Clothes and
Materials) 154
Para ver II 158
j El desfile de modas 158
Gramática para la comunicación II 160
j %J@E?=PEJC,QNLKOA AOPEJ=PEKJ=J@
Duration: Para and por 160
j %J@E?=PEJCPDA(K?=PEKJKB=,ANOKJ
Thing, or Event: Estar en and ser
en 161
Más allá 164
j Canción: “24 horas”, Café Tacuba 164
j Video: El Día de los Muertos 165
Cultura
j ,KEJPOKBEJPANAOPEJ)ATE?K
throughout the chapter; El Zócalo
on Para ver I video and 141;,H=?AO
to visit in Mexico City on Para ver I;
24-hour clock 142; Hispanics and
time 143; Daily routine in Mexico,
meal times and the almuerzo in
Mexico vs. other countries 146;
Store and restaurant hours 148;
Mexican festivals (la Virgen de
Guadalupe 151, Posadas 152, Día
de los Muertos 165); La guayabera
y el rebozo 155; Oaxaca 159; Diego
Rivera and Frida Kahlo 163
Material reciclado
j Adjectives of nationality (1), Tener
  AO?NELPERA=@FA?PERAO
Ser/estarSer de 1 place (1);
Days of the week (2); Gustar (2);
Reflexives (4); Cardinal numbers (1);
=PAO,NAOAJPEJ@E?=PERA
#AKCN=LDU,
Scope and Sequence Ÿ xiii
 CAPÍTULO 6 CAPÍTULO 7 CAPÍTULO 8
Ayer y hoy 168 Los viajes 202 La comida y los
Para ver I 170 Para ver I 204 deportes 238
j El padre de Julieta 170 j Paseando por Madrid 204 Para ver I 240
Vocabulario esencial I 172 Vocabulario esencial I 206 j Comida casera en un restaurante
j Los números del cien al millón 172 j El teléfono 206 guatemalteco 240
j Preposiciones de lugar 174 j En el hotel 208 Vocabulario esencial I 242
Gramática para la comunicación I 176 Gramática para la comunicación I 210 j La comida 242
j Talking about the Past: The j Talking about the Past (Part I): Gramática para la comunicación I 245
Preterit 176 Irregular Verbs in the Preterit 210; j Expressing Likes, Dislikes, and
j Indicating Relationships: Change of Meaning in the Preterit 211 Opinions: Using Verbs Like gustar 245
Prepositions 180 j Talking about the Past (Part II): Stem- j Avoiding Redundancies: Combining
Nuevos horizontes 184 Changing Verbs in the Preterit 212 Direct- and Indirect-Object
j Reading Strategy: Skimming 184 j Expressing the Duration of an Action: Pronouns 247
j Lectura: “La leyenda de Hace 1 Time Expression 1 que 1 j Using ya and todavía 250
Guatavita” 185 Verb in the Present 216
Nuevos horizontes 252
j Writing Strategy: Chronological Nuevos horizontes 218 j Reading Strategy: Finding
Order 187 j Reading Strategy: Identifying Main References 252
Vocabulario esencial II 188 Ideas 218 j Lectura: “El padre Antonio y su
j La familia de Julieta 188 j Lectura: “Historia de España” 219 monaguillo Andrés”, Rubén
j Writing Strategy: The Paragraph 221 Blades 254
Para ver II 191
Vocabulario esencial II 222 j Writing Strategy: Avoiding
j La boda en Caracas 191
j Medios de transporte 222 Redundancy 256
Gramática para la comunicación II 193 j El pasaje y el aeropuerto 223 Vocabulario esencial II 257
j Using Indirect-Object Pronouns 193
Para ver II 226 j Los deportes 257
j Using Affirmative and Negative
j ¿Pasajeros típicos? 226 j Los artículos deportivos 258
Words 195
Gramática para la comunicación II 228 Para ver II 260
Más allá 198
j Indicating Time and Age in the Past: j ¡¡¡Goooooooooooolllll!!! 260
j Canción: “¿Cuándo fue?”, Víctor
Escalona 198 Ser and tener 228 Gramática para la comunicación II 262
j Video: Conoce Venezuela 198 j Avoiding Redundancies: Direct- j Describing in the Past: Formation
j Película: María llena eres de Object Pronouns 229 of the Imperfect 262; Using the
gracia 199 Más allá 234 Imperfect 263
Cultura j Canción: “Al Andalús”, David Más allá 268
j Chivas 168; Points of interest in Bisbal 234 j Canción: “Te encontraré”, Ricardo
Bogotá on Para ver I video; Museo j Video: Apueste por Sevilla 235 Arjona 268
del Oro and la Catedral de Sal 171; Cultura j Video: El Salvador tiene todo
Gustavo Dudamel (Venezuelan j World soccer champions 202; incluido 269
conductor) 183; Famous Colombians Madrid on Para ver I video; Different Cultura
and Venezuelans 183; The Legend of cultures in Spanish history 205, 218; j Points of interest in Guatemala,
Guatavita 185; El Dorado 186; Making phone calls 206, 207; Text Honduras and El Salvador throughout
Family and the responsibility of its message abbreviations 207; chapter; Guatemalan food on Para
members 189; Venezuelan Paradores in Spain 220; Barcelona ver I video; Tikal, Copán, and Joya
geography (including oil reserves, la on Para ver II video; Languages de Cerén 241; Regional foods in
Isla Margarita, el Salto Ángel, and spoken in Spain 227; The patria Spanish-speaking countries 243;
tepuyes) on Para ver II video and chica 227; Don Juan Tenorio 232; Setting the table for an elegant meal
192, 198 The royal family 233; Seville and 243; Courses of a meal (platos) 244;
Material reciclado Andalucía 234, 235 Salvadoran Restaurant menu 244;
j Cardinal numbers (1); Estar for Material reciclado Comercio justo and coffee exports
location (3); Reflexives (4); Stem- j Large numbers (1, 6); Time 246; Óscar Romero 253, 254;
changing verbs (5); Days of the week expressions; Stem-changing Soccer, baseball and other sports
and other time divisions (2); Present verbs (5); Hace que 1 Preterit (6); 259; Garífunas 261; Childhood
indicative (3, 4, 5); Ir a 1 infinitive (2) Question words (1); Preterit (6); fantasies 266; Christmas and Holy
Telling time (5); Telling age (1); Week traditions 266
Family (6) Material reciclado
j Indirect- and direct-object pronouns
(6, 7); Gustar (2); Preterit (6, 7);
Telling time in the past (7); Telling
age in the past (7)

xiv Ÿ Scope and Sequence

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 CAPÍTULO
Cosas que ocurrieron
Para ver I 274
j Un accidente en las vacaciones 274
Vocabulario esencial I 276
j La salud 276
j Los medicamentos y otras palabras
relacionadas 278
Gramática para la comunicación I 280
j *=NN=PEJC=J@ AO?NE>EJCEJPDA,=OP
,=NP%0DA,NAPANEP=J@PDA
Imperfect 280
j *=NN=PEJC=J@ AO?NE>EJCEJPDA,=OP
,=NP%%0EIA!TLNAOOEKJO284
Nuevos horizontes 288
j Reading Strategy: Approaching
Literature 288
j Lectura: “Tragedia”, Vicente
Huidobro 289
j Writing Strategy: Narrating in the
,=OP290
Vocabulario esencial II 291
j El carro 291
Para ver II 294
j El cruce de la frontera a Chile 294
Gramática para la comunicación II 296
j *=NN=PEJC=J@ AO?NE>EJCEJPDA,=OP
,=NP%%%!TLNAOOEJC,=OP%JPAJPEKJO
and Responsibilities: Iba a 1
infinitive and tenía/tuve que 1
infinitive 296; Saber and conocer in
PDA%ILANBA?P=J@,NAPANEP297
j AO?NE>EJC,=OP,=NPE?ELHA=O
Adjective 298
Más allá 302
j Canción: “Te recuerdo Amanda”,
2z?PKN&=N=U"N=J?AO?=J?=NKH=302
j Video: Paraguay 303
j ,AHz?QH=Tiempo de valientes 303
Cultura
j ,KEJPOKBEJPANAOPEJ?HQ@EJCQAJKO
Aires, Colonia, Iguazu Falls and the
tango on Para ver I video;
Demographics of Argentina,
1NQCQ=U=J@,=N=CQ=U275; El mate
278;,QJP=@AH!OPA=O=LQA>HK=J@
museums 285;2=H@AO,AJEJOQH=
,QJP=0KI>K=J@)=CAHH=JLAJCQEJO
286; Machismo and feminism 289;
Car sizes 293; Santiago, Chile on
Para ver II video; Chile and la Isla de
Pascua 295; “Cuadrados y
ángulos”, Alfonsina Storni 300;
#=>NEAH=)EOPN=H=J@,=>HK*ANQ@=
301;2z?PKN&=N=302;,=N=CQ=U=J
harp 303
Material reciclado
j Body parts (4); Deber 1 inf. (4); Verbs
like gustar,NAPANEPIr a 1
inf. (2); Tener que 1 inf. (2); Saber/
conocer@F =CNAAIAJP
9 CAPÍTULO
272 En casa 306
Para ver I 308
j En busca de departamento 308
Vocabulario esencial I 310
j Los números ordinales 310
j Las habitaciones de una casa 312
Gramática para la comunicación I 313
j Using Other Affirmative and Negative
Words 313
j Describing Wants and Needs: Use of
PDA,NAOAJP/Q>FQJ?PERA 315; Forms
KBPDA,NAOAJP/Q>FQJ?PERA316
Nuevos horizontes 320
j Reading Strategy: Using the
Dictionary 320
j Lectura: “No quiero”, Ángela
Figuera 321
j 3NEPEJC/PN=PACU,=OPE?DA323
Vocabulario esencial II 325
j En la casa 325
j Los muebles 326
Para ver II 328
j Amueblando el departamento 328
Gramática para la comunicación II 330
j Giving Advice and Stating Desires:
Other Uses of the Subjunctive 330
Más allá 336
j Canción: “Amniótico”, Andrea
Echeverri 336
j Video: Vive México 337
Cultura
j El portero on Para ver I video;
Famous architects (Calatrava,
=NN=CoJ,AHHE#=Q@z309; Planta
baja vs. first floor 310;,KLQH=NEPUKB
cycling 311; What to do with
second-hand belongings 319; The
Spanish Civil War and censorship in
post-Civil War Spain 320; El mate on
Para ver II video; Different types of
outdoor markets 329; Oaxaca 337;
Syncretism 337
Material reciclado
j ,NAOAJPEJ@E?=PERA
#AKCN=LDU,*=PEKJ=HEPEAO
AO?NELPERA=@FA?PERAO
Affirmative and negative words (6);
Indirect-object pronouns (6);
,NAPANEPKHKNO
10 CAPÍTULO 11
El tiempo libre 340
Para ver I 342
j Estamos aburridos 342
Vocabulario esencial I 344
j El tiempo libre y los
pasatiempos 344
Gramática para la comunicación I 346
j Expressing Doubt and Certainty:
Contrasting the Subjunctive and the
Indicative 346
j Saying How an Action is Done:
Adverbs Ending in -mente 350
Nuevos horizontes 352
j Reading Strategy: Reading an
Informative Interview Article 352
j Lectura: “La vida en la maquila” 353
j Writing Strategy: Describing and
Giving Your Opinion 355
Vocabulario esencial II 356
j La vida saludable 356
j La preparación de la comida 358
Para ver II 359
j La clase de cocina 359
Gramática para la comunicación II 361
j #EREJC%JOPNQ?PEKJO0DA,=OOERAse 361
j Other Uses of para and por 363
j Expressing Emotions: More Uses of
the Subjunctive 366
Más allá 368
j Canción: “Sazón”, Celia Cruz 368
j Video: Ritmos 369
Cultura
j Spanish playing cards on Para ver I
video and 342; The sobremesa 343;
Hispanic musicians (Carlos Gardel,
0EPK,QAJPA/AHAJ=348;,A@N=V=
351; The maquiladoras 353; Ferran
Adrià and Hispanic chefs 357; The
tortilla española on Para ver II
video; Food from the New World
(chocolate, corn, tomatoes,
potatoes, etc.) 360; Gazpacho 361;
Empanadas from Argentina 362;
Quinceañera 365; Flamenco 369;
Andean music 369
Material reciclado
j Gustar (2); Subjunctive forms (10);
#EREJC=@RE?A ,NAPANEP
Ya and todavía (8); Telling time (6);
Por and para (5); Indirect-object
pronouns (6); Reflexive verbs (4)

Scope and Sequence Ÿ xv

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 CAPÍTULO 12
El campo y la ciudad
Para ver I 374
j La vida en la ciudad 374
Vocabulario esencial I 376
j La geografía 376
j Lugares de interés 378
Gramática para la comunicación I 380
j )=GEJCKIL=NEOKJO,=NP%
Comparisons of Inequality 380;
The Superlative 381
j Making Requests and Giving
KII=J@O,=NP%KII=J@OSEPD
usted and ustedes 383
Nuevos horizontes 386
j Reading Strategy: Understanding the
3NEPAN¿O,QNLKOA386
j Lectura:¼(=OLENoIE@AO@AHLEOK=H=
cima” 387
j Writing Strategy: Comparing and
Contrasting 388
Vocabulario esencial II 389
j Cómo llegar a un lugar 389
Para ver II 391
j La propuesta 391
Gramática para la comunicación II 393
j )=GEJCKIL=NEOKJO,=NP%%
Comparisons of Equality 393
j Making Requests and Giving
KII=J@O,=NP%%KII=J@OSEPD
tú 394
Más allá 398
j =J?EJ¼J@=N?KJIECK½&QHEAP=
Venegas 398
j Video: El biblioburro 398
j ,AHz?QH=El laberinto del fauno 399
Cultura
j ,KLQH=PEKJPNAJ@O373; The Ciclovía
EJKCKPo=J@>EGEJCEJQN>=J=NA=O
on Para ver I video and 375;
Geography of and natural disasters in
Latin America 377; Sayings using
comparatives 382; Common gestures
384; Teotihuacán 387; Tunas 392;
,KOP/L=JEODEREH3=N399
Material reciclado
j ,NAPANEP=J@%ILANBA?P
@FA?PERA=CNAAIAJP
Subjunctive forms (10); Indirect-
object pronouns (6); Direct-object
pronouns (7); Double-object
pronouns (8); Question words (1)
xvi Ÿ Scope and Sequence
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CAPÍTULO
372 Los derechos universales
402
Para ver I 404
j La matanza de Tlatelolco 404
Vocabulario esencial I 406
j La política 406
Gramática para la comunicación I 408
j Review of Narrating and Describing
EJPDA,=OP0DA,NAPANEP=J@PDA
Imperfect 408
j Asking and Requesting: Preguntar
and pedir 412
j Talking about Unintentional
Occurrences: Se me olvidó and
Similar Constructions 413
Nuevos horizontes 416
j Reading Strategy: Defining Style and
Audience 416
j Lectura: “Beatriz (Una palabra
enorme)”, Mario Benedetti 417
j 3NEPEJC/PN=PACU&KQNJ=H3NEPEJC418
Vocabulario esencial II 419
j La personalidad 419
Para ver II 421
j Cómo conocer a alguien por
Internet 421
Gramática para la comunicación II 423
j /LA=GEJC=>KQP,=OP!TLANEAJ?AO
0DA,NAOAJP,ANBA?P423
j Expressing Doubts, Feelings, and
AOENAO=>KQPPDA,=OP0DA,NAOAJP
,ANBA?P/Q>FQJ?PERA425
Más allá 428
j Canción: “En el país de
Nomeacuerdo”, María Elena
Walsh 428
j Video: Las madres de la Plaza de
Mayo 428
Cultura
j Tlatelolco on Para ver I video;
Student activism 405;,KLQH=N
expressions using se le 1 verb 414;
Rights of indigenous people
(including Rigoberta Menchú and
María Aguinda) and human rights in
general 414; Día de la Raza 414; The
role of women in politics in Latin
America 422; Famous Hispanics 427;
Argentine Guerra sucia 429
Material reciclado
j Ir a 1 infinitive,NAOAJP
EJ@E?=PERA,NAPANEP=J@
Imperfect (6, 7, 8, 9); Ya and todavía
,=OPL=NPE?ELHAO,NAOAJP
subjunctive (10); Comparisons of
inequality (12); Superlative (12)
13 CAPÍTULO 14
El medio ambiente 432
Para ver I 434
j Eloísa Cartonera 434
Vocabulario esencial I 436
j El medio ambiente 436
Gramática para la comunicación I 439
j !TLNAOOEJC,AJ@EJC?PEKJO0DA
Subjunctive in Adverbial Clauses 439
j Requesting Information: ¿Qué? and
¿cuál/es? 441
Nuevos horizontes 444
j Reading Strategy: Mind Mapping
(when reading) 444
j Lectura:¼1J?QAJPK@AJE~KO½
Esteban Mayorga 445
j Writing Strategy: Mind Mapping
(when writing) 448
Vocabulario esencial II 449
j Los animales 449
Para ver II 452
j Activista de dientes para afuera 452
Gramática para la comunicación II 454
j Describing: Lo 1 Masculine Singular
Adjective 454
j !TLNAOOEJC.AOPNE?PEKJ,KOOE>EHEPU
,QNLKOA=J@0EIA0DA/Q>FQJ?PERA
in Adverbial Clauses 454
Más allá 458
j =J?EJ¼#=E=½AHEJ@=,ANACNzJ
Schüll 458
j Video: A todo pulmón – Paraguay
respira 459
Cultura
j Cartoneros on Para ver I video;
Ecologically conscious designers
435; Threatened animals (mariposa
monarca, quetzal, cóndor, and the
yaguareté) 443, 451, and on Para
ver II video; The Museo de la
Biodiversidad 453; Reforestation of
,=N=CQ=U459
Material reciclado
j ,H=?AOKBEJPANAOP )K@AOKB
PN=JOLKNP=PEKJ,NAOAJPLANBA?P
 #EREJC@RE?AQOEJCLNAOAJP
OQ>FQJ?PERA ,NAOAJPEJ@E?=PERA
,NAPANEP=J@%ILANBA?P
 ENA?P K>FA?PLNKJKQJOSer
1 adjective,NAOAJPEJ@E?=PERA
,=OPL=NPE?ELHAO

CAPÍTULO
La globalización y el
trabajo 462
Para ver I 464
j Un cafecito delicioso 464
Vocabulario esencial I 466
j En busca de trabajo 466
Gramática para la comunicación I 470
j Expressing the Future: The Future
Tense 470
j Expressing Hypothetical Actions and
Reporting: The Conditional 472
Nuevos horizontes 474
j Reading Strategy: Timed Reading 474
j Lectura: “Dime a quién conoces y te
diré si tendrás trabajo”, J. A. Aunión
475
j Writing Strategy: Writing a
Persuasive Proposal 477
Vocabulario esencial II 479
j La tecnología de las
telecomunicaciones 479
Para ver II 481
j ¡Qué apatía! 481
Gramática para la comunicación II 483
j Expressing Probability: The Future
and the Conditional 483
j Relating Ideas: The Relative Pronouns
que, lo que, and quien 484
Más allá 486
j Canción: “Un día normal”, Juanes 486
j Video: Guatemala maya 486
j Película: Machuca 487
Cultura
j Globalization on Para ver I video and
465; Sayings and proverbs 465; Test
psicotécnico 468; El enchufe/La
palanca vs. networking 475;
Studying abroad 482; Bicimáquina
484; Guatemalan tourism 486; the
military regime of Pinochet 487
Material reciclado
j Preterit and Imperfect (6, 7, 8, 9,
13); Preterit (6, 7); Present perfect
(13), Present subjunctive (10)
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Reference Section R1
15 CAPÍTULO 16 Appendix A: Verb Charts R2
Appendix B: Accentuation and
El arte 490 Syllabication R10
Para ver I 492 Appendix C: Actividades
j El arte escondido 492 comunicativas R12
Spanish–English Vocabulary R27
Vocabulario esencial I 494
j El arte 494
English–Spanish Vocabulary R47
Index R53
Gramática para la comunicación I 497 Maps of Spanish-Speaking
j Expressing Past Feelings, Doubts Countries R60
and Desires: The Imperfect
Subjunctive 497
j Using the Subjunctive in Different
Time Frames 499
Nuevos horizontes 502
j Reading Strategy: Reading a Play 502
j Lectura: “Estudio en blanco y
negro”, Virgilio Piñera 503
j Writing Strategy: Describing
a Scene 511
Vocabulario esencial II 512
j La expresión del amor 512
Para ver II 515
j Un encuentro de blogueros 515
Gramática para la comunicación II 517
j Expressing Reciprocal Actions 517
j Expressing Hypothetical Situations:
Clauses with si 518
Más allá 522
j Canción: “La vida tómbola”, Manu
Chao 522
j Video: Ciudad de México, Buenos
Aires, San Juan, Quito y Madrid 523
Cultura
j Artists and museums 491; Prado,
Reina Sofía and Thyssen-Bornemisza
Museums, Madrid 493; Painting as a
social commentary, Mexican
muralists 495; Día del amigo 513;
Religious and civil weddings 516;
Machismo and feminism 510, 520;
Maradona 522; Points of interest in
Mexico City, Buenos Aires, San Juan,
Quito, and Madrid 523
j Chapter Art: Orozco 490, Goya 492,
Picasso 493, Tanguma 495, Bravo
496, Guayasamín 496, Forner 496,
Botero 498, Velázquez 500, Kahlo
511, Salazar 521
Material reciclado
j Uses of the subjunctive (10, 11, 13,
14); Lo 1 adjective (14); Preterit and
Imperfect (6, 7, 8, 9, 13); Conditional
(15); Reflexive pronouns (4)
Scope and Sequence Ÿ xvii
Acknowledgments
ƒΛƒΛ ’ƒ„“ŠΛ’Λ’†ƒΛ„ŠŠ•‡Œ Λ‹ƒ‹€ƒ‘ˍ„Λ’†ƒΛ¡Claro que sí!Λ
‚”‡‘—ˍ‚Λ„Λ’†ƒ‡ΛŒ ‡Œ Λ„ƒƒ‚-
€‰Λ’†“ †“’Λ’†ƒΛ‚ƒ”ƒŠŽ‹ƒŒ’ˍ„Λ¡Claro que sí!

ŒΛ‡‰‹ŒŊΛMaryville College
“Š‡ƒΛ Šƒ‡Œ†Œ‘Ľ“’‡ŊΛAustin Community College
ƒŒΛ“€‡ŊΛUniversity of Tulsa
—Λ’ƒ”ƒŒ‘ŊΛState University of New York at New Paltz

Œ—Λ’†Œ‰‘Λ Λ’Λ’†ƒΛ„ŠŠ•‡Œ ˎ„ƒ‘‘‘ŊΛƒ†Λ„Λ•†‹Λ„„ƒƒ‚Λ”Š“€ŠƒΛ‘“ ƒ‘’‡Œ‘Λ’†“ †Λ’†ƒ‡Λ

Ž’‡‡Ž’‡ŒΛ‡ŒΛ‚ƒ”ƒŠŽ‹ƒŒ’ːƒ”‡ƒ•‘Ō

ƒ”ƒŠŽ‹ƒŒ’Λƒ”‡ƒ•‘

‹—Λ
Š„‡ƒ‡ŊΛSpring Hill College

ŒΛ
Š‘ŽŊΛFranklin College
“˜Λ ÀΛ"Š”ƒ˜ŊΛJohnson County Community College
‘±Λ
ƒŊΛIllinois College
“ŒΛ
˜ŠĽ‚‡ŠŠŊΛTacoma Community College
ƒŠŒ—ˍ•‹ŒŊΛArkansas State University
—Λ “‡‘ƒΛ“‚‡‘ŊΛMonterey Peninsula College
ŠΛ†ŽŊΛDel Mar College
‘ƒŽ†ΛŠŠƒŒ’‡ŒƒŊΛNorthern Arizona University
‡‘ˍŽƒŊΛBerkshire Community College
 ƒΛ‚ƒ‡ŠŠ‘Œ’ƒŊΛMiddlesex Community College
’‡‡Λ‡’˜Ž’‡‰ŊΛState University of New York at New Paltz
‡’˜ΛΛ €ŊΛKalamazoo Valley Community College
—ː‡‘ŊΛBowie State University
€ƒ’Λ•Šƒ—ŊΛWest Shore Community College
†Šƒ‘Λ  Šƒ‚ƒŊΛSpring Hill College
Λ ƒŠŠ—ŊΛState University of New York at Geneseo
ŒƒΛ ƒƒŊΛDurham Technical Community College
’†ŠƒƒŒΛ ‚‡ ŒŊΛRockhurst University

Ž‡ŠΛ ‘†ŠŠŊΛPepperdine University
‡ŒΛ “‘†ŊΛTexas State University
ƒ‹ƒΛ •‡Œ—ƒŠŠƒŊΛEast Tennessee State University
‡Šƒ’ˍƒŊΛBard College at Simon’s Rock
‡‹€ƒŠ—Λ‹ŠŠŊΛSoutheastern Community College
’—ˍ“’†ƒŠŒ‚ŊΛUniversity of Central Oklahoma
“‘ŒΛ’ƒ‡ŒŊΛSouth Carolina State University
—ˍŠ„ŊΛWestminster College

xviii Ÿ Acknowledgments
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 ƒΛƒΛƒ‘Žƒ‡ŠŠ—Λ ’ƒ„“ŠΛ’Λ’†ƒΛ„ŠŠ•‡Œ ˎƒŽŠƒΛ„Λ’†ƒ‡Λ”Š“€ŠƒΛ‘‘‡‘’ŒƒΛ‚“‡Œ Λ’†ƒΛ‚ƒ”ƒŠŽ‹ƒŒ’Λ
Œ‚ΛŽ‚“’‡ŒΛ„Λ’†‡‘ΛŽˆƒ’ŌΛƒ’†ƒΛ‚Šƒ—ĽŠƒΛŒ‚ːŋː‡‘’‡ŒΛ ŒΛ„‹Λ†€’ˍŠŠƒ ƒΛ„Λ
†ƒŠŽ‡Œ Λ’ΛŒƒŽ’“Š‡˜ƒΛ’†ƒΛ†Œ ƒ‘Λ‡ŒΛ’†‡‘Λƒ‚‡’‡ŒΛŒ‚Λ “‚‡’†Λ†Λ„Λ†ƒΛ‘‘‡‘’ŒƒΛŀ„‡ŠŠ‡Œ Λ‡ŒŇΛ„Λ
ƒ’†ƒōΛ ƒŒΛ ‡ŠŠƒŊː†Λ ‡Œ‰ΛŒ‚Λ ‡‘‘ː ‘Ľ‰“‚Λ„Λ’†ƒ‡Λ‹“Š’‡ŽŠƒΛ‘“ ƒ‘’‡Œ‘Λ‡ŒΛ’†ƒΛ
ƒ‚‡’‡Œ ˎƒ‘‘ōΛŒ‚ΛΛ“‚ŒΛ•†Λ’“ †’Λ“‘ΛhowΛ’Λ•‡’ƒΛŒ‚Λ•†Λ•ƒΛƒ‹ƒ‹€ƒΛ„Œ‚Š—ΛŒ‚Λ‹‡‘‘Λ
‚ƒŠ—ōːŠ‚Λ•ƒ‡Œ ƒŒŊΛ
‡ŠƒƒŒΛ ‘ŒΛŒ‚Λ ƒŠ‡‘‘ˁΛ‘Λ•ƒŠŠΛ‘Λ’†ƒΛƒŒ’‡ƒΛ’ƒ–’€‰ΛŽ‚“’‡ŒΛ
’ƒ‹ōΛ‘’ƒ€ŒΛ — Λ„ΛŠŠ•‡Œ Λ“‘Λ’†ƒΛŽŠƒ‘“ƒΛ„ΛŽ“€Š‡‘†‡Œ Λ†‡‘Λ‘†’Λ‘’—ōˍ‹Λ“‘†Λ„Λ
†ƒΛ‹“‘‡ŠΛ’ŠƒŒ’‘ōΛ ƒŒΛ ŽƒΛ„Λ†ƒΛŽ†’Λ„ˁ†‡Š‚ƒŒΛ‡ŒΛ’†ƒΛ‹‡Œ‡ŒΛƒŽ“€Š‡ŋˍ‘Λ
Λ Š‚Œ‚ĽŒ‘‰ŊΛ ‡Š—Λ ƒŒΛ‘“‡ŠŠŊΛ ’†Λ ‡Œ‚ΛՋƒ˜ŊΛ‡ ‡Œ‡Λ ‡ ŒƒŠƒ’Λ“ƒ‚ŊΛ
Š Λƒ‚‡‘Ľ Œ’ƒŊΛ‡’‡Λ “ŒΛ‚ƒΛ ƒ—ƒŊΛ “ÀΛ‡ƒΛ ‡ ŒƒŠƒ’ŊΛ  ƒΛ—ƒ‚Λ¡”‡ŠŊΛ
ΛƒŒŒ‚Λ‘Š”ŊΛ‚“‚Λ
€Œ‚ŒŊΛƒ‡Š‡Λ€ƒŊΛ ‹ΛƒŠ‹ŒŊΛ
‚¡ŒΛ‡ƒ ŊΛ
Š€ƒ’Λ¡”‡ŠΛ
“¡ƒ˜ŊΛ
ŒŠ‡‚Λ ’ÀŒƒ˜ŊΛ’Š‡Λƒˆ’ŊΛ†‡‘’Ž†ƒΛ‚Ŋː‹ƒŒΛƒŒ¡Œ‚ƒ˜ŊΛ
ŒŒΛ ƒ—ŊΛ€‡ŒΛ
Վƒ˜Λ‚ƒΛŊΛ
Š‡Λ“‰ŊΛ ÀΛŠƒŒΛ‡ŠŠƒ ‘ŊΛƒŒ—ˍƒŊΛΛ ƒ†‹ŒŊˍ‘ː˜Λ “‡ÔŊΛ
€ŠΛ‹ÀŒ “ƒ˜ŊΛŠ‡Λ
ˆŒŊΛΛ
ŠƒˆŒ‚Λ ƒƒŊː‹ƒŒΛƒŒ¡Œ‚ƒ˜ΛŒ’‘ŊΛ
ŒΛƒƒΛ ’ÀŒƒ˜Ŋˍ„ÀΛ
“‡˜Λ
Š„ŊΛ ‡˜—ΛΛ ‡‹‘’ŊΛ‡Š”‡Λ ’ÀŒΛ¡Œ†ƒ˜ŊΛ"Œ ƒŠΛΛ¡Œ†ƒ˜Λ“‡ÕŒŊΛƒ ÔΛ‚ƒΛ‚‡ ŊΛ
‡ “ƒŠΛ ‡‹±Œƒ˜Ŋː†Λ’ƒŠ‘Λ ƒŊΛƒŒ¡ŒΛΛ ƒŊΛ Œ±‘ΛÔÕːÀŊΛ ƒ’‡‡Λ ƒ‚ŊΛ”ƒŠ‡ŒΛ
‹Λ ’ÀŒƒ˜ŊΛ ’‡ƒΛ —ŠƒŊΛ‡ŒΛ
Š€ƒ’‡ŊΛ‡ŒΛŒ˜‡ŒŊΛ “ÀŒΛ‘“ŠΛ ”‘ŊΛ‡Š˜ΛŒ˜Šƒ‘Ľ
ƒ‚ƒ‹Œ’ƒŊΛ ƒ †ŒΛ
ŠŠŒŊΛŒ‚ː˓ˆ‰Λ„Λ’†ƒ‡Λ‘‘‡‘’ŒƒΛŒ‘•ƒ‡Œ ˏ“ƒ‘’‡Œ‘Λ€“’ΛŠƒ–‡ŠΛ
‡’ƒ‹‘ΛŒ‚ˁ“Š’“ŠΛŽ’‡ƒ‘Λ‡ŒΛ’†ƒΛ‹Œ—ˁ“Œ’‡ƒ‘Λ’†’ˁ‹Ž‡‘ƒΛ’†ƒΛŽŒ‡‘†Ľ‘Žƒ‰‡Œ Λ•Š‚ΛŒ‚Λ„Λ
„‡ƒŠ‚Ľ’ƒ‘’‡Œ ˁ’‡”‡’‡ƒ‘ΛŒ‚Λ ‹‹Λƒ–ŽŠŒ’‡Œ‘ŋΛ
ƒΛ•“Š‚ΛŠ‡‰ƒΛ’Λ’†Œ‰ΛBuenas,Λ’†ƒΛŽ‚“’‡ŒΛ‹ŽŒ—Λ‡ŒΛ“ƒŒ‘Λ
‡ƒ‘Λ’†’Λ„‡Š‹ƒ‚Λ’†ƒΛPara verΛ”‡‚ƒΛ
€Š ‘ŋΛ†ƒΛBuenasΛ’ƒ‹Λ‡ŒŠ“‚ƒ‘ΛƒŠ±ŒΛ
‹‚ŊΛ Λ“Š‡ŊΛ ”ŒΛƒŒ¡Œ‚ƒ˜ŊΛ ƒŒƒΛΛƒ‡ŊΛ±‘Λ
ːŒ “ŊΛ “ÀΛ ‡‘ŊΛ“€±ŒΛ ŒŊΛ‡‹ƒŒΛƒ‡‘ŊΛŒ‚Λ“ŠΛŽ Ŋˍ“ΛŽ‚“ƒŊΛ•†Λ‰ƒŽ’Λ
ƒ”ƒ—’†‡Œ Λ•‰‡Œ ˊ‡‰ƒΛŠ‰•‰ŋΛƒΛ’†Œ‰ΛŠŠΛ’†ƒΛ’‘Λƒ‘Žƒ‡ŠŠ—ː‡ ‡’’ƒΛΛƒŠ’¡ŒΛ•†ΛŽŠ—ƒ‚Λ
Œ‡ŋΛ ‘’Λ‡‹Ž’Œ’Š—Λ•ƒΛ•“Š‚ΛŠ‡‰ƒΛ’Λ’†Œ‰Λ“Λ’‡‘’ŊΛ‘‡Ž’ˁŒ‘“Š’Œ’Ŋˁƒ’Λ„Λ‹’‡ŒΛ
Λ Ž†‡‘ŊΛŒ‚Λ‚‡ƒ’Λ„ˍ“Λ”‡‚ƒΛ€Š ‘ŊΛ
Œ‚±‘ΛƒŒ¡Œ‚ƒ˜Λ‚ÕŒŊΛ•†ΛŒƒ”ƒΛƒ‘ƒ‚Λ’Λ‹˜ƒΛ“‘Λ
•‡’†Λ†‡‘ˁƒ’‡”‡’—ŊΛ‚ƒ‚‡’‡ŒŊΛŒ‚Λ‘ƒŒ‘ƒΛ„Λ†“‹ŋ˃ːƒΛ‡ŒΛ•ƒΛ„Λ†‡‘Λ‹“Š’‡ŽŠƒΛ’ŠƒŒ’‘ŋ

Le dedicamos este libro a Andrés.

Tenemos solo una cosa que decirle:
¡¡¡¡¡BBBBBiiiiieeeeennnnn!!!!!

Acknowledgments Ÿ xix
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 CAPÍTULO
Bienvenidos al
P RELIMINAR
mundo hispano

Universidad Nacional Autónoma de

México, Ciudad de México.
© Toño Labra/age fotostock

2
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 España

© Cengage Learning 2013

Cuba
República Dominicana
México
Puerto Rico
Guatemala
Honduras
El Salvador Venezuela
Nicaragua Guinea
Colombia
Costa Rica Ecuatorial
Panamá
Ecuador
Perú
Bolivia
Paraguay
Chile

Uruguay

Argentina

Chapter Objectives
ŜΛ Telling your name and where you are from
ŜΛ Asking others their name and where they are
from
ŜΛ Greeting someone and saying good-by
ŜΛ Telling the names of countries and their capitals
ŜΛ Recognizing a number of classroom
expressions and commands
ŜΛ Identifying where Spanish is spoken in the
world

Datos interesantes
Los cinco países con mayor número de personas
de habla española:
México 112.500.000
Colombia 44.200.000
Argentina 41.300.000
España 40.500.000
los Estados Unidos 34.500.000
RECURSOS

3
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Las presentaciones

© Richard Lord Enterprises, Inc./The Image Works

▲ Estudiantes en La Paz, Bolivia.

A: Hola. B: Encantada.
Spanish requires that B: Hola. A: Igualmente.
punctuation marks be A: ¿Cómo te llamas? B: ¿De dónde eres?
used at the beginning B: Me llamo Marisa. ¿Y tú? A: Soy de La Paz, Bolivia. ¿Y tú?
and end of questions
and exclamations.
A: Marta. B: Soy de Caracas, Venezuela.

ACTIVIDAD 1 ¿Cómo te llamas? Take three minutes to meet as

many people in your class as you can by asking their names. Follow the
model. Note: Men say encantado and women say encantada.
c A: Hola. ¿Cómo te llamas? A: Igualmente.
B: Me llamo [Jessica]. ¿Y tú? B: Chau.
A: Me llamo [Omar]. A: Chau.
B: Encantada.

ACTIVIDAD 2 ¿De dónde eres? Ask four or five classmates where

they are from. Follow the model.
c A: ¿De dónde eres?
B: Soy de [Cincinnati, Ohio]. ¿Y tú?
A: Soy de [Lincoln, Nebraska].

4 Ÿ Capítulo preliminar
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 ACTIVIDAD 3 Hola… Chau Go to the front of the room and form
two concentric circles with the people in the inner circle facing those in
the outer circle. Each person should speak to the person facing him/her
and include the following in the conversation: greet the person, ask his/
her name, find out where he/she is from, say good-by. When finished
with a conversation, wait for a signal from your instructor; then the inner
circle should move to the next person to their right and have the same
conversation with a new partner.
c A: Hola. A: ¿Cómo te llamas? A: …
B: Hola. B: Me llamo…

A: Buenos días.
B: Buenos días.
A: ¿Cómo se llama Ud.,
NOTE: Ud. is the
profesor? abbreviation of the word
B: Me llamo Tomás usted and will be used
Gómez ¿Y Ud.? throughout this text.
A: Silvia Rivera.
B: Encantado.
A: Igualmente.
B: ¿De dónde es Ud.?

© Francisco J. Rangel
A: Soy de Lima, Perú.
¿Y Ud.?
B: Soy de San Juan,
Puerto Rico.
A: Adiós.
B: Adiós. ▲ Profesora de Perú y profesor de Puerto Rico.

¿Lo sabían?
Spanish has two forms of address to reflect different levels of formality. Usted
(Ud.) is generally used when talking to a person whom you would address by
his/her last name (Mrs. Smith, Mr. Jones). Tú is used when speaking to a young
person and to people whom you would call by their first name.
What words, besides “Mr.,” “Mrs.,” and “Ms.,” are used in English to
address people formally?

ACTIVIDAD 4 ¿Cómo se llama Ud.? Imagine that you are at a

business conference. Introduce yourself to three people. Follow the model.
c A: Buenos días. A: Me llamo…
B: Buenos días. B: Encantado/a.
A: ¿Cómo se llama Ud.? A: Encantado/a.
B: Me llamo… ¿Y Ud.? B: Adiós.
A: Adiós.

Capítulo preliminar Ÿ 5
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 ACTIVIDAD 5 ¿De dónde es Ud.? You are a businessman/
businesswoman at a cocktail party and you are talking to other guests.
Find out their names and where they are from. Follow the model.
c A: Buenas noches.
B: Buenas noches.
A: ¿Cómo se llama Ud.?
B: … ¿Y Ud.?
A: … ¿De dónde es (Ud.)?
B: Soy de… ¿Y Ud.?
A: …
B: Encantado/a.
A: …

ACTIVIDAD 6 ¿Formal o informal? Speak to at least five other

members of your class: greet them, find out their names and where they are
from, and then say good-by. If they’re wearing jeans, use tú. If they are not
in jeans, use Ud.
Do corresponding
Workbook and Web c A: ¿Cómo estás? (said to person wearing jeans)
activities as you proceed B: Bien. ¿Y Ud.? (said to person not wearing jeans)
through the chapter.

Los saludos y las despedidas

Los saludos (Greetings)
Hola. Hi.
Buenos días. Good morning.
Buenas tardes. Good afternoon.
Buenas noches. Good evening.
¡Muy bien! Very well!
¿Cómo estás (tú)? Bien. O.K.
¿Cómo está (Ud.)? f How are you? Más o menos. So, so.
¿Qué tal? (informal) Regular. Not so good.
Mal. Lousy. / Awful.

Las despedidas (Saying Good-bye)

Adiós is also used as
a greeting when two Hasta luego. See you later.
people pass each other Hasta mañana. See you tomorrow.
and want to say “Hi,” Buenas noches. Good night. / Good evening.
but have no intention
of stopping to chat.
Adiós. Good-bye.
Chau. / Chao. Bye.

6 Ÿ Capítulo preliminar
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 A: Buenos días, Sr. Ramírez.
B: Buenos días, Sr. Canseco. Formal 5 ¿Cómo está
¿Cómo está Ud.? (Ud.)?
A: Muy bien. ¿Y Ud.? Informal 5 ¿C
¿Cómo
estás (tú)?
B: Regular.

A: ¡Hola, Susana!
¿Cómo estás?
B: Bien, gracias.
¿Y tú?
A: Más o menos.

Odyssey Productions/
© Robert Frerck/
© Kathy Squires

Chicago
▲ Antigua, Guatemala. ▲ México, D. F.

¿Lo sabían?
In Hispanic countries men often shake hands or sometimes give each other a
hug (un abrazo). In business situations, a handshake is commonly used to
greet someone, regardless of gender. When two women (or a man and a
woman) who are friends meet, they often kiss each other on the cheek. In
Spain they greet with two kisses (besos), versus one in Latin America.
In your country, how do you greet a professor, your mother,
and a friend?

ACTIVIDAD 7 ¡Hola! ¿Cómo estás? Mingle and greet several

classmates, ask how each is, and then say good-by. To practice using both
tú and Ud., address all people wearing blue jeans informally (use tú) and
all others formally (use Ud.).

Países de habla española y sus capitales

Use the maps on pages R60-R63 to learn the names of Hispanic countries
and their capitals.

Otros países y sus capitales

Alemania, Berlín Francia, París
© Robert Harding/Masterfile

Brasil, Brasilia Inglaterra, Londres

Canadá, Ottawa Italia, Roma
(los) Estados Unidos, Washington, D.C. Portugal, Lisboa
▼

Plaza Murillo en La Paz,

capital de Bolivia.

Capítulo preliminar Ÿ 7
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 ACTIVIDAD 8 Capitales hispanas In pairs, take a minute to
memorize the capitals of the countries on either pages R60-R61 or pages
R62-R63. Your partner will memorize those on the other pages. Then go to
the pages that your partner has studied and take turns asking the capitals
of all the countries.
c A: (Looking at pp. R60-R61) ¿Cuál es la capital de Puerto Rico?
B: San Juan.
A: Correcto.
B: (Looking at pp. R62-R63) ¿Cuál es la capital de Chile?
A: …

¿Lo sabían?
Spanish is spoken in many countries. Although Mandarin Chinese has the largest number of native
speakers in the world, Spanish is second and is followed closely by English. Spanish is spoken in the
following geographical areas by people of all races:
América World Languages
Norteamérica: Primary language spoken by the 6 billion people in the world
los Estados Unidos,* México
One quarter of the world’s 5% of the world’s population speak
Centroamérica: population speak one of one of 5,900 languages; 2,400 of
Belice,* Costa Rica, El Salvador, Guatemala, three languages. which are endangered.
Honduras, Nicaragua, Panamá Mandarin Chinese 14.8%
El Caribe:
Antillas Holandesas,* Cuba, las Islas Vírgenes,* Spanish 5.5%
la República Dominicana, Puerto Rico 95% of the
Suramérica: English 5.4%
world’s population
speak one of
Argentina, Aruba,* Bolivia, Chile, Colombia,
85 100 languages.
Ecuador, Paraguay, Perú, Trinidad y Tobago,* languages
Uruguay, Venezuela Bengali 3.2%
Hindi 3.0
Europa Arabic 2.9
Portuguese 2.8
Andorra, España, Gibraltar* Russian 2.8
Japanese 2.1
África German 1.6 Half of
Wu Chinese 1.3 the world’s
Guinea Ecuatorial Javanese 1.3
Korean 1.3 population
*Nations where Spanish is spoken by a large number of French 1.2 speak one of
people, but it is not an official language. In the Spanish- Vietnamese 1.1 15 languages.
speaking world, only five continents are recognized: Adapted from The Boston Globe. Data from SIL Ethnologue.
América (includes North and South America), Europa, Asia,
África, and Oceanía (includes Australia, New Zealand, and
other islands in the Pacific Ocean).

How many continents are there, according to what you learned in school? Can you name them?

8 Ÿ Capítulo preliminar
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 Expresiones para la clase
Learn the following commands (órdenes) so that you can react to them when
they are used by your instructor.
Órdenes
Abre/Abran el libro en la página… Open your book(s) to page . . .
When two words are
Cierra/Cierren el libro. Close your book(s). given (e.g., Abre/
Mira/Miren el ejercicio/la actividad... Look at the exercise/the activity . . . Abran), the first is
En parejas, hablen sobre… In pairs, speak about . . . an informal, singular
command given to
Escucha. / Escuchen. Listen.
an individual and the
Escribe. / Escriban. Write. second is a command
Lee/Lean las instrucciones. Read the instructions. given to a group of
Saca/Saquen papel/un bolígrafo/un lápiz. Take out paper/a pen/a pencil. people.
Repite. / Repitan. Repeat.
Siéntate. / Siéntense. Sit down.
Levántate. / Levántense. Stand up.
Trabaja/Trabajen con un/a compañero/a. Work with a partner.
[Vicente], pregúntale a [Ana]… [Vicente], ask [Ana] . . .
[Ana], contéstale a [Vicente]… [Ana], answer [Vicente] . . .
[María], repite la respuesta, por favor. [María], repeat the answer, please.
[María], dile a [Jorge]… [María], tell [Jorge] . . .

The following expressions will be useful in the classroom:

¿Cómo se dice… en español? How do you say . . . in Spanish?
¿Cómo se escribe…? How do you spell . . . ?
¿Qué quiere decir…? What does . . . mean?
¿En qué página? What page?
No entiendo. / No comprendo. I don’t understand.
No sé (la respuesta). I don’t know (the answer).
Más despacio, por favor. More slowly, please.
(Muchas) gracias. Thank you (very much).
De nada. You’re welcome.

ACTIVIDAD 9 Las órdenes Listen to the commands your instructor

gives you and act accordingly.

ACTIVIDAD 10 ¿Cómo se dice…? What would you say in the

following situations?
1. The instructor is speaking very fast.
2. The instructor asks you a question but you do not know the answer.
3. You do not understand what the word ejercicio means.
4. You do not understand what the instructor is telling you.
5. You did not hear the page number.
6. You want to know how to say table in Spanish.

Capítulo preliminar Ÿ 9
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Deletreo y pronunciación de palabras:
El alfabeto
A a Argentina
ca, co, cu: c is
B be, be larga, be grande, be de burro Barcelona
pronounced like c in
cat C ce Canadá,
ce, ci: c is pronounced
Centroamérica
like c in center (CH che Chile)
ga, go, gu: g is D de Santo Domingo
pronounced like g in E e Ecuador
go or softer, as in egg F efe la Florida
ge, gi: g is pronounced G ge Guatemala,
like h in hot Cartagena
h is always silent H hache Honduras
Do the Lab Manual I i las Islas Canarias
activities for each J jota San José
chapter to practice K ca Kansas
pronunciation. L ele Lima
NOTE: The alphabet M eme Montevideo
is recorded in the Lab
N ene Nicaragua
Manual.
Ñ eñe España
O o Oviedo
P pe Panamá
Q cu Quito
R ere Perú
S ese Santiago
T te Toledo
U u Uruguay
V uve, ve corta, ve chica, ve de vaca Venezuela
W doble uve, doble ve, doble u Washington
X equis Extremadura
Y ye, i griega Yucatán
Z zeta Zaragoza

¿Lo sabían?
Here are a few more useful facts concerning the Spanish alphabet:
Ÿ The letter ñ follows n. Therefore, mañana follows manzana (apple) in
dictionaries. Although few words start with the ñ, dictionaries maintain a
separate section for words beginning with ñ.
Ÿ The k and w are usually used with words of foreign origin. For example:
el kayak, el windsurf.
Ÿ All letters are feminine. For example: las letras son la a, la b, la c, etc.
Prior to 1994, the ch (che) and the ll (elle) were separate dictionary entries.
You may hear people say che or ce hache and elle or doble ele. The rr,
although never considered a letter of the alphabet, is commonly identified as
erre, but may also be called ere ere or doble ere.

10 Ÿ Capítulo preliminar
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 ACTIVIDAD 11 ¿Cómo se escribe…? Find out the name of two
classmates and ask them to spell their last names. Follow the model.
c A: ¿Cómo te llamas?
B: Caitlin Schroeder.
A: ¿Cómo se escribe “Schroeder”?
B: Ese-ce-hache-ere-o-e-de-e-ere.

ACTIVIDAD 12 Las siglas Parte A. The following organizations or

places are frequently referred to by their acronym or abbreviation. Try to
figure out which letters would go in the blanks below.

1. La Unión Europea es una organización de países de Europa y España es

uno de los países. La se abrevia en inglés E.U. (European
Union).
2. El Tratado de Libre Comercio es un acuerdo (treaty) entre los Estados
Unidos, México y Canadá. El comercio entre los países es libre. El
se llama en inglés NAFTA (North American Free Trade
Agreement).
3. La Organización de las Naciones Unidas es una organización de
muchos países del mundo. La sede está en Nueva York. La
se llama en inglés la U.N. (United Nations).
4. El Distrito Federal es el nombre de la zona donde está la Ciudad de Just as some people
México. El es el nombre común de la Ciudad de México. in the U.S. refer to
5. La Organización del Tratado del Atlántico Norte mantiene la paz y Washington, D.C. as just
“D.C.,” Mexicans almost
seguridad de los países que son miembros de la organización. La
always call Mexico City
se llama en inglés NATO (North Atlantic Treaty “el D. F.”
Organization).
NOTE: When the words
6. La Organización de los Estados Americanos es una organización de are plural, the letters
los países del continente americano. La se llama en are normally doubled in
inglés la O.A.S. (Organization of American States). the abbreviation: los
Estados Unidos 5 EE.UU.
7. La Fundación Inti Jalsu Yvymarai es una
(organización no gubernamental) en Lima, Perú, que organiza
proyectos sociales para los grupos más vulnerables de la ciudad.
Parte B. In Spanish, it is common to pronounce abbreviations as words
instead of stating every letter individually. How would you say the
acronyms in numbers 3, 5, and 6 above?

The song is included in

ACTIVIDAD 13 La mar estaba serena Repeat after your instructor the ¡Claro que sí! iTunes
to learn the lyrics of the following song. Then listen to the song and sing list on CengageBrain.com
and may be on YouTube.
along.

La mar estaba serena.

Serena estaba la mar.
La mar estaba serena.
Serena estaba la mar.
Con a
La mar astaba sarana...

Capítulo preliminar Ÿ 11
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Another random document with
no related content on Scribd:
 DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI

Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
 FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)

The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
 Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.

NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA

I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
 The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.

MAKONDE LOCK AND KEY AT JUMBE CHAURO

 This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]

MODE OF INSERTING THE KEY

With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
 “We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
 Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
 BRAZIER

Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT

SMOOTHING WITH MAIZE-COB

CUTTING THE EDGE

 FINISHING THE BOTTOM

LAST SMOOTHING BEFORE

BURNING

FIRING THE BRUSH-PILE

 LIGHTING THE FARTHER SIDE OF
THE PILE

TURNING THE RED-HOT VESSEL

NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
 Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK

DRAWING THE BARK OFF THE LOG

REMOVING THE OUTER BARK

 BEATING THE BARK

WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT

MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN