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This page intentionally left blank
 Dicho y hecho
Brief Edition

Beginning Spanish

Kim Potowski
University of Illinois at Chicago

Silvia Sobral
Brown University

Laila M. Dawson
Professor Emerita, University of Richmond

John Wiley & Sons, Inc.

fpref_tp-cr-ded_brf.indd 3 11/17/10 3:59 PM

 VICE PRESIDENT AND EXECUTIVE PUBLISHER Jay O’Callaghan
DIRECTOR, WORLD LANGUAGES Magali Iglesias
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This book was set in ITC Highlander Book by Curriculum Concepts International and printed and bound by R.R. Donnelley.

This book is printed on acid-free paper. ∞

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ISBN: 978-0-470-90688-0
BRV ISBN: 978-0-470-94234-5

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1

fpref_tp-cr-ded_brf.indd 4 11/17/10 3:59 PM

 I was raised on Long Island, New York, which is now wonderfully much more
Spanish-speaking than before. I completed a Ph.D. in Hispanic linguistics and
Second Language Acquisition at the University of Illinois at Urbana-Champaign
despite a two-year hiatus teaching English in Mexico City and learning to talk
chilango. I have been at the University of Illinois at Chicago since 1999 and work
with heritage Spanish-speaking populations in K-12 and university contexts.
Much love to Cliff Meece and to Gayle and Tom Meece Sr. for all of
your support.

Kim Potowski

Soon after becoming Licenciada in English Philology in Spain, I arrived at the

University of Illinois at Urbana-Champaign to pursue a M.A. in Teaching English
as a Second Language. A few weeks later, I first faced a classroom believing that my
job consisted in explaining grammar rules and their exceptions, giving examples,
correcting mistakes. My academic work in Applied Linguistics and experience
teaching English and Spanish have proved to me that language learning and teaching
are much more complex and exciting processes. Dicho y hecho brings together my
experience and that of my co-authors for a text that we hope will facilitate teaching
and learning while making it a meaningful, enjoyable endeavor.
Dedico este trabajo a mis profesores, estudiantes y colegas, de quienes sigo
aprendiendo, y especialmente a mis padres, Eusebio y María de los Ángeles, por
enseñarme, inspirarme y apoyarme siempre. Silvia Sobral

Dicho y hecho’s first edition had its beginnings during an 11,000-mile road
trip through Mexico in the late 1970’s. Since that time Dicho has been an
integral part of my life journey, with inspiration drawn from my passion for
teaching and my love for Hispanic countries and their cultures. I was born in
Buenos Aires, Argentina, and attended bilingual schools there and in Mexico
City. This foundation eventually led me to graduate studies at the University
of Wisconsin and a teaching career, first at Virginia Union University, and
then at the University of Richmond, where I helped develop and directed the
Intensive Spanish Program. I also accompanied students on study-abroad
programs in Spain, Venezuela, Ecuador, and Costa Rica, and on service-
learning projects in Honduras. In my retirement, I work on community
integration projects in the bilingual and bicultural town of Leadville,
Laila Dawson
Colorado, teach ESL to immigrant women, and continue to travel extensively.
It is with great joy that I now pass the Dicho y hecho torch on to two
extraordinary teachers and authors, Kim and Silvia, and dedicate this
book to my beloved newest grandchild, Emmanuelle Soledad.

fpref_tp-cr-ded_brf.indd 5 11/17/10 3:59 PM

 Así se practica Así se dice Así se forma Cultura
Capítulo 1
Nuevos encuentros, p. 2 Nuevos encuentros, p. 4 Identifying and describing people:
Las presentaciones/Saludos y Subject pronouns and the verb ser, p. 12
despedidas/Expresiones de cortesía, Los cognados, p. 13
pp. 6, 10
Los números del 0 al 99, p. 16
El alfabeto, p. 18
Los días de la semana y los meses del
año, p. 20
¿Qué día es hoy?/¿Cuál es la fecha de
hoy?/¿Qué fecha es hoy?, pp. 20, 22
Decir la hora, p. 25
Capítulo 2
La vida universitaria, p. 32 La vida universitaria, p. 34 1. Nouns and articles, p. 37
En el laboratorio, p. 34 2. Ir + a + destination, p. 43
En la clase, p. 34 ¿Cuándo vamos?, p. 44
3. The present tense of regular –ar verbs,
El campus universitario, p. 40
p. 51
Las actividades en la universidad, p. 51
4. The present tense of regular –er
and –ir verbs; hacer and salir, p. 56
Más actividades en la universidad, p. 56

Capítulo 3
Así es mi familia, p. 66 Así es mi familia, p. 68 1. Tener and tener… años, p. 72
La familia, los parientes y los amigos, 2. Descriptive adjectives with ser, p. 76
p. 70 Los opuestos, p. 77
Relaciones personales, p. 71 3. Possessive adjectives and possession
with de, p. 84
4. Estar + location and condition, p. 87
¿Dónde están?/¿Cómo están?,
pp. 87, 90

Capítulo 4
¡A la mesa!, p. 100 ¡A la mesa!, p. 102 1. The verb gustar, p. 108
Las comidas y las bebidas, p. 120 2. Stem-changing verbs, p. 117
¿Cuál es tu preferencia?, p. 121 3. Counting from 100 and indicating
Tengo hambre, p. 123 the year, p. 126
4. Interrogative words (A summary),
p. 130

vi Contenido

ftoc_brf.indd 6 11/18/10 11:21 AM

forma Cultura Dicho y hecho Así se practica Así se dice

Greetings, p. 11 Repaso de vocabulario activo, p. 30

Hispanic nationalities, p. 29 Autoprueba y repaso, p. 31

Puerto Rico, p. 49 Para leer: Salamanca: Un clásico, p. 59 V ideoEscenas: ¿Estudiamos o no?,

La vida universitaria en el mundo Para conversar: El fin de semana, p. 60 p. 55
hispano, p. 54 Para escribir: ¿Soy un/a estudiante Repaso de vocabulario activo, p. 64
típico/a?, p. 61 Autoprueba y repaso, p. 65
Para ver y escuchar: Una visita a
la UNAM, p. 62

Los hispanos en Estados Unidos, p. 74 Para leer: Enciclopedia del español en VideoEscenas: Mi cuñado
La familia hispana, p. 82 los Estados Unidos, p. 92 favorito, p. 86
Para conversar: Las personas especiales, Repaso de vocabulario activo, p. 98
p. 94
Autoprueba y repaso, p. 99
Para escribir: Retrato de familia, p. 94
Para ver y escuchar: Todo en
familia, p. 96

México, p. 112 Para leer: Pedro y la fábrica de chocolate, VideoEscenas: ¿La nueva cocina?,
Las comidas en el mundo hispano, p. 124 p. 132 p. 116
Para conversar: ¿Qué comemos?, p. 134 Repaso de vocabulario activo, p. 138
Para escribir: Comer en la universidad, Autoprueba y repaso, p. 139
p. 135
Para ver y escuchar: La comida
hispana, p. 137

Contenido vii

ftoc_brf.indd 7 11/18/10 11:21 AM

 Así se practica Así se dice Así se forma Cultura
Capítulo 5
Recreaciones y pasatiempos, p. 140 Recreaciones y pasatiempos, p. 142 1. Additional yo-irregular verbs;
Los colores, p. 145 saber and conocer, p. 152
Más actividades y deportes, p. 148 2. Ir + a + infinitive, p. 160
Preferencias, obligaciones e intenciones, 3. The present progressive, p. 167
p. 158
4. Ser and estar (A summary), p. 169
El tiempo y las estaciones, p. 163

Capítulo 6
La vida diaria, p. 178 La vida diaria, p. 180 1. Reflexive verbs, p. 184
Por la mañana, p. 180 2. Reciprocal constructions, p. 196
Por la noche, p. 181
3. The preterit of regular verbs and
Algunas profesiones, p. 198 ser/ir, p. 202
El trabajo, p. 198
4. Direct object pronouns, p. 207

Capítulo 7
Por la ciudad, p. 216 Por la ciudad, p. 218 1. Prepositions, p. 222
En el centro de la ciudad, p. 220 2. Demonstrative adjectives and
En correos y en el banco, p. 240 pronouns, p. 230
En la oficina de correos, p. 240 3. The preterit of hacer and stem-
El dinero y los bancos, p. 241 changing verbs, p. 234
4. Indirect object pronouns, p. 244

Capítulo 8
De compras, p.256 De compras, p. 258 1. Possessive adjectives and pronouns,
La transformación de Carmen, p. 264 p. 268
2. The preterit of irregular verbs, p. 274
3. Direct and indirect object pronouns
combined, p. 278
4. Indefinite words and expressions,
p. 282

viii Contenido

ftoc_brf.indd 8 11/18/10 11:21 AM

forma Cultura Dicho y hecho Así se practica Así se dice

Cuba y la República Dominicana, p. 150 Para leer: La realidad virtual, p. 171 VideoEscenas: Un fin de semana
El fútbol: Rey de los deportes, p. 166 Para conversar: Un día sin clases, p. 172 en Sevilla, p. 162
Para escribir: Tu tiempo libre en la Repaso de vocabulario activo, p. 176
universidad, p. 173 Autoprueba y repaso, p. 177
Para ver y escuchar: ¡Feliz fin de
semana!, p. 174

España, p. 192 Para leer: Vivir a la española, p. 210 V ideoEscenas: La rosa sevillana,
Los días festivos, p. 197 Para conversar: ¿Somos compatibles?, p. 206
p. 211 Repaso de vocabulario activo, p. 214
Para escribir: Un día inolvidable, p. 211 Autoprueba y repaso, p. 215
Para ver y escuchar: La feria de
San Isidro, p. 213

Argentina y Chile, p. 226 Para leer: El Tortoni: Café con historia, VideoEscenas: Y ¿luego fueron al
La plaza en el mundo hispano, p. 233 p. 248 cine?, p. 239
Para conversar: ¿Qué compramos?, p. 250 Repaso de vocabulario activo, p. 254
Para escribir: Tres días en Santiago o Autoprueba y repaso, p. 255
en Buenos Aires, p. 250
Para ver y escuchar: La plaza:
Corazón de la ciudad, p. 253

Perú, Ecuador y Bolivia, p. 270 Para leer: Peseta: La democratización VideoEscenas: ¿Qué le compro?,
La ropa tradicional, p. 277 de lo exclusivo, p. 286 p. 281
Para conversar: El equipaje perdido, Repaso de vocabulario activo, p. 290
p. 287
Autoprueba y repaso, p. 291
Para escribir: La ropa aquí y allá, p. 288
Para ver y escuchar: El arte del
tejido: Una tradición viva, p. 289

Contenido ix

ftoc_brf.indd 9 11/18/10 11:22 AM

 Así se practica Así se dice Así se forma Cultura
Capítulo 9
La salud, p. 292 La salud, p. 294 1. Usted/Ustedes commands, p. 299
El cuerpo humano, p. 296 ¿Qué nos dice la médica?, p. 300
Una visita al consultorio, p. 307 2. The imperfect, p. 310
3. The imperfect vs. the preterit, p. 316

Capítulo 10
Así es mi casa, p. 328 Así es mi casa, p. 330 1. Tú commands, p. 337
Una mesa elegante, p. 332 2. Perfect tenses, p. 344
En nuestra casa, p. 333
3. Comparisons and superlatives, p. 352
Los quehaceres domésticos, p. 335

Capítulo 11
Amigos y algo más, p. 366 Amigos y algo más, p. 368 1. Introduction to the subjunctive
Las etapas de la vida, p. 368 mood: Will, influence, desire, and
Hablando del amor…, p. 372 request, p. 378
Para estar en contacto: Las llamadas 2. The subjunctive with expressions of
telefónicas, p. 386 emotion, p. 390
3. The future tense and the conditional,
p. 394

Capítulo 12
Vive la naturaleza, p. 406 Vive la naturaleza, p. 408 1. Para and por (A summary), p. 415
Aventuras al aire libre, p. 412 2. The subjunctive with expressions of
La naturaleza y el medio ambiente, p. 417 doubt or negation, p. 422
3. Se + verb constructions, p. 428

Apéndice 1: Verbos, A-1 Vocabulario, V-1

Apéndice 2: Respuestas para las autopruebas, A-9 Índice, I-1
Apéndice 3: Países, profesiones y materias, A-14 Créditos, C-1

x Contenido

ftoc_brf.indd 10 11/18/10 11:22 AM

forma Cultura Dicho y hecho Así se practica Así se dice

Colombia y Venezuela, p. 304 Para leer: Ayurveda: La ciencia de la VideoEscenas: Un deporte

Remedios caseros del mundo hispano, vida, p. 320 peligroso, p. 315
p. 314 Para conversar: En la sala de urgencias, Repaso de vocabulario activo, p. 326
p. 322
Autoprueba y repaso, p.327
Para escribir: Lo que me pasó, p. 323
Para ver y escuchar: La medicina
moderna y tradicional, p. 324

Paraguay y Uruguay, p. 341 Para leer: Gaudí y Barcelona, p. 359 V ideoEscenas: ¡Hazlo tú!, p. 351
El patio de las casas hispanas: Un parque Para conversar: Bienes raíces, p. 360 Repaso de vocabulario activo, p. 364
privado, p. 350 Para escribir: Dos casas, p. 362 Autoprueba y repaso, p. 365
Para ver y escuchar: Los patios
de Andalucía, p. 363

Panamá, p. 376 Para leer: Los amantes de Teruel, p. 398 VideoEscenas: ¿Con quién estabas
Los cibercafés: Otro modo de Para conversar: Problemas en una hablando?, p. 389
consolidar amistades, p. 388 relación amorosa, p. 400 Repaso de vocabulario activo, p. 404
Para escribir: La reseña de una película, Autoprueba y repaso, p. 405
p. 401
Para ver y escuchar: La
tecnología une a las familias, p. 403

Costa Rica, p. 420 Para leer: Cinco horas de pura adrenalina: VideoEscenas: ¡Vamos a Cuzco!,
Los parques nacionales en el mundo Tour en bicicleta por la ruta a Yungas, p.434 p. 427
hispano, p. 426 Para conversar: Una excursión, p. 435 Repaso de vocabulario activo, p. 438
Guatemala y El Salvador, p. 430 Para escribir: Una carta, p. 436 Autoprueba y repaso, p. 439
Honduras y Nicaragua, p. 432 Para ver y escuchar:
Ollantaytambo: Parque nacional
en peligro, p. 437

Contenido xi

ftoc_brf.indd 11 11/18/10 11:22 AM

 1 Nuevos encuentros

2 dos Capítulo 1

c01.indd 2 11/4/10 12:14 PM

 Así se dice Así se forma Cultura
Nuevos encuentros 1. Identifying and describing
Las presentaciones people: Subject pronouns
Saludos y despedidas and the verb ser
Expresiones de cortesía Los cognados
Los números del 0 al 99
Así se dice Así se forma
El alfabeto
Cultura Dicho y hec
Los días de la semana y los • Greetings
meses del año • Hispanic nationalities
¿Qué día es hoy?
¿Cuál es la fecha de
hoy?/¿Qué fecha es hoy?
Decir la hora

By the end of this chapter

you will be able to:

• Meet and greet each other

• State where you are from and learn the origins
of others
• Describe yourself and others
• Exchange phone numbers, e-mail addresses,
and birthdays
• Tell time

Entrando al tema

1. What are these people probably saying to each other?

¡Hola! Gracias. Hasta mañana.
ENTRADO AL TEMA
2. Is there anyone that you kiss on the cheek when you greet
them? Would you kiss someone on the cheek whom you
just met?
We will explore these questions in this chapter.

Nuevos encuentros tres 3

c01.indd 3 11/4/10 12:14 PM

 Así se dice
Nuevos encuentros

Pepita, te presento
a mi amiga Natalia.
¡Hola! ¿Cómo estás?
Hola, me llamo
Muy bien, Alfonso Lema. Y tú,
¿y tú? ¿cómo te llamas?
Igualmente.

Encantada.

Fenomenal.

Soy de Nuevo
México. ¿Y tú?
¿De dónde eres? Me llamo
Carmen Sábato.

Soy de Los
Ángeles.

Carmen

Linda Alfonso
Manuel

Pepita Natalia
Javier

4 cuatro Capítulo 1

c01.indd 4 11/4/10 12:15 PM

 Pronunciación:
Practice pronunciation of the
chapter vocabulary and particular
sounds of Spanish in WileyPLUS.

Buenos días, profesora

Falcón, le presento a mi
El gusto es mío. amigo Octavio.
¿De dónde es usted, Mucho gusto,
profesora? Octavio.

¿Cómo te llamas?
What’s your name?
¿Cómo se llama?
Me llamo… My name is . . .
Buenos días Good morning
Soy de Colombia, Te/Le presento a… I want to introduce
¿y tú? you to . . .
Soy de Mendoza,
Encantado/a It’s nice to meet you
Argentina.
Mucho gusto I’m pleased to meet you
¿De dónde eres? Where are you from?
Soy de... I’m from . . .

Inés

la profesora Falcón
Octavio

Nuevos encuentros cinco 5

c01.indd 5 11/4/10 12:15 PM

 Las presentaciones (Introductions)
In Spanish, there are two ways of addressing someone and, therefore, there are two
equivalents of the English you: tú and usted. In general, use tú with classmates, relatives,
friends, and others in a first-name basis relationship; use usted with professors and
other adults in a last-name basis relationship.

Informal (with classmates) Formal (with instructor)

Hola, me llamo..., Buenos días, me llamo...
¿Cómo te llamas (tú)? ¿Cómo se llama (usted)?

• To say you are pleased to meet someone, you can say:

Mucho gusto.
Encantado. (said by males)/Encantada. (said by females)

• To ask where someone is from, say:

Informal Formal
¿De dónde eres? ¿De dónde es usted?

• To say where you are from, say: Soy de...

Saludos y despedidas (Greetings and expressions of

farewell)
Observe and compare the following conversations. The first introduces some formal
greetings (los saludos) and the second presents their informal equivalents, as well as
expressions of farewell (las despedidas).

Formal
prof. ruiz: Buenos días, señorita. Good morning, Miss.
(Buenas tardes, señora.) (Good afternoon, Ma’am.)
(Buenas noches, señor.) (Good evening, Sir.)
susana: Buenos días. Good morning. How are you?
¿Cómo está usted?
prof. ruiz: Muy bien, gracias. Very well, thanks. And you?
¿Y usted?
susana: Bien, gracias. Fine, thanks.

Nota de lengua

• There is no Spanish equivalent for Ms. Use señora or señorita as appropriate.

• In many Spanish-speaking countries, tarde is used while there is still daylight.
•B
 uenos días and Buenas tardes/noches are also used in informal settings, especially
the first time you see people during a given day, and may also be used as a farewell.

6 seis Capítulo 1

c01.indd 6 11/4/10 12:15 PM

 Informal
luis: ¡Hola! Hello!/Hi!
olga: ¡Hola! ¿Cómo estás? How are you?
(¿Qué tal?) (How’s it going?)
luis: Fenomenal. ¿Y tú? Terrific. And you?
olga: Regular. OK./So-so.
luis: ¿Qué pasa? What’s happening?
(¿Qué hay de nuevo?) (What’s new?)
olga: Pues nada. Voy a clase. Not much. I’m going to class.
luis: Bueno (Pues), hasta luego. Well, see you later.
(Hasta mañana.) (See you tomorrow.)
(Hasta pronto.) (See you soon.)
(Chao.) (Bye./So long.)
olga: Adiós. Good-bye.

Nota de lengua

You may have noticed that Spanish has two verbs expressing to be:
ser Soy de México.
estar ¿Cómo está usted?
You will study estar and the differences between ser and estar in later chapters.

Nota de lengua

Spanish uses an upside-down question mark at the beginning of a question and an upside-
down exclamation point at the beginning of an exclamation.
¿? = signos de interrogación
¡! = signos de exclamación

1-1 ¿Quién... ? (Who . . . ?) Refer back to pages 4 and 5 to see who . . .

1. are greeting informally?
a. Carmen y Alfonso b. Inés y la profesora Falcón
2. is introducing one person to another informally?
a. Javier b. Inés
3. are introducing themselves?
a. Linda y Manuel b. Alfonso y Carmen
4. is introducing one person to another formally?
a. Javier b. Inés
5. is asking about someone’s origin informally?
a. Pepita b. Octavio

Nuevos encuentros siete 7

c01.indd 7 11/4/10 12:15 PM

 1-2 ¿Formal o informal? Listen to the following people as they greet
each other and indicate whether they are addressing each other in a formal or
informal manner.
LISTENING_ICON_i.eps

Formal Informal
1.
2.
3.
4.

1-3 ¿Cómo estás? Listen and choose the appropriate response to each
greeting or question.
LISTENING_ICON_i.eps

1. a. Me llamo Juan. b. Hola, ¿qué tal? c. Soy de Estados Unidos.

2. a. Muy bien, ¿y tú? b. Pues nada. c. Gracias.
3. a. Fenomenal. b. Soy de México, ¿y tú? c. Hasta pronto.
4. a. Muy bien, gracias. b. Pues nada. c. Bueno, pues, hasta luego.
5. a. ¿Qué pasa? b. Buenas tardes. c. Chao.

1-4 Las presentaciones.

SMALL_GROUP_ICON_i.eps

Paso 1. Move around the classroom and talk to at least five of your classmates and
your instructor. Take notes in a chart like the one below.
• Greet them (remember to greet your instructor with formal forms!).
• Introduce yourself and learn their names.
• Find out where they are from.
• Say good-bye.
Modelo: Estudiante A: Hola, me llamo Antonio. Y tú, ¿cómo te llamas?
Estudiante B: Me llamo Raquel. ¿Cómo estás?
Estudiante A: Muy bien, gracias. ¿De dónde eres?

Nombre Es de…

Paso 2. Find one of the classmates you met earlier. Move around the classroom
together and take turns introducing each other to other classmates and the instructor.
Each person should respond to the introduction appropriately.
Modelo: Roberto, te presento a mi amiga Raquel. Raquel es de...
Profesor/a, le presento a...

8 ocho Capítulo 1

c01.indd 8 11/4/10 12:15 PM

 Expresiones de cortesía (Expressions of courtesy)
Con permiso. Pardon me./Excuse me. (to seek permission to pass by
someone or to leave)
Perdón./Disculpe. Pardon me./Excuse me. (to get someone’s attention or to
seek forgiveness)
Lo siento (mucho). I’m (so/very) sorry.
Por favor. Please.
(Muchas) Gracias. Thank you (very much).
De nada. You’re welcome.

Cortesía y bien hablar (talk), cien puertas (doors) nos

abrirán (will open).
¿Qué significa el dicho?

1-5 ¡Son muy corteses! Write an appropriate expression from the box
below under each drawing on pages 9 and 10.

Disculpe Muchas gracias Lo siento mucho

De nada Con permiso

1. El profesor Marín-Vivar a 2. Rubén a Camila

Natalia y Alfonso

Prof. Marín-Vivar is going to pass Rubén wants to speak to Camila,

by Natalia and Alfonso. What but she is talking with Carmen.
does he say? What does Rubén say?

Nuevos encuentros nueve 9

c01.indd 9 11/4/10 12:15 PM

 3. Esteban a Inés y Pepita 4. Linda a Manuel
5. Manuel a Linda

Esteban drops his tray on Inés Manuel gives Linda a gift. What
and Pepita! does she say?

What does Manuel say to Linda?

1-6 Somos muy corteses también. Look at the situations below and
write what you would say in each case. Pretend you do not know any of these people,
so you need to use formal forms.
1. You excuse yourself before you walk in front of someone.

2. You lightly bump into someone and seek her/his forgiveness.

3. You get someone’s attention and ask the person her/his name and where she/he
is from.

4. You give someone something of yours, saying Para usted (For you). Expect a
thank you and respond appropriately.

10 diez Capítulo 1

c01.indd 10 11/4/10 12:15 PM

 Cultura: Greetings
I n Spanish-speaking countries, women on a first-
name basis will greet each other, and will also greet
male friends, with a single light kiss on the right cheek,
sometimes accompanied by a handshake. In Spain and
some other countries, they will kiss once on each cheek.
Men sometimes greet male friends and family with a short
hug in addition to a handshake.
When the two people are in a last-name basis
relationship, they will use a handshake only.
When people take leave of each other, they tend
to repeat the same gestures as when they greeted each
other.

How would the following Spanish-speakers probably greet and take leave from
each other?
Susana and Antonio, Perú One kiss Two kisses Handshake only
Juan and Alfonso, México One kiss Two kisses Handshake only
Mr. González and Mrs. Burgos, Chile One kiss Two kisses Handshake only
Elena and Linda, Spain One kiss Two kisses Handshake only

Nuevos encuentros once 11

c01.indd 11 11/4/10 12:15 PM

 Así se forma Me llamo Natalia. Soy
estudiante y soy de
Nuevo México. Soy
Me llamo Pepita. Soy responsable, generosa
dinámica, atlética y y muy independiente.
Go to WileyPLUS and review
the Animated Grammar Tutorial and Verb extrovertida. Ah... y
Conjugator for this grammar point. soy muy puntual.

Natalia y yo
somos amigas.

1. Identifying and describing people: Subject pronouns

and the verb ser

In the previous section you used some subject pronouns to address people (usted, tú)
and forms of the verb ser (to be): ¿De dónde es usted? ¿De dónde eres? Soy de... Here
are some more subject pronouns and forms of ser.

Subject pronouns Ser

yo (I) soy estudiante

tú (you, singular informal) eres inteligente
usted (Ud.) (you, singular formal) es de Bolivia
él (he)/ella (she) es profesor/profesora
nosotros/as (we) somos estudiantes
vosotros/as (you, plural informal) sois inteligentes
ustedes (Uds.) (you, plural) son de Panamá
ellos (they, masc.)/ellas (they, fem.) son profesores/profesoras

• Vosotros/as is used only in Spain. Ustedes is formal in Spain but both formal and
informal in Hispanic America.
• Use subject pronouns only to emphasize, to contrast, or to clarify. Avoid them
otherwise, since Spanish verb endings already indicate who the subject is.
Yo soy de Cuba y él es de Chile. I am from Cuba and he is from Chile.

Soy de Cuba. I am from Cuba.

Somos estudiantes. We are students.

• Use the verb ser to tell who a person is, where a person is from, and what a person
is like.
Natalia es estudiante. Natalia is a student.
Es de Nuevo México. She is from New Mexico.
Es muy independiente. She is very independent.

12 doce Capítulo 1

c01.indd 12 11/4/10 12:15 PM

 Los cognados (Cognates)

Cognates are words that are identical or similar in two languages and have the same
meaning. Cognates may be any type of word such as a noun, verb, adjective, etc. Below
you have a list of adjectives (words we use to describe people and things) that are
cognates. These adjectives are commonly used with ser to describe people.

Note that some adjectives may be used to describe males or females.

admirable flexible materialista rebelde

arrogante independiente optimista responsable
conformista inteligente paciente sentimental
eficiente irresponsable pesimista terrible
egoísta liberal puntual tolerante

But other adjectives change -o to -a when referring to a female.

ambicioso/a dinámico/a introvertido/a religioso/a

atlético/a extrovertido/a modesto/a romántico/a
cómico/a generoso/a organizado/a serio/a
creativo/a impulsivo/a práctico/a tranquilo/a

To describe more than one person, add –s to adjectives that end in a vowel and –es to
those ending in a consonant.

admirable → admirables
sentimental → sentimentales

Since recognizing cognates is an important skill when learning a second language,

new vocabulary consisting of cognates of English words will not be introduced with
translation (but you can always find translations in the Repaso de vocabulario section
at the end of each chapter).

Nota de lengua

To make a negative statement, place no before the verb.

No soy estudiante. I am not a student.
In answering yes/no questions, repeat the no.
¿Eres pesimista? Are you a pessimist?
¡No, no soy pesimista! No, I’m not a pessimist!

Nuevos encuentros trece 13

c01.indd 13 11/4/10 12:15 PM

 1-7 ¿Similares o diferentes? Can you figure out what the title of this
activity is? The words are cognates!

Paso 1. Read the following sentences and mark whether they are true (cierto) or
false (falso) for you. Then add one more sentence using a different cognate from the
box above.
Cierto Falso
1. Soy optimista.
2. Soy creativo/a.
3. Soy serio/a.
4. Soy responsable.
5. Soy extrovertido/a.
6. Soy paciente.
7.

Paso 2. Work with a partner and compare your answers orally. Then write sentences
about your differences.
Modelo: Soy optimista, pero Kate no es optimista.
Soy optimista y Kate es optimista también (as well).
No soy optimista y Kate no es optimista tampoco (either).

Palabras Útiles (Useful Words)

también also
tampoco neither/not either

Nota cultural
1-8 ¿Cómo son? Write the number of each sentence you hear next
Una escritora chilena to the photo of the person/people it describes. You will hear two descriptions
Isabel Allende is a prolific for each photo.
LISTENING_ICON_i.eps

Chilean author whose

novels are bestsellers in
many countries, including Jóvenes Hombre indígena
the United States. She muralistas en ecuatoriano
was awarded Chile’s Nueva York
National Literature
Prize in 2010. Two of her y y
novels, “La casa de los
espíritus” (“The House
of the Spirits”) and “De
amor y de sombra” (“Of
Love and Shadows”), were
made into movies starring
actors like Javier Bardem, La novelista Chicas futbolistas
Benjamin Bratt, Meryl Isabel Allende
Streep, Glenn Close,
Jeremy Irons, Winona y y
Rider, Antonio Banderas
y Vanessa Redgrave. Why
don’t you watch one of
them and report back to
the class?

14 catorce Capítulo 1

c01.indd 14 11/4/10 12:16 PM

 1-9 Personas famosas. Using adjectives from the following list, plus
PAIR_ICO_i.eps
others that you can come up with, and the clues given in parentheses, tell a classmate
about the following famous people and two more of your choice. Say what they do,
where they are from, and use one or two adjectives to describe them.
Modelo: Penélope Cruz (actriz/España)
Penélope Cruz es actriz y es de España. Es muy bella y dinámica.

atlético/a creativo/a famoso/a popular bello/a (beautiful)

dinámico/a fuerte (strong) romántico/a serio/a rebelde(s)

1. Javier Bardem 2. Shakira 3. Alberto Pujols 4. Jessica Alba

(actor/España) (cantante/ (jugador de béisbol/ (actriz/California)
Colombia) República Dominicana)

5. ¿ … ? 6. ¿ … ?

1-10 Mi personalidad.
Paso 1. In pairs, greet and introduce yourselves and talk about your origins. Then ask
PAIR_ICO_i.eps
each other yes/no questions to determine your personality traits. Take notes, as you
will need some of this information later.
Modelo: Estudiante A: ¿Eres (muy) extrovertido/a?
Estudiante B: Sí, soy muy extrovertido/a. / No, no soy (muy)
extrovertido/a. ¿Y tú?

Paso 2. Walking around the classroom, introduce your classmate to three other
SMALL_GROUP_ICON_i.eps
students. Tell her/his name, origin, and two personality traits.
Modelo: Mi amigo/a se llama... O, Te presento a mi amigo/a...
Es de...
Es... y...

Paso 3. Tell the class one difference between you and your classmate and two things
SMALL_GROUP_ICON_i.eps
you have in common. Remember to add -s or -es to the adjective to form the plural.
Modelo: (Partner’s name) es... y yo soy...
Él/Ella y yo somos... y...

Nuevos encuentros quince 15

c01.indd 15 11/4/10 12:16 PM

 Así se dice
Los números del 0 al 99

0 cero 10 diez 20 veinte 30 treinta

1 uno 11 once 21 veintiuno 31 treinta y uno
2 dos 12 doce 22 veintidós 32 treinta y dos
3 tres 13 trece 23 veintitrés …
4 cuatro 14 catorce 24 veinticuatro 40 cuarenta
5 cinco 15 quince 25 veinticinco 50 cincuenta
6 seis 16 dieciséis 26 veintiséis 60 sesenta
7 siete 17 diecisiete 27 veintisiete 70 setenta
8 ocho 18 dieciocho 28 veintiocho 80 ochenta
9 nueve 19 diecinueve 29 veintinueve 90 noventa

• Uno is used for counting, but before a noun we use the indefinite article un
(masculine)/una (feminine). The same holds true for veintiuno, treinta y uno,
and so on.
Un profesor, una profesora y veintiún estudiantes son de Texas.
One (male) professor, one (female) professor, and twenty-one students are from
Texas.
• The numbers from 16 to 29 are usually written as one word: diecisiete,
veinticuatro. Those from 31 on are written as three words: treinta y tres;
cincuenta y seis.
• Note the numbers that carry accent marks: dieciséis, veintidós,
veintitrés, veintiséis.

16 dieciséis Capítulo 1

c01.indd 16 11/4/10 12:16 PM

 1-11 ¿Correcto o incorrecto? Palabras Útiles
Paso 1. Listen to some math problems and decide whether the answer
LISTENING_ICON_i.eps
y +
menos –
is correct (correcto) or incorrect (incorrecto).
son =

Correcto Incorrecto
1.
2.
3.
4.
5.

Paso 2. Now listen to a few more math problems. This time you have to provide the
answers. Write them out in words in your notebook or on a sheet of paper.

1-12 Más matemáticas. Write five simple math problems like the ones
PAIR_ICO_i.eps you just heard. In pairs, take turns reading your problems to your partner and
writing out answers to hers/his. Then, check each other’s answers.
Modelo: Estudiante A: Diez y ocho son…
Estudiante B: Dieciocho.

1-13 Números de teléfono. In Spanish, the digits of phone numbers

are usually given in pairs and the article el (the) precedes the phone number:
“Es el 4-86-05-72.”

Paso 1. Listen as your instructor reads telephone numbers from the phone list on
page 18. Raise your hand when you know whose number was read and tell whose
number it is.
Modelo: Es el número de Juan Millán.

Palabras Útiles
C/ → Calle Street
Avda. → Avenida Avenue
Pl. → Plaza Square

Paso 2. Now, in pairs, take turns reading phone numbers and identifying the person
PAIR_ICO_i.eps whose number it is.

Nuevos encuentros diecisiete 17

c01.indd 17 11/4/10 12:16 PM

 Así se dice
El alfabeto
The letters of the alphabet (alfabeto or abecedario) and their names follow.
Listen and repeat.
a (a) Argentina j (jota) Juárez r (ere) Puerto Rico
b (be) Bolivia k (ka) Nueva York s (ese) San Salvador
c (ce) Cuba, Ciudad Real l (ele) Laredo t (te) Tegucigalpa
d (de) Dallas m (eme) Managua u (u) Uruguay
e (e) Ecuador n (ene) Nicaragua v (ve, uve) Venezuela
f (efe) Florida ñ (eñe) España w (doble ve, Washington
doble uve,
uve doble)
g (ge) Guatemala, Gerona o (o) Oaxaca x (equis) examen, México
h (hache) Honduras p (pe) Panamá y (i griega) Yucatán
i (i) Iquitos q (cu) Quito z (zeta) Zacatecas, Cuzco

18 dieciocho Capítulo 1

c01.indd 18 11/4/10 12:16 PM

 Nota de lengua

The letters w and k are rare in Spanish and appear mostly in foreign words. The letter x
is pronounced as “ks” in most words (examen), but it is pronounced as “j” in many names
of places (México) because the sound of “j” was spelled as x in old Spanish and the old
spelling is still used.

1-14 ¿Cómo se escribe? (How do you spell it?)

Paso 1. Listen to the spelling of the names of some Hispanic cities and write
them down.
LISTENING_ICON_i.eps
1. 4.
2. 5.
3. 6.

Paso 2. Choose three cities where Spanish is spoken (check the maps at the end of
PAIR_ICO_i.eps
your textbook) and write them down. Now work with a partner. Taking turns, spell
the names of your cities for your partner and write down the names of the cities she/
he spells for you.

1-15 Mi nombre y mi número de teléfono. In groups, ask for and

SMALL_GROUP_ICON_i.eps give each other your names, phone numbers, and e-mail addresses, spelling things
out in Spanish. Write the information accurately, as it will be used later for a Class
Directory.
Modelo: Estudiante A: ¿Cómo te llamas?
Estudiante B: Me llamo Mónica Smith: M–o–n...
Estudiante C: ¿Cuál es tu número de teléfono?
Estudiante B: Es el cuatro ochenta y seis, cero, cinco, setenta y dos.
Estudiante D: ¿Cuál es tu correo electrónico?
Estudiante B: Es [email protected]: d–i–c–h…

Palabras Útiles
número de teléfono phone number
correo electrónico e-mail address
arroba @
punto dot

investig@ en internet
Look for an e-card to send to one of the classmates whose e-mail address you wrote
down. Use a search engine to find free e-cards in Spanish!

Nuevos encuentros diecinueve 19

c01.indd 19 11/4/10 12:16 PM

 Así se dice
Pronunciación: Los días de la semana y los ¡Ay, es lunes!
Practice pronunciation of the chapter
vocabulary and particular sounds of meses del año
Spanish in WileyPLUS.
Days of the week and months of the year

¿Qué día es hoy?

lunes martes miércoles jueves viernes sábado domingo

septiembre

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

el día el fin de semana

la semana

• In Hispanic calendars, the week usually begins on Monday.

Nota cultural
• The days of the week are not capitalized in Spanish.
Cinco de Mayo
September 16th is when • With the day of the week, the definite article el (singular) or los (plural) is used
Mexicans celebrate their to indicate on.
independence from El sábado vamos a una gran fiesta. On Saturday we are going to a big party.
Spain in 1821. Cinco de Los miércoles vamos al gimnasio. On Wednesdays we go to the gym.
Mayo, which is popular
in the United States, is • The plural of el sábado and el domingo is los sábados and los domingos.
the celebration of an The other days use the same form in the singular and in the plural:
important victory against el lunes → los lunes.
French invaders in Puebla,
Mexico, in 1862.

20 veinte Capítulo 1

c01.indd 20 11/4/10 12:16 PM

 1-16 El mes de septiembre. Listen to statements about what days of the
week certain dates fall on, and mark whether the statements are true (cierto) or false
(falso) based on the calendar on page 20.
LISTENING_ICON_i.eps

Cierto Falso
1.
2.
3.
4.
5.

1-17 ¿Qué día es? In pairs, one of you will choose a day in the month of
PAIR_ICO_i.eps
September from the calendar on page 20 and the other will indicate on what day of
the week it falls. Take turns.
Modelo: Estudiante A: ¿Qué día es el catorce de septiembre?
Estudiante B: Es viernes.

1-18 ¿Qué opinas? (What do you think?) Complete the statements

SMALL_GROUP_ICON_i.eps with the appropriate day(s). Then in groups, share your answers with your
classmates. Are your opinions similar?
1. Mi día de la semana favorito es .
2. El peor (worst) día de la semana es .
3. Tengo (I have) muchas clases .
4. No tengo muchas clases .
5. Un día malo (bad) para exámenes es .
6. Un día bueno (good) para hacer fiestas es .

Nota cultural
El español en el mundo
Spanish is one of the five most spoken languages in the world and is the primary
language in twenty countries: Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba,
Dominican Republic, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua,
Panama, Paraguay, Peru, Puerto Rico, Spain, Uruguay, Venezuela.
Spanish is widely spoken in the U.S., with large communities of Spanish speakers in
and around New York, Miami, Los Angeles, and Chicago, and cities throughout the
Southwest.
Spanish is also an official language in the African country of Equatorial Guinea and
was an official language in the Philippines from the 16th century to 1987, although
neither country is culturally Hispanic.

Nuevos encuentros veintiuno 21

c01.indd 21 11/4/10 12:16 PM

 ¿Cuál es la fecha de hoy?/
¿Qué fecha es hoy?
What’s today’s date?

• To express what day of the month

it is, use cardinal numbers (dos, Pero Alfonso, mi
cumpleaños es el 13
tres, cuatro, ...). In Latin America, de agosto.
the first of the month is always
expressed with el primero. In
Spain, el uno is used.
Hoy es (el)1 cuatro de abril.
Mañana es (el) primero de abril. (Latin America)
Mañana es el uno de abril. (Spain)
• To express the month in a date, use de before the month. Months are not generally
capitalized in Spanish.
el 25 de diciembre el diez de mayo
• When dates are given in numbers, the day precedes the month.
4/7 = el cuatro de julio
Note the names of the months in this calendar.

2011
enero febrero marzo abril
L M M J V S D L M M J V S D L M M J V S D L M M J V S D
1 2 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3
3 4 5 6 7 8 9 7 8 9 10 11 12 13 7 8 9 10 11 12 13 4 5 6 7 8 9 10
10 11 12 13 14 15 16 14 15 16 17 18 19 20 14 15 16 17 18 19 20 11 12 13 14 15 16 17
17 18 19 20 21 22 23 21 22 23 24 25 26 27 21 22 23 24 25 26 27 18 19 20 21 22 23 24
24 25 26 27 28 29 30 28 28 29 30 31 25 26 27 28 29 30
31

mayo junio julio agosto

L M M J V S D L M M J V S D L M M J V S D L M M J V S D
1 1 2 3 4 5 1 2 3 1 2 3 4 5 6 7
2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10 8 9 10 11 12 13 14
9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17 15 16 17 18 19 20 21
16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24 22 23 24 25 26 27 28
23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31 29 30 31
30 31

septiembre octubre noviembre diciembre

L M M J V S D L M M J V S D L M M J V S D L M M J V S D
1 2 3 4 1 2 1 2 3 4 5 6 1 2 3 4
5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 13 5 6 7 8 9 10 11
12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 15 16 17 18
19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 25
26 27 28 29 30 24 25 26 27 28 29 30 28 29 30 26 27 28 29 30 31
31

1
A word in parentheses ( ) indicates that it is optional.

22 veintidós Capítulo 1

c01.indd 22 11/4/10 12:16 PM

 Nota cultural
Los días feriados
Not all holidays are celebrated equally or
on the same dates in different Hispanic
countries. For example, Father’s Day is
celebrated on March 19 in Spain, but
on the second Sunday in June in other
countries. Also, Mother’s Day is always on
May 10 in México and May 27 in Bolivia.
Three Kings Day, or el Día de los Reyes
Magos (Wise Kings), is the celebration of
the Epiphany, honoring the arrival of the
Three Wise Men to Jerusalem: Melchior,
Balthazar, and Caspar. It is celebrated
twelve days after Christmas (the
“twelfth day of Christmas” in the famous
Christmas carol). In the Hispanic world,
the Three Kings bring gifts to children
on this day, although Santa Clos/San
Nicolás is gaining in popularity in many
areas. Children often leave clumps of
grass or hay for the Kings’ camels to eat
after their long journey. Los Reyes Magos

investig@ en internet
Find out what a Rosca de Reyes is and what surprise is baked inside of it!

1-19 Días feriados. Match each of the following celebrations with the month
when they are celebrated in the United States. For how many of them can you give the
date as well, according to the calendar on page 22?
Modelo: El Día de Navidad es en diciembre. Es el veinticinco de diciembre.
1. La Nochebuena (Christmas Eve) a. enero
2. El Día de Acción de Gracias (Thanksgiving Day) b. febrero
3. El Día de los Reyes Magos c. mayo
4. El Día de los Enamorados (Valentine’s Day) d. junio
5. El Día de las Madres (Mother’s Day) e. julio
6. El Día de los Padres (Father’s Day) f. septiembre
7. El Día de la Independencia g. noviembre
8. El Día del Trabajo (Labor Day) h. diciembre

En abril, aguas (water) mil.

¿Qué significa el dicho?

Nuevos encuentros veintitrés 23

c01.indd 23 11/4/10 12:16 PM

 1-20 Los cumpleaños (Birthdays).
Paso 1. Write the date of your birthday on a small piece of paper using numbers
(día/mes) and give it to your instructor.

Paso 2. Your instructor will now give each student one of the pieces of paper. Move
SMALL_GROUP_ICON_i.eps
around the class to find the person whose birthday is written on it.
Modelo: Estudiante A: ¿Cuándo es tu cumpleaños?
Estudiante B: Mi cumpleaños es el ocho de octubre.

Paso 3. Tell the class the name of the student whose birthday information you have
SMALL_GROUP_ICON_i.eps
and when her/his birthday is.
Modelo: El cumpleaños de Roberta es el ocho de octubre.

Nota cultural
El día del santo
In most Hispanic countries, it is common to celebrate your birthday and also your
saint’s day (based on the Catholic tradition). If your parents named you after the
saint honored on the
day of your birth, then
your birthday and
ENERO
your saint’s day are the LUNES MARTES MIÉRCOLES JUEVES VIERNES SÁBADO DOMINGO

same. If they named

you after a saint 1 2 3
honored on a different LUNA LLENA
DIA 1 - 31
C. MENGUANTE
DIA 9
LUNA NUEVA
DIA 17
C. CRECIENTE
DIA 24
LA CIRCUNCISÍON SAN BASILIO M. SAN ANTERO PAPA

day of the year, you

have two celebrations! 4 5 6 7 8 9 10
SAN PRISCO S.TELESFORO LOS S. REYES SAN RAYMUNDO SAN APOLINAR SAN MARCELINO SAN GONZALO
Observe the names EPIFANÍA

of the saints on the

January calendar.
11 12 13 14 15 16 17
S. HIGINIO PAPA S. ARCADIO M. S. HILARIO OB. SAN FÉLIX M. SAN MAURO SAN MARCELO SAN ANTONIO
ABAD ABAD

18 19 20 21 22 23 24
STA. PRISCA V. SAN MARIO SAN FABIÁN SAN FRUCTUOSO SAN VICENTE M. SAN ALBERTO SAN FRANCISCO
DE S.

25 26 27 28 29 30 31
STA. ELVIRA V. S. TIMOTEO OB. STA. ÁNGELA V. STO. TOMÁS DE A. SAN VALERIO STA MARTINA SAN JUAN BOSCO

1-21 El día del santo.Look at the calendar page above and find what days
these people are celebrating their saints’ day. Can you find a saint’s day for someone
you know?
Modelo: Ángela
El santo de Ángela es el 27 de enero.
1. Elvira
2. Gonzalo
3. Martina
4. Tomás
5. Félix

24 veinticuatro Capítulo 1

c01.indd 24 11/4/10 12:16 PM

 Así se dice
Decir la hora Telling time
In Spanish, trends in telling
time have been affected by the
• When you want to know what time it is, ask ¿Qué hora es? For telling time on popularity of digital watches and
the hour, use es for one o’clock only. Use son for all other times. clocks. This presentation on telling
time reflects these changes.

Es la una. Son las ocho.1

• To state the number of minutes past the hour, say the name of that hour plus (y)
the number of minutes.

Es la una y diez. Son las cuatro y cuarto. Son las diez y media. Son las once y
Son las cuatro y quince. Son las diez y treinta. cuarenta.

• To state the number of minutes before the coming hour, give the next hour less
(menos) the number of minutes to go before that hour.

Es la una menos diez. Son las nueve menos veinticinco.

• To differentiate between hours in the morning, afternoon, and evening, use the
following expressions.

Son las seis de la Son las seis de la Son las diez de la Es mediodía. Es medianoche.
mañana. tarde.2 noche.

• To ask at what time a class or event takes place, use ¿A qué hora... ?
—¿A qué hora es la clase?
—Es a las 8:15 de la mañana.

1
Note that this digital clock uses a 24-hour system. To convert from the 24-hour clock to a 12-hour clock, subtract
12. For example: 14:00 minus 12 equals 2:00 p.m. All a.m. times are the same in both systems.
2
In most Spanish-speaking countries, tarde is used while there is still daylight, and thus may extend until 7:00 P.M.
or even 8:00 P.M.

Nuevos encuentros veinticinco 25

c01.indd 25 11/4/10 12:16 PM

 Nota de lengua

Speakers of Spanish rarely use A.M. and P.M., which are restricted to writing (although
they are becoming more widely used in spoken Spanish in the United States). When
speaking, one would say:
las seis de la mañana
las seis de la tarde

1-22 ¿Qué hora es?

Paso 1. Listen to the times given and identify the clock (reloj) that tells each time.
Modelo: You hear: Son las ocho y media de la mañana.

LISTENING_ICON_i.eps
You say: Reloj 3.

1. 2. 3. 4.

5. 6. 7. 8.

Paso 2. With a classmate, one of you chooses a clock and tells the time on it. Then the
PAIR_ICO_i.eps
other identifies the clock that tells that time.
Modelo: Estudiante A: Son las once y cinco de la mañana.
Estudiante B: Reloj 3.

1. 2. 3. 4.

5. 6. 7. 8.

26 veintiséis Capítulo 1

c01.indd 26 11/4/10 12:17 PM

 1-23 ¿A qué hora? (At what time?) In pairs, each student looks at one
PAIR_ICO_i.eps
of the following TV guides. Ask each other at what time the programs indicated are
featured.
Modelo: Estudiante A: ¿A qué hora es NX clusiva?
Estudiante B: A las ocho de la noche.

López Dóriga
Estudiante A Noticiero con Joaquín 22:30 - 24:30
Horario Univisión (Hora del este) Las noticias por Adela 21:30 - 22:30
En la mañana Diarios de un crimen 21:00 - 21:30
7:00am - 10:00am Despierta América El rastro de un crimen 20:00 - 21:00
10:00am - 11:00pm Casos de familia En la noche
11:00am - 12:00pm ¿Quién tiene la razón? NX clusiva 18:00 - 20:00
En la tarde ¿Qué nos pasa? 17:00 - 18:00
12:00pm - 1:00pm Sueño con tu amor Ayala
1:00pm - 2:00pm Mi vida eres tú Noticiero con Lolita 15:30 - 17:00
2:00pm - 3:00pm El amor no tiene precio Vida salvaje 14:30 - 15:30
3:00pm - 4:00pm Rebelde Al sabor del Chef 13:30 - 14:30
4:00pm - 5:00pm El Gordo y la Flaca Tiempo en casa 12:00 - 13:30
5:00pm - 6:00pm Primer impacto En la tarde
6:00pm - 6:30pm ¡Qué locura! Hoy 9:00 - 12:00
6:30pm - 7:00pm Noticiero Univisión Primero noticias 7:00 - 10:00
En la noche En la mañana
7:00pm - 8:00pm Heridas de amor Horario Galavisión (Hora del este)
8:00pm - 9:00pm La fea más bella Estudiante B
9:00pm - 10:00pm Mundo de fieras
10:00pm - 11:00pm Historias para contar
11:00pm - 11:30pm Primer impacto extra
11:30pm - 12:00am Noticiero Univisión -
Última hora

Estudiante A Estudiante B
Ask about Galavision´s schedule: Ask about Univision’s schedule:
1. Vida salvaje 1. Noticiero Univisión - Última hora
2. Hoy 2. Historias para contar
3. ¿Qué nos pasa? 3. Casos de familia
4. Diarios de un crimen 4. Mi vida eres tú
5. Noticiero con Joaquín López Doriga 5. Despierta América

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 1-24 El mundo hispano (The Hispanic world). Times on the map
below are given according to the 24-hour clock. Tell what time it is in the following
cities according to the information on the map. What do these cities have in
common?
Modelo: ¿Qué hora es en San Salvador, El Salvador?
Son las 7:30. O, Son las 7 y media de la mañana.

1. ¿Qué hora es en Lima?

2. ¿Qué hora es en Buenos Aires?
3. ¿Qué hora es en Los Ángeles?
4. ¿Qué hora es en Nueva York?
5. ¿Qué hora es en Madrid?
6. ¿Qué hora es en Chicago?
7. ¿Qué hora es en Manila?
8. ¿Qué hora es en Malabo?

1-25 Las nacionalidades. Work in pairs. Read to your partner the

PAIR_ICO_i.eps
sentences on your list of nationalities of famous people. Your partner has to decide
(or guess!) whether the statement is true (cierto) or false (falso). Then switch roles.
Don’t look at your partner’s list.
Modelo: Estudiante A: La artista Frida Kahlo es mexicana.
Estudiante B: Es cierto.
Estudiante A:
1. El cantante (singer) Marc Anthony es puertorriqueño.
2. Óscar Arias, Premio Nobel de la Paz, es costarricense.
3. La cantante Shakira es ecuatoriana.
4. La actriz Jennifer López es estadounidense.
5. La ex presidenta Michelle Bachelet es chilena.

10. El jugador de béisbol Johan Santana es nicaragüense.

9. Los jugadores de básquetbol Pau y Marc Gasol son españoles.
8. El escritor Gabriel García Márquez es colombiano.
7. La autora Isabel Allende es hondureña.
6. La actriz Penélope Cruz es española.

Estudiante B:

28 veintiocho Capítulo 1

c01.indd 28 11/4/10 12:17 PM

 Cultura: Hispanic nationalities
¿De dónde son los hispanos?

W hen you travel to a Hispanic country, you will frequently be asked: ¿De dónde
eres? or ¿De dónde es usted? If you are from the United States, your response
would be: Soy de Estados Unidos or Soy estadounidense. Although we sometimes
hear people from the U.S. referred to as “americanos,” in fact, americano/a can refer to
anyone in North, Central, or South America.
Note that, as with some of the cognates above, several nationalities have two different
forms: those ending in -o refer to a male, and those ending in -a, to a female, such as
mexicano and mexicana. Other nationalities end in a consonant in the masculine form
and -a in the female form, such as español and española. Others have only one form, -e,
such as estadounidense.
Turn to the map of the Hispanic world on the back inside cover of your textbook, and
become familiar with the names of the countries and their corresponding nationalities.
Note that this includes the United States, where soon about 20 percent of the population
will be of Hispanic origin!1

Soy mexicana.

Soy español.

Soy cubano.

Soy estadounidense.

For a complete listing of nationalities from around the world, see Apéndice 3, page A-15.
1

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 Repaso de vocabulario activo
Saludos y expresiones Verbo
comunes   Greetings and common ser   to be
expressions
Buenos días, señorita/señora/ Los días de la semana  
señor.    Good morning, Miss/Ma’am/ The days of the week
Sir. lunes   Monday
Buenas tardes.   Good afternoon. martes   Tuesday
Buenas noches.   Good evening. miércoles   Wednesday
¡Hola!   Hello!/Hi! jueves   Thursday
¿Cómo está usted? ¿Cómo estás?   How viernes   Friday
are you? sábado   Saturday
¿Qué tal?   How is it going? domingo   Sunday
Muy bien, gracias.   Very well, thanks. ¿Qué día es hoy?   What day is it?
Fenomenal.   Great. el día   day
Regular.   OK./So-so. la semana   week
¿Qué pasa?   What’s happening? el fin de semana   weekend
¿Qué hay de nuevo?   What’s new?
Pues nada.   Not much. Los meses   Months
enero   January
Le presento a...   (formal) I would like to
introduce you to . . . febrero   February
Te presento a...   (informal) I want to marzo   March
introduce you to . . . abril   April
Mucho gusto.   Nice meeting you. mayo   May
Encantado/a.   Pleased to meet you. junio   June
Igualmente.   Nice meeting you too. julio   July
El gusto es mío.   The pleasure is mine. agosto   August
¿Cómo se llama usted? ¿Cómo te septiembre   September
llamas?   What’s your name? octubre   October
Me llamo...   My name is . . . noviembre   November
¿De dónde es usted? ¿De dónde diciembre   December
eres?   Where are you from? ¿Cuál es la fecha de hoy?/¿Qué fecha es
Soy de...   I am from . . . hoy?   What’s the date today?
Perdón./Disculpe.   Pardon me. Excuse me.
(≠ Con permiso.) ¿Qué hora es?   What time is it?
Lo siento (mucho).   I am (very) sorry. la hora   time/hour
Con permiso.   Pardon me. Excuse me. y/menos   and/less
(≠ Perdón./Disculpe.) cuarto/media   quarter/half
Por favor.   Please. de la mañana/tarde/noche   in the
(Muchas) gracias.   Thank you (very much.) morning/afternoon/evening
De nada.   You’re welcome. Es mediodía/medianoche.   It’s noon./
midnight.
Adiós.   Good-bye.
Hasta luego.   See you later.
Hasta pronto.   See you soon.
Hasta mañana.   See you tomorrow.
Chao.   Bye./So-long.

30 treinta Capítulo 1

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 Autoprueba y repaso
I. Meeting and greeting each other. Complete the IV. Indicating dates. Write the dates in Spanish.
conversations. In some cases, there is more than one Include only the day and the month.
possible answer. Modelo: 2/1/08 (día/mes/año)
1. Profesora: Buenos días. ¿Cómo estás? Es el dos de enero.
Pepita: . ¿Y usted? 1. 14/2/11
Profesora: . 2. 1/4/11
2. Profesora: ¿ ? 3. 4/7/12
Pepita: Me llamo Pepita. 4. 23/11/12
3. Carmen: ¡Hola, Pepita! ¿ ? 5. 25/12/10
Pepita: Regular. ¿Y tú? V. Telling time. What time is it? Give both possible
Carmen: . answers when it is a quarter after the hour, such as
4. Pepita: Profesora, le presento a Carmen Es la una y cuarto. Or, Es la una y quince.
Martínez. Modelo: 1:10 P.M.
Profesora: . Es la una y diez de la tarde.
Carmen: . 1. 1:15 P.M.
5. Pepita: ¿Cómo te llamas? 2. 9:30 P.M.
Manuel: . ¿Y tú? 3. 5:50 P.M.
Pepita: . 4. 11:40 P.M.
Manuel: Encantado, Pepita. 5. 12:00 P.M.
Pepita: .
VI. General review. Answer the questions in
6. Carmen: ¿ ? complete sentences.
Pepita: Son las 9:30. 1. ¿Cómo te llamas?
Carmen: Pues, tengo una clase ahora. 2. ¿Cómo estás?
Hasta luego.
3. ¿Eres inflexible y arrogante? ¿Eres responsable y
Pepita: . generoso/a?
II. Subject pronouns and the verb ser. Tell where 4. ¿De dónde eres?
the people are from. Write sentences using the 5. ¿Cuál es la fecha de tu cumpleaños?
correct form of the verb ser. 6. ¿Qué día es hoy?
Modelo: yo / de México; ella / de Panamá 7. ¿Qué hora es?
Yo soy de México pero (but) ella es 8. ¿A qué hora es la clase de español?
de Panamá.
1. ellos / de Chile; nosotras / de México VII. Cultura. Answer the following questions.
2. tú / de Colombia; ustedes / de España 1. How would a male and a female student greet each
other in Argentina? And in Spain?
3. Luis / de El Salvador; Juan y Elena / de Honduras
2. What is the Día de los Reyes Magos and when is it
III. Counting from 0 to 99. Tell how much each item celebrated?
costs. Write out the numbers ($ = dólar/dólares). 3. What is a person’s Día del santo?
1. los jeans - $35.00
2. el suéter - $57.00
Answers to the Autoprueba y repaso are found in Apéndice 2.
3. la chaqueta - $72.00
4. el sombrero - $26.00
5. el video - $15.00
6. el CD - $9.00

Nuevos encuentros treinta y uno 31

c01.indd 31 11/4/10 12:17 PM

 2 La vida universitaria

32 treinta y dos Capítulo 2

c02.indd 32 11/4/10 12:58 PM

 Así se dice Así se forma Cultura
La vida universitaria 1. Nouns and articles
En el laboratorio 2. Ir + a + destination
En la clase ¿Cuándo vamos?
El campus universitario ¿Por cuánto tiempo?
¿Con qué frecuencia?
¿Tarde o temprano?
Así se dice Así se forma Cultura Dicho y hecho
3. The present tense of regular
• Puerto Rico –ar verbs
Las actividades en la
• La vida universitaria en el
universidad
mundo hispano
4. The present tense of
regular –er and –ir verbs;
hacer and salir
Más actividades en la
universidad

Dicho y hecho
Para leer: Salamanca: Un clásico
Para conversar: El fin de semana
Para escribir: ¿Soy un/a estudiante típico/a?
Para ver y escuchar: Una visita a la UNAM

By the end of this chapter

you will be able to:
• Talk about computers, the language lab, and
the classroom
• Talk about where you are going on campus
• Talk about your class schedule
• Talk about activities related to university life

Entrando al tema

1. Approximately what percent of students at your school

live in campus dormitories?
E N ToRfalso?
2. ¿Cierto ADO AL TEMA
a. Puerto Ricans are United States citizens.
b. Salsa music originated in Puerto Rico.
If you are not sure about the answers to these questions, you will find out in
this chapter.

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 Así se dice
La vida universitaria
En el laboratorio
los audífonos navegar por la red
la pantalla
la impresora

escuchar
imprimir buscar información

el trabajo escrito la página web/

el sitio web
el papel/una
hoja de papel el disco compacto/el CD el ratón
la papelera

En la clase la pizarra

el reloj
el aula

el televisor
el borrador

la puerta
la profesora
la tiza

el (reproductor
de) DVD/el video el escritorio
el libro

el examen/la prueba
el estudiante/
el alumno
Inés
Linda
la nota
Manuel

la estudiante/la alumna

el bolígrafo/la pluma

el lápiz
Camila

34 treinta y cuatro Capítulo 2

c02.indd 34 11/4/10 12:58 PM

 Pronunciación:
el correo Practice pronunciation of the
chapter vocabulary and particular
electrónico sounds of Spanish in WileyPLUS.

usar el aula the classroom

buscar to look for
enviar/mandar to send
el teclado navegar por la red to surf the Web
la computadora la pantalla screen (in tv, computer,
movies)
el papel paper (a sheet of paper)
enviar/mandar un (una hoja de papel)
mensaje electrónico la tarea homework
el trabajo (escrito) an academic paper/essay
New vocabulary is better learned when you
el mapa make the connection between the thing
or concept and the Spanish word directly,
without an English translation. Therefore, we
la ventana only include translations for new words when
illustrations or context are not enough to figure
out their meaning. All new words are translated
in the section Repaso de vocabulario activo at
the end of each chapter.

el diccionario

Esteban la calculadora

la mesa la silla

la mochila

el cuaderno nota de lengua

Hay means there is or there are in a statement, and is there or are

there in a question. It is used with singular and plural forms.
Hay una ventana en el aula. There is a window in the classroom.
Hay treinta pupitres. There are thirty desks.
¿Hay mucha tarea? Is there a lot of homework?

La vida universitaria treinta y cinco 35

c02.indd 35 11/4/10 12:58 PM

 2-1 ¿Cuántos hay?
PAIR_ICO_i.eps

Paso 1. Work with a partner. Look at the following chart and fill in how many of each
item there are (hay) in your classroom. Fill in the last line of the chart with an item
that you feel is important for a classroom to have.

En el aula hay… (Número)

sillas
ventanas
televisores
computadoras
diccionarios
pizarras

Paso 2. Now decide how well-equipped (equipada) your classroom is. You can
probably figure out the meanings of the cognates in two of the three options below.
El aula está muy bien equipada.
El aula está adecuadamente equipada.
El aula está insuficientemente equipada.

2-2 Asociación de palabras. Indicate which word does not fit with the
others, then add one that does.
1. la impresora el ratón la computadora la tiza
2. el bolígrafo el lápiz la pluma el cuaderno
3. el alumno la mesa la ventana la puerta
4. el reloj el mapa el borrador la mochila
5. los audífonos el papel el cuaderno el diccionario
6. navegar por la red escuchar la calculadora imprimir

Nota cultural
El coquí
There is a tiny tree frog in Puerto Rico called the coquí; its name is similar to
the sound that it makes at night. The sound of coquíes, often very loud in the
countryside, is dearly missed by many Puerto Ricans who are away from the
island since the coquí is a beloved symbol of Puerto Rico. Coquíes brought
to the mainland United States usually do not survive, although they have
flourished in the state of Hawaii due to the tropical climate.

36 treinta y seis Capítulo 2

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 Así se forma
1. Identifying gender and number: Nouns
and articles

All nouns in Spanish have two important grammatical

features: gender (masculine and feminine) and number
(singular and plural). Note that, although gender may
reflect a biological distinction in some nouns referring
to persons and animals, it is merely a grammatical
feature in nouns that refer to nonliving things. Los estudiantes están en clase. Un alumno escribe
en el cuaderno. Dos alumnos escriben en la pizarra.
Masculine and Feminine Nouns La profesora conversa con unas alumnas.

Masculino Femenino Go to
WileyPLUS and review the
• Most nouns referring to a male • Most nouns referring to a female Animated Grammar Tutorial
for this grammar point.
el estudiante el profesor el señor la estudiante la profesora la señora
• Most nouns that end in –o • Most nouns that end in –a1
el escritorio el diccionario la impresora la puerta
• Most nouns that end in –r or –l • Almost all nouns ending in –ón and –d
el televisor el borrador el papel la información la oración la actitud
• BUT some nouns that end in -a • BUT some nouns that end in –o are
are masculine. feminine.
el mapa el día el problema la mano la radio
el programa
Finally, some nouns ending in –e and –ista can be either
masculine or feminine
el estudiante el turista la estudiante la turista

la estudiante el estudiante
Number

• Singular nouns ending in a vowel form the plural by adding –s.

un estudiante → dos estudiantes
• Nouns ending in a consonant add –es.
un reloj → dos relojes
• But nouns ending in –z change to –ces.
un lápiz → dos lápices2

Aula is feminine even though it uses the article el. The plural form is las aulas.
1

Spanish-spelling rules disallow the combination z + e. Instead change the z to a c.

2

La vida universitaria treinta y siete 37

c02.indd 37 11/4/10 12:58 PM

 Definite and indefinite articles

The articles that accompany nouns must agree with respect to gender and number.
Therefore, articles have masculine and feminine forms as well as singular and
plural forms.

HINT Artículos definidos Artículos indefinidos

If you memorize the
article when you learn the a/an; some
a new noun, you will singular plural singular plural
remember its gender. masculino el alumno los alumnos un alumno unos alumnos
For example: la clase
femenino la alumna las alumnas una alumna unas alumnas
(feminine), el pupitre
(masculine).

• In general, definite articles indicate that the noun is specific or known.

El libro de historia es fantástico. The history book is fantastic.

La puerta de la oficina está cerrada. The office door is closed.

• Indefinite articles are used to refer to new information, and indicate that the
noun is unspecified or unknown.

Hay un libro en la mesa. There is a book on the table.

¿Buscas un diccionario? Are you looking for a dictionary?

Nota de lengua

Note that when talking about a group that includes both masculine and feminine
nouns, we use the masculine plural.

dos chicos y tres chicas → unos chicos

2-3 Vamos a comparar (Let’s compare) mochilas.

Paso 1. What is this student from the University of Puerto Rico putting in her
backpack today? Mark the correct option in each sentence. Then in the second
column, indicate whether you usually have these same items in your backpack.
Modelo: hay un ✓ cuaderno pluma
En la mochila de la estudiante de ¿Hay eso en mi mochila
la Universidad de Puerto Rico... también (also)?
1. hay unos lápices diccionario Sí No
2. hay una cuaderno pluma Sí No
3. hay unas hojas de papel trabajos escritos Sí No
4. hay un calculadora disco compacto Sí No
5. hay una pluma bolígrafo Sí No
6. hay unos calculadoras libros Sí No

38 treinta y ocho Capítulo 2

c02.indd 38 11/4/10 12:59 PM

 Paso 2. Now work with a partner. Write down your guesses about the contents
PAIR_ICO_i.eps
of your partner’s backpack using the indefinite articles un, unos, una, unas, the
vocabulary above, and some of the following words.
Modelo: En la mochila de Karen hay unos discos compactos, una pluma, unos
libros y unos cuadernos.

las llaves

la cartera
la computadora portátil

el iPod®

la tarjeta de estudiante

Paso 3. Now read your guesses to each other and respond.

PAIR_ICO_i.eps
Modelo: [Karen may respond to the example above:]
Sí, en mi mochila hay una pluma y hay unos libros, pero no hay discos
compactos o cuadernos.

La vida universitaria treinta y nueve 39

c02.indd 39 11/4/10 12:59 PM

 Así se dice
El campus universitario

la residencia (estudiantil)
el apartamento
la psicología

la sociología la casa
las ciencias políticas
el cuarto
la biblioteca

la computación/la informática
el gimnasio
el álgebra

el cálculo el arte

la música

40 cuarenta Capítulo 2

c02.indd 40 11/4/10 12:59 PM

Another Random Scribd Document
with Unrelated Content
the diocese of London) spent the evening with us. Eight or ten other
people were there at the same time. ‘Table-turning’ was the subject
of a long and animated discussion, in which those who accepted the
facts and those who rejected them were about equally divided.
There was nothing to be done, therefore, but to test the question.
This was determined on. A circular table about four feet in diameter,
of considerable size and weight, was used. Seven people sat round
it, joining their hands on the table, and after conjointly willing that it
should turn itself in one direction or be turned, for about twelve
minutes, it began to vibrate strangely and then slowly to move. At
first its motion was in circles, then it moved from side to side of the
room with dash and rapidity. Afterwards it was strangely tilted on the
other side. On one occasion later on, it rose several inches from the
ground, and remained suspended in the air for nearly two minutes.
As to the facts, no one could dispute them. Afterwards a variety of
questions were put, to which the table replied by knocking on the
floor. It was agreed beforehand that one knock should stand for ‘No’,
two for ‘Yes.’ An alphabet was produced, and words in response
were spelled out. Some of the queries were trivial, some
arithmetical, some momentous. The answers were usually accurate,
sensible, and intelligible, but not always so. After questions had
been put concerning the future state, heaven, hell, purgatory, the
happiness of the good and the punishment of the wicked, a question
was asked, ‘Where did the spirit now answering dwell when on
earth?’ The name of a place in Devonshire was spelled out. This
reply greatly interested a clergyman present, who some fifteen years
previously had been curate in that county. It was followed by
another:—‘What was the name of the person whose spirit is here?’
Then the table spelt out, by means of the alphabet, the name of a
yeoman who had died impenitent and blaspheming at the period
before referred to. This was sufficient for me,” writes the above
correspondent; “what I had heard and seen convinced me that
necromancy was practised. I left the house, protecting myself by the
sacred sign, convinced of the sin of the practice. And though I had
been a spectator and not an actor, I made a resolution, which I have
scrupulously kept, never to see nor sanction such proceedings
again.”
Another somewhat similar example is here recorded. A clergyman of
the Church of England, intimately known to the Editor of this
volume, supplies the following remarkable narrative regarding the
action and authors of Spiritualistic manifestations:—“Being a perfect
and total sceptic as to the supernatural character of so-called
‘Spiritualism,’ and believing that the results asserted to be produced
by its votaries were brought about by pre-arranged trickery and the
deception of confederates, I for a long time declined to be present
at, or to take part in, a séance, though earnestly pressed to do so.
However, circumstances led me to attend one in the year 1862, at a
house in Notting Hill Square, London, in the month of October. Prior
to the operations, which were managed and conducted by a
‘medium,’ I was invited to examine both the room where the séance
was to be held, and the table by which the operations were to be
conducted. Conversations, held by a well-known spiritualist, were to
be carried on, (by means of an alphabet, raps and knockings,) with
the spirits who were presumed to be present, and who were
declared to have miraculously moved the table round which, for
some time, seven persons, including myself, had been sitting. The
room was about ten feet in height, and in the centre was a gas
chandelier of three lights, all of which were burning. During the
sitting, after the table had made several most remarkable gyrations,
tilting one side of itself upwards and downwards at an angle of at
least forty-five degrees, at the command of the chief operator it
slowly ascended from the floor to the height of at least seven feet,
viz. the bottom of the pendent gaselier. Its plane having caused the
lamp glasses to rattle by contact, the table then with a strange
throbbing and vibration and slow movement began to descend. We
had all removed our chairs, to give room for its ascent, and standing
close to the walls around, saw it slowly come down to its place. I
was so shocked and horrified at what I beheld, and now so firmly
convinced that the remarkable actions we had witnessed were the
result of the invocation and intervention of evil spirits, that I
declined, in language most positive and unmistakable, to have any
further part in such unlawful performances. When further attempts
were made to obtain fresh manifestations, taking from my neck a
small silver crucifix, which had been blessed by a high ecclesiastical
dignitary, I made a mental act of faith in the Blessed Trinity, and
holding the small crucifix in my closed hand, placed my hand
clasping it on the table, saying mentally, ‘If this be the work of evil
spirits, may God Almighty, for Christ’s sake, stop it!’ The moment I
did this, the table, which had been moving about strangely in several
directions, and by varied singular motions, became suddenly and at
once motionless. Nor could it be made to stir afterwards. Being
perfectly convinced that such operations were of the nature of
Necromancy, forbidden by the Church, as Scripture plainly testifies, I
made an earnest exhortation to those in the room, after the last
manifestation, not to cooperate in such deeds any further. Some
maintained by rather blasphemous arguments that Spiritualism was
destined to, and would soon, take the place of Christianity; and were
kind enough to pity my ignorance, narrowness, prejudice, and
sectarianism, to which I made no reply. I then left.”
From another source (a well-known country gentleman in one of the
midland counties) has been obtained a series of questions and
answers which were put, given, and taken down in the year 1856, at
a gathering at which the practice of table-turning and spirit
invocation was tested by those whose conviction, in the main,
regarding them, as the Editor is informed, agrees with that of the
correspondents already quoted. Similar strange phenomena occurred
on this occasion likewise:—
“Are you a Spirit who inhabited this earth? Yes.
How long have you been dead? No reply.
Have you been dead years? No.
Months? No.
Weeks? No.
Days? Yes.
How many? Five days.
Do you mean five days? Yes.
Did you live in this neighbourhood? Yes.
Did you know any at this table? Yes.
Will you point them out? Yes. (It then crossed the room
three times violently and stopped before three persons.)
Will you spell your name? Yes. R—— J——[49] (the way he
always spelt it).
Are you happy? No answer.
Can we do you any good? No.
Was the Baptist religion true? No.
Will you spell the true religion? Yes—Saients.
Is there a middle state of souls? Yes.
Will the end of the World be soon? Yes.
Will it be the end of the World or the end of wickedness?
The end of wickedness? Yes.
Will the World be destroyed by water? No.
By fire? No.
Will it be partly destroyed by fire? Yes.
Shall any of us see the Last Day? Yes.
In how many years? Twenty-five years.
Will the Last Judgment be then? No.
 Will that be the Millennium? Yes.
Will Enoch and Elijah come again? Yes.
Will the Jews be restored? Yes.
Will Russia conquer England? Yes.
Will it be in the reign of Queen Victoria? No.
In the reign of her successor? Yes.”
The testimony of Mr. Crookes, the discoverer of a new metal, and a
Fellow of the Royal Society, may here be suitably recorded. Unlike
some other so-called “scientific investigators,” he is reported to have
resolved upon a careful and thorough examination of the
spiritualistic phenomena. He is said to have maintained originally
that, even if the alleged facts were true, he might be able to explain
them by some natural law. Accordingly he thoughtfully pursued his
inquiries and investigations over a series of years, taking unusual
care to render deception out of the question and impossible. The
result has been given to the public in the “Quarterly Journal of
Science” for January, 1874,[50] from which the following quotations
are made:—
“The phenomena I am prepared to attest are so extraordinary and
so directly oppose the most firmly-rooted articles of scientific belief—
amongst others, the ubiquity and invariable action of the law of
gravitation—that, even now, on recalling the details of what I
witnessed, there is an antagonism in my mind between reason,
which pronounces it to be scientifically impossible, and the
consciousness that my senses, both of touch and sight—and these
corroborated, as they were, by the senses of all who were present—
are not lying witnesses when they testify against my preconceptions.
But the supposition that there is a sort of mania or delusion which
suddenly attacks a whole roomful of intelligent persons who are
quite sane elsewhere, and that they all concur to the minutest
particulars in the details of the occurrences of which they suppose
themselves to be witnesses, seems to my mind more incredible than
even the facts they attest” (pp. 77-78).
Under the heading of “The Phenomena of Percussive and other
Allied Sounds,” he makes reference to the raps and knocks of various
kinds made and heard in different places, “in a living tree, on a
sheet of glass, on a stretched iron wire, on a stretched membrane, a
tambourine, on the roof of a cab, and on the floor of a theatre,” and
where no known law, and no contrivance or trickery, could afford
any clue to their cause. He then inquires whether the sounds thus
heard are the result of some blind, irrational, hidden material force
obeying the Laws of Nature. His conclusion, however, was that the
varied phenomena being evidently governed by intelligence, a
thinking being must have been concerned in their origination. “The
intelligence,” he maintains, “is sometimes of such a character as to
lead to the belief that it does not emanate from any person present.”
The movement of heavy substances at a distance from the medium
is then discussed, and Mr. Crookes thus writes:—
“On three successive evenings a small table moved slowly across the
room, under conditions which I had specially pre-arranged, so as to
answer any objections which might be raised to the evidence” (p.
84).
Again:—“On five separate occasions a heavy dining-table rose
between a few inches and one and a half feet off the floor, under
special circumstances which rendered trickery impossible. On
another occasion a heavy table rose from the floor in full light, while
I was holding the medium’s hands and feet. On another occasion the
table rose from the floor, not only when no person was touching it,
but under conditions that I had pre-arranged, so as to assure
unquestionable proof of the fact” (p. 85).
Once more:—
“On one occasion I witnessed a chair, with a lady sitting on it, rise
several inches from the ground. On another occasion, to avoid the
suspicion of this being in some way performed by herself, the lady
knelt on the chair in such manner that its four feet were visible to
us. It then rose about three inches, remained suspended for about
ten seconds, and then slowly descended. At another time two
children, on separate occasions, rose from the floor with their chairs,
in full daylight, under (to me) most satisfactory conditions; for I was
kneeling and keeping close watch upon the feet of the chair, and
observing that no one might touch them” (p. 85).
Respecting another class of phenomena, said to be common enough
with Modern Spiritualists, which appeal to the sense of sight, under
the head of “Luminous Appearances,” Mr. Crookes thus writes:—
“Under the strictest test conditions I have seen a solid self-luminous
body, the size and nearly the shape of a turkey’s egg, float
noiselessly about the room, at one time higher than anyone present
could reach standing on tip-toe, and then gently descend to the
floor. It was visible for more than ten minutes, and before it faded
away it struck the table three times, with a sound like that of a hard,
solid body. During this time the medium was lying back, apparently
insensible, in an easy-chair.
“I have seen luminous points of light darting about and settling on
the heads of different persons; I have had questions answered by
the flashing of a bright light a desired number of times in front of my
face. I have seen sparks of light rising from the table to the ceiling,
and again falling upon the table, striking it with an audible sound. I
have had an alphabetical communication given by luminous flashes
occurring before me in the air, whilst my hand was moving about
amongst them. I have seen a luminous cloud floating upwards to a
picture. Under the strictest test conditions, I have more than once
had a solid, self-luminous crystalline body placed in my hand by a
hand which did not belong to any person in the room. In the light, I
have seen a luminous cloud hover over a heliotrope on a side-table,
break a sprig off, and carry the sprig to a lady; and on some
occasions I have seen a similar luminous cloud visibly condense to
the form of a hand, and carry small objects about” (p. 87).
Two pages later on the following occurs:—
“I was sitting next to the medium, Miss Fox, the only other persons
present being my wife and a lady relative, and I was holding the
medium’s two hands in one of mine, whilst her feet were resting on
my feet. Paper was on the table before us, and my disengaged hand
was holding a pencil. A luminous hand came down from the upper
part of the room, and after hovering near me for a few seconds,
took the pencil from my hand, rapidly wrote on a sheet of paper,
threw the pencil down, and then rose up over our heads, gradually
fading into darkness” (p. 89).
And then Mr. Crookes testifies that not only spirit-hands, but
spectres or spirit-persons in their entirety, were seen:—
“In the dusk of the evening, during a séance with Mr. Home at my
house, the curtains of a window about eight feet from Mr. Home
were seen to move. A dark, shadowy, semi-transparent form like
that of a man was then seen by all present standing near the
window, waving the curtain with his hand. As we looked, the form
faded away and the curtain ceased to move. The following is a still
more striking instance. As in the former case, Mr. Home was the
medium. A phantom form came from a corner of the room, took an
accordion in its hand, and then glided about the room playing the
instrument. The form was visible to all present for many minutes, Mr.
Home also being seen at the same time. Coming rather close to a
lady who was sitting apart from the rest of the company, she gave a
slight cry, upon which it vanished” (p. 90).
In conclusion Mr. Crookes sets forth five current theories with regard
to these and similar phenomena; one of which theories is clearly
expressed in the following sentence. These supernatural
manifestations, he asserts, some maintain to be “the actions of Evil
Spirits or Devils, personifying who or what they please, in order to
undermine Christianity and to ruin men’s souls” (p. 96). Such a
definition, it may be added, is in perfect accordance with ordinary
experience, the testimony of Scripture, the action and teaching of
the living Church, as well as a fulfilment of express and definite
prophecies regarding “the latter days.”
MODERN SPIRITUALISM.
CONTINUED.

“Superstition, in its grossest form, is the

worship of Evil Spirits.”—John Henry
Newman.
“Let no man deceive you by any means:
for that day shall not come, except there
come a falling away first, and that Man
of Sin be revealed, the Son of Perdition,
who opposeth and exalteth himself
above all that is called God, or that is
worshipped.... Whose coming is after the
working of Satan, with all power and
signs and lying wonders, and with all
deceivableness of unrighteousness in
them that perish; because they received
not the love of the Truth that they might
be saved. And for this cause God shall
send them a strong delusion that they
should believe a lie.”—2 Thess. ii. 3-11.
“The greatest intellectual triumph that
can be achieved by the Devil is gained
when men are prepared to believe that
 he is not.”—Sermons, Rev. T. T. Lee (a.d.
1796).

CHAPTER IX.
MODERN SPIRITUALISM.
(Continued.)

ore recently the manifestations have been still further

developed. From the “Spiritual Magazine” the following
is quoted:—
“The séance was held by appointment. Our object being
that of investigation, we limited the number to three, and, I must
add, used every precaution we could think of to preclude the
possibility of self-deception; we likewise guarded against any
possible preparatory arrangement. Accordingly, we changed from the
library to the dining-room. We were soon seated at a heavy square
table. Twenty minutes passed without any manifestation; then came
gentle raps, followed by the table being lifted, tilted, and gently
vibrated. Then raps were heard simultaneously in different and
opposite parts of the room. At my suggestion, the lamp was partly
turned down, when a cold current of air was felt to pass over our
hands and faces. A pause ensued. The dining-room table leaf
standing in the corner of the room then commenced to vibrate, and
one of the leaves being taken from the stand, was passed between
Mr. Home and the table at which we were seated. It was then raised
straight up, and passing vertically over my friend, gently touched
him; in passing over me, it struck me on the crown of the head, but
so gently, that I could hardly realize it to be the heavy leaf of the
dining-room table; the touch nevertheless caused the leaf to vibrate
all but sonorously. I name this to prove how delicately balanced and
suspended in the air the leaf of the table must have been to have
produced the vibration. It then passed over to the right, touching my
shoulders, and finally was placed upon the table at which we were
seated. The distance the leaf was carried I compute at nearly twelve
yards (allowing for the circuit made), and at an elevation of six feet.
A small round table was then moved from the corner of the room,
and placed next to my friend; and in reply to his question ‘who it
was,’ he received the answer, audible to us all, ‘Pa, Pa,—dear—
darling Pa.’ An arm-chair behind my friend, and at a distance of
three yards, was raised up straight into the air, carried over our
heads, and placed upon the dining-room table to my left, a voice
clearly and loudly repeating the words, ‘Papa’s chair.’ We then
observed the wooden box of the accordion being carried from the
extreme corner of the room up to my friend. In passing my right
hand, I passed my hand under and over the box, as it travelled
suspended in the air to my front. I did this to make sure of the fact
of its being moved by an invisible agency, and not by means of
mechanical aid.... The accordion was then taken from Mr. Home,
carried about in the room, and played. Voices were distinctly heard;
a low whispering, and voices imitating the break of a wave on the
shore. Finally, the accordion placed itself upon the table we were
seated at, and two luminous hands were distinctly seen resting on
the keys of the instrument. They remained luminously visible for
from twenty to thirty seconds, and then melted away. I had, in the
meantime, and at the request of my friend, taken hold of the
accordion; whilst so held by me, an invisible hand laid hold of the
instrument, and played for two or three minutes what appeared to
me to be sacred music. Voices were then heard, a kind of
murmuring or low whistling and breathing; at times in imitation of
the murmur of the waves of the sea, at other times more plaintively
melodious. The accordion was then a second time taken by an
invisible power, carried over our heads, and a small piece of sacred
music played,—then a hymn, voices in deep sonorous notes singing
the hallelujah. I thought I could make out three voices, but my
friend said he could speak to four. A jet of light then crossed the
room, after which a star or brilliantly illuminated disk, followed by
the appearance of a softly luminous column of light, which moved up
between me and my friend. I cannot say that I could discern any
distinct outline. The luminous column appeared to me to be about
five to six feet high, the subdued soft light mounting from it half
illumining the room. The column or luminous appearance then
passed to my right, and a chair was moved and placed next to me. I
distinctly heard the rustling as of a silk dress. Instinctively I put my
hand forward to ascertain the presence of the guest, when a soft
hand seized my hand and wrist. I then felt that the skirt of a dress
had covered my knees. I grasped it; it felt like thick silk, and melted
away as I firmly clenched my hand on it. By this time I admit I
shuddered. A heavy footstep then passed to my right, the floor
vibrating to the footfall; the spirit-form now walked up to the fire-
place, clapping its hands as it passed me. I then felt something
press against the back of my chair; the weight was so great, that as
the form leaned on my shoulder, I had to bend forward under the
pressure. Two hands gently pressed my forehead; I noticed a
luminous appearance at my right; I was kissed, and what to me at
the time made my very frame thrill again, spoken to in a sweet, low,
melodious voice. The words uttered by the spirit were distinctly
heard by all present. As the spirit-form passed away, it repeated the
words, ‘I kissed you, I kissed you,’ and I felt three taps on each
shoulder, audible to all present, as if in parting to reimpress me with
the reality of its presence. I shuddered again, and, in spite of all my
heroism, felt very ‘uncanny.’ My friend now called our attention to his
being patted by a soft hand on his head. I heard a kiss, and then the
words, ‘Papa, dear papa.’ He said his left hand was being kissed, and
that a soft, child-like hand was caressing him. A cloud of light
appeared to be standing at his left.”
Another example, from the same publication, deserves to be put on
record:—
“The first group of the manifestations (I use the term ‘group’ to
mark the characteristic difference of the phenomena on each
occasion,) occurred at a friend’s house at Great Malvern. Those
present had only incidentally met; and, owing to a prohibition being
laid upon Mr. Home by his medical man against trying his strength,
no séance was attempted. I name this as characteristic. Raps in
different parts of the room, and the movement of furniture, however,
soon told the presence of the invisibles. The library in which the
party had met communicated with the hall; and the door having
been left half open, a broad stream of light from the burners of the
gas-lamp lit up the room. At the suggestion of one of the party, the
candles were removed. The rapping, which had till then been heard
in different parts of the room, suddenly made a pause, and then the
unusual phenomena of the appearance of spirit-forms manifested
itself. The opening of the half-closed door was suddenly darkened by
an invisible agency, the room becoming pitch dark. Then the wall
opposite became illumined, the library now being lit up by a
luminous element, for it cannot be described otherwise. Between
those present and the opposite and now illumined wall two spirit-
forms were seen, their shadowy outline on the wall well defined. The
forms moved to and fro. They made an effort to speak; the
articulation, however, was too imperfect to permit of the meaning of
the words to be understood. The darkening which had obscured the
half-closed door was then removed, and the broad light from the hall
lamp reappeared, looking quite dim in comparison with the luminous
brilliancy of the light that had passed away. Again the room became
darkened, then illumined, and a colossal head and shoulders
appeared to rise from the floor, visible only by the shadow it cast
upon the illumined wall. What added to the interest was the
apparent darkening and lighting up of the room at will, and that
repeatedly, the library door remaining half open all the while. The
time occupied by these phenomena was perhaps five to ten minutes,
the manifestations terminating quite abruptly.”
A correspondent of the same serial gives the following facts:—
“On the 1st October, 1865, I attended a séance at 13, Victoria Place,
Clifton, where the younger Mrs. Marshall, the well-known medium
from London, was staying.
“I had previously prepared, as a test, a series of written questions
inserted in a book and numbered consecutively; my wife, who was
present, was by the usual method put in communication with the
spirit of her mother, and the following are a few of the results. It is
important to observe that no clue was given to the medium, or to
the others present, as to the nature of the answer required, the
questions being put in the following form:—‘Will you answer the
question No. 33?’ &c., and as the answers were occasionally given in
a different form from what was anticipated, though still quite
correctly, these two facts taken together conclusively prove, as it
appears to me, that the answers were neither the result of any
knowledge on the part of the medium, nor any ‘reflex action’ from
the mind of the interrogator.
“The spirit having been requested to answer the question numbered
33, viz.:—‘Will you spell the name of the place where we lived when
you left this state?’ The reply, spelt through the alphabet, was ‘Aust.’
“Question No. 34 having been put in the same manner, viz.:—‘Where
was your body buried?’ The reply was, ‘Saint George’s.’
“No. 35.—‘While your body was lying in the coffin, was anything put
in the hand?’[51] Reply, ‘Yes.’
“No. 36.—‘What was it?’ Reply, ‘A sprig of myrtle.’
“No. 37.—‘By whom was it put there?’ Reply, ‘Thomas Bowman.’
“No. 38.—‘Who else were present at the time?’ Reply, ‘Ann, Tommy
and Mary Bowman Bryant.’
“Many other replies were given of an equally satisfactory character,
but I must not further trespass on your space. I would merely
remark that the answers in each case were quite correct, and that
the events referred to occurred upwards of forty years since.”
Again, Mr. James Howell, of 7, Guildford Road, Brighton, writes as
follows in the “Spiritual Magazine” for November, 1867:—
“When I was at the Marshalls’ last summer, a circumstance,
unknown to anyone present save myself, was made known to me by
unaccountable means. The name of a young lady who suffered and
died from spinal complaint in the year 1843 was correctly spelled
out, and the date of her death given. I was most intimately
acquainted with her. She was good, pious, and highly intellectual. To
her I owe my knowledge of the French language, and my love of its
literature. I was not thinking of her at the time; in fact, she was
furthest from my thoughts; yet her name—a very uncommon one,
you will admit—was given correctly, ‘Aletta V——.’ Now I am honest
enough to confess that a million guesses would not have guessed
that name. I was astounded and affected; for it brought back to my
mind a rush of thoughts, happy and sad, of those evenings when I
sat by her bedside listening to her sweet voice, and imbibing the
original thoughts which sprang, not only from a well-stored mind,
but one instinct with genius. Twenty-three years had elapsed from
the time of her death; she had often promised to communicate with
me from the spirit-world, if it was possible, and now that promise
was fulfilled, even in the presence of others.”
And once more, the same writer gives the following record of facts:
—
“I paid a visit on Monday, July 2nd, to Mrs. Parks, of Cornwall
Terrace, Regent’s Park, then staying at 7, Bedford Square. Miss
Purcell, the medium, went with me; and we three had some strong
and wonderful manifestations. The table was turned about merrily,
and once whirled round in mid-air. It became as animated as a living
being; it even ran about when not a single being touched it.
Knockings were heard all over the room; in chairs, in tables, under
the floor, and along the wainscot. We had great trouble to keep the
tables from being smashed.
“During the evening, the ‘Blue Bells of Scotland’ and ‘Marlbrook s’en
va-t-en guerre’ were knocked out on the table in a beautiful and
correct manner, the table beating and dancing admirable time to
each tune. At a previous séance a well-known tune was knocked
out, and my wife was requested to dance, the spirits stating that the
table should accompany her; but as we could not induce her to do
so, we lost the promised pas de deux between a human being and a
table. At my request the table also gave a series of knocks, viz. the
footman’s, the postman’s, the tax-gatherer’s, and the countryman’s,
which were perfect, and caused us much amusement. In one part of
the room there appeared a silvery, bluish star, shining brilliantly. Mrs.
Parks, strange to say, could not see it, but to the medium and myself
it was clearly visible, at the same time too; and a brilliant member of
the stellar creation it was, coming and going like those of the sky,
when for a moment a veil of clouds passes over them.”
The conviction that such acts and deeds are the work of evil spirits is
put on record in the same serial, a formal organ of the Spiritualists,
in the following narrative:—
“Mr. and Mrs. C—— attend a séance at which the spirit of ‘a darling
child’ is manifestly present. They attend a second séance, and
through the same medium they are confirmed in the conviction of
the real presence of their child. Mr. C—— then finds that he is
himself a medium, and forthwith he purchases a small table for the
exercise of his power.
“His first experiment proves to him beyond a doubt that an
intelligent being, though invisible, is with him; but he speedily begins
to suspect that whatever the character may have been of the spirit
which first manifested to him through another medium, this, which is
now communicating through himself, is an evil spirit. On his ‘wishing
it to walk to the dining-room, it started at once.’ He was struck by its
heavy tread, ‘so very unlike the footfalls of a young child,’ and he
exclaimed, ‘This is not the spirit of my child, if so, I want no other
manifestation.’ Becoming more and more suspicious of the character
of this particular visitant, he said, ‘If thou art not the spirit of my
child, march out of the house.’ ‘The table did, indeed, march, making
a noise like the loud and well-measured footfalls of a heavy dragoon
—literally shaking everything in the room.’
“This gentleman then adjured the spirit in a variety of forms, and
asked if it was not a bad spirit? and it said, ‘Yes!’ Then he said,
‘Accursed devil! by the living God I adjure thee to speak the truth!
Has the spirit of my child ever been put in communication with
myself or her mother through this or any other table?’ The ‘accursed
devil’ said, ‘No, never!’ Then, after similar assurances, Mr. C——
made up his mind to believe the devil; and he closed his
experiments with an auto-da-fé, by breaking up and burning the
table!”
Mr. Chevalier, who was the first witness called before the committee
appointed by the Dialectical Society, gives the following personal
version of this experiment, 20th July, 1869. He stated that he had
had seventeen years’ experience of Spiritualism, but it was not till
1866 that he commenced experimenting on tables. He obtained the
usual phenomena, such as raps and tiltings and answers to
questions. On one occasion, the answer which was given being
obviously untrue, the witness peremptorily inquired why a correct
answer had not been given, and the spirit in reply said, “Because I
am Beelzebub.” Mr. Chevalier, in continuation, said, “I continued my
experiments until I heard of the ‘Spiritual Athenæum.’ About that
time I lost a child, and heard my wife say she had been in
communication with its spirit. I cautioned her, and yet was anxious
to communicate also. I placed one finger on the table; it moved, and
the name of the child was given. It was a French name. I told a
friend of mine what had happened, but was laughed at by him; he
however came, sceptic as he was. I placed one hand on the table
asking mental questions, which were all answered. He then asked
where my child went to school, not knowing himself, and the answer
‘Fenton’ was given; this also was correct. Frequently after this, I
obtained manifestations in French and English, and messages as a
child could send to a parent. At my meals I constantly rested my
hand on a small table, and it seemed to join in the conversation.
One day the table turned at right angles, and went into the corner of
the room. I asked, ‘Are you my child?’ but obtained no answer. I
then said, ‘Are you from God?’ but the table was still silent. I then
said, ‘In the Name of the Father, Son, and Holy Spirit, I command
you to answer—are you from God?’ One loud rap, a negative, was
then given. ‘Do you believe,’ said I, ‘that Christ died to save us from
sin?’ The answer was ‘No!’ ‘Accursed spirit,’ said I, ‘leave the room.’
The table then walked across the room, entered the adjoining one
and quickened its steps. It was a small tripod table. It walked with a
sidelong walk. It went to the door, shook the handle, and I opened
it. The table then walked into the passage, and I repeated the
adjuration, receiving the same answer. Fully convinced that I was
dealing with an accursed spirit, I opened the street door, and the
table was immediately silent; no movement or rap was heard. I
returned alone to the drawing-room, and asked if there were any
spirits present. Immediately I heard steps like those of a little child
outside the door. I opened it, and the small table went into the
corner as before, just as my child did when I reproved it for a fault.
These manifestations continued until I used the adjuration, and I
always found that they changed or ceased when the Name of God
was mentioned. One night, when sitting alone in my drawing-room, I
heard a noise at the top of the house; a servant who had heard it
came into the room frightened. I went to the nursery and found that
the sounds came from a spot near the bed. I pronounced the
adjuration and they instantly ceased. The same sounds were
afterwards heard in the kitchen, and I succeeded in restoring quiet
as before.
“Reflecting on these singular facts, I determined to inquire further
and really satisfy myself that the manifestations were what I
suspected them to be. I went to Mrs. Marshall, and took with me
three clever men, who were not at all likely to be deceived. I was
quite unknown; we sat at a table, and had a séance: Mrs. Marshall
told me the name of my child. I asked the spirit some questions, and
then pronounced the adjuration. We all heard steps, which sounded
as if someone was mounting the wall; in a few seconds the sounds
ceased, and although Mrs. Marshall challenged again and again, the
spirits did not answer, and she said she could not account for the
phenomenon. In this case, I pronounced the adjuration mentally; no
person knew what I had done. At a séance, held at the house of a
friend of mine, at which I was present, manifestations were
obtained, and, as I was known to be hostile, I was entreated not to
interfere. I sat for two hours a passive spectator. I then asked the
name of the spirit, and it gave the name of my child. ‘In the Name of
the Father, Son, and Holy Ghost,’ said I, ‘are you the spirit of my
child?’ It answered, ‘No!’ and the word ‘Devil’ was spelled out.”
Dr. Edmunds: “How were the names spelled out?”
Mr. Chevalier: “The legs rapped when the alphabet was called over.
Mrs. Marshall used the alphabet herself, and the table rapped when
her pencil came to the letters. My opinion of the phenomena is that
the intelligence which is put in communication with us is a fallen
one. It is the Devil, the Prince of the Powers of the air. I believe we
commit the crime of Necromancy when we take part in these
spiritual séances.”
We obtain from these extracts, which might be multiplied thirty-fold
from the authorized publications of the Spiritualists, some idea of the
nature of their séances and proceedings. Our own statement at the
outset has been more than justified as regards its moderation and
accuracy from the examples provided in the extracts in question.
“Necromancy” has been well defined to be “The art of
communicating with devils and of doing surprising things by means
of their aid; particularly that of calling up the dead and extorting
answers from them.” Now this, it seems clear, in one form or
another, is precisely that which is carried on by a considerable and
increasing section[52] of people in America, in England, on the
Continent, and elsewhere. It is practised mainly by persons who
were such extreme Protestants in previous times that, having almost
altogether denied the Supernatural, they have been reluctantly won
over to a belief in it by communion with evil spirits. Father Perrone,
the distinguished Jesuit, has calculated that upwards of two
thousand treatises have been published in defence of the system of
these manifestations during the past fifteen years. It has been
pointedly remarked by an English clergyman, of those people who
once, like the ancient Sadducees, rejected the idea of the existence
of spirits, but who now have accepted the Spiritualistic theory, that
“they have given up believing in nothing, and have taken to believe
in the Devil.”[53] And this epigrammatic saying is hardly too pointed.
According to Perrone, the modern professors of divination frankly
allow that the phenomena have passed through three phases. First,
that of Mesmerism; secondly, artificial Somnambulism and
Clairvoyance; and thirdly, Spiritualism, properly so called. He gives
five reasons for maintaining his theory of diabolical agency with
regard to the same. 1. From the nature of the phenomena. 2. From
its effects. 3. From the manner in which Mesmerism operates. 4.
From the malice and wickedness of the agent, who frequently utters
anti-Christian and blasphemous doctrines; and lastly, 5. from the
frank and candid admission of the mediums or operators themselves.
In most cases it may be safely assumed that evil spirits personify the
souls of the departed. That such spirits are the deadly foes of man
so long as he is in his period of probation, may, for all Catholic
Christians, be also assumed. That such spirits, moreover, constantly
represent the departed as continually desiring the hand of Death to
fall upon their earthly friends, in order, as is implied or stated, that a
future of unclouded light and everlasting happiness may speedily link
them together, can be seen from a careful study of the records of
Spiritualism. Some of the facts already set forth teach this. The
principle that men, whether good or bad, righteous or unrighteous,
will all be certainly saved, and be for ever hereafter in bliss, is the
practical heresy[54] that Spiritualism in its theological aspect has
most openly taught, and still continues to teach. “Spiritualism,”
writes Mr. William Howitt, a convert to it from Quakerism, “rejects
the doctrine of eternal damnation as alike injurious to God and man.
Injurious to God’s noblest attributes, repugnant to the principles of
justice, and unavailing in men as a motive to repentance....
Spiritualism knows that there are isolated passages in the Gospels
and in the words of our Saviour capable of being made to bear an
appearance favouring the doctrine of eternal punishment, but it
knows that the original terms bear no such latitude, and when Christ
says there is a state ‘where the worm dieth not, and the fire is not
quenched,’ it admits the state, but denies that any of God’s creatures
will continue in that state a minute longer than is necessary to purge
the foulness of sin and the love of sin out of their spiritual
constitutions. Were the solution of this supposed difficulty much
harder than it is, Spiritualism would place the love of God and the
love of Christ, and all the great and gracious attributes of God and
His Saviour—justice and truth and wisdom, and a charity more
immeasurable than God Himself recommends to mankind,
confidently and courageously against so horrible and senseless a
doctrine.”
Now, though Spiritualism be ignored by the press, Universalism, its
own offspring, is constantly and persistently maintained. Spiritualism
also flatly denies the great Christian doctrine of the Resurrection of
the body:—
“Spiritualism teaches, on the authority of Scripture and of all spirit-
life, that there is no such thing as death: it is but a name given to
the issue of the soul from the body. To those in bodies who witness
this change, the spirit is invisible, and they only see a body which
ceases all its living functions, has lost that intelligence which during
so-called ‘life’ emanated from it, and lies stiff and cold, and to all
appearance dead. But even the body is not dead. There is a law of
life even in what is called dead matter, which is perpetually changing
its particles and converting them into mere black earth and water,
and hence into all the articles necessary for the physical life—corn,
meat, wine, all foods, all fruits. The same law immediately begins to
operate in the dead body, and, if unobstructed, speedily resolves it
back into earth, and then forms this again into food and clothing and
fresh enveloping forms for fresh human beings. The whole of the
universe is in perpetual action, and the ever-revolving wheel of
physical is subserving the perpetual evolution of spiritual life.”[55]
And again:—
“The Church of England and Spiritualism accord, but not in the
doctrine of the resurrection of the body. The spirits all assert with S.
Paul, that the body which rises from the death-bed is the spiritual
body, and that the soul needs no other, much less an earthly body, in
its spirit-home—that, in fact, nothing of the earth can ever enter
heaven. That if the spirits of just men are made perfect, they can be
nothing more, and no addition of anything belonging to this earth
can add to their happiness, freedom, power, and perfection, but on
the contrary. That so far from receiving at some indefinite and,
probably, very distant period, their earthly bodies back again, they
are continually, as they advance, casting off the subtler particles of
matter that have interpenetrated their spiritual bodies.”[56]
With regard to the influence of the Protestant Reformation on that
temper of mind and habit of thought which have led sceptics and
those whose faith has been overturned by the blasphemies of Calvin
or the immoral principle of the Lutheran systems and their offshoots,
to become votaries of Spiritualism, we cannot do better than put on
record Mr. Howitt’s deliberate judgment, expressed in language
which, however painful to read in some parts, is at once forcible and
pertinent:—
“By the denial of the intermediate states, the Protestant Reformers
perpetrated a more monstrous outrage on the Divine justice, and
more frightfully libelled the Divine mercy, than by the broadest
stretch of imagination one would have thought it possible. By this
arbitrary extinction of some of the loveliest regions of creation, by
this wiping out of vast kingdoms of God’s tolerance and goodness by
the sponge of Protestant reaction, God’s whole being was blackened,
and every one of His eternal attributes dislocated and driven pell-
mell into the limbo of Atheism. I say Atheism, for such a God could
not possibly exist as this Protestant theory would have made Him—a
God with less justice than the most stupid country squire ever
established in the chair of magistracy; with less mercy than an
inquisitor or a torturer with his red-hot pincers and iron boots. These
atrocities were but the work of moments, but this system made the
God of love and the Father of Jesus Christ sitting in endless bliss
amid a favoured few, whilst below were incalculable populations
suffering the tortures of fires which no period even of millions of
years should extinguish, and that without any proportion whatever
to the offences of the sufferers! All who were not ‘spirits of just men
made perfect’ were, according to this doctrine, only admissible to
this common hell, this common receptacle of the middling, bad, and
the most bedevilled of devils! Never could any such monstrous, foul,
and detestable doctrine issue from any source but that of the hearts
of fiends themselves. None but devils could breed up so black a fog
of blasphemy to blot out the image of a loving and paternal God
from the view of His creatures. And yet the mocking devil induced
the zealous Protestant fathers to accept this most truly ‘doctrine of
devils,’ as an antidote to Popish error. As some glimmering of the
direst consequences of this shutting-up of the middle states of the
invisible world began to dawn on the Protestant mind, it set about to
invent remedies and apply palliatives, and by a sort of spiritual
hocus-pocus, it taught that if the greatest sinners did but call on
Christ at the last gasp, they were converted into saints, and found
themselves in heaven itself with God and the Lamb. This was only
making the matter worse, and holding out a premium for the
continuance in every sin and selfishness to the last moment. It was
an awful temptation to self-deception presented to human
selfishness. Millions, no doubt, have trusted to this wretched
Protestant reed.... Yet common sense in others rejected and rejects
the cruel deceit. A country poet, writing the epitaph of the
blacksmith in my native village, expressed the truth on the
Protestant theory of no middle regions:—
‘Too bad for heaven, too good for hell,
So where he’s gone we cannot tell.’”
And now to conclude this portion of our subject, regarding which not
a tenth part of the examples of “Spiritual” manifestations gathered
has been given. To have discussed the facts and theories provided
on previous pages, would have occupied several chapters. Sufficient,
however, is recorded to show that Spiritualism is directly antagonistic
to the Christian Religion,[57] to point out the true character of many
of the signs and wonders which exist in this nineteenth century, and
which testify and witness to old and unchangeable truths. The
ministry of “men and of angels in a wonderful order,”[58] the practice
of exorcism, the facts of diabolical agency, possession by evil spirits,
the sins of Witchcraft and Necromancy, are all more or less
intertwined with the Divine Revelation which God has been pleased
to give to man. But the Materialism of these latter days is blinding
men’s eyes, that they cannot see, and successfully destroying their
faith in all that is beyond their cramped and narrow temporal range.
Intellectual Paganism, and a positive disbelief in the distinct Nature
of God, if not openly professed, is indirectly acknowledged; while the
Faith of Pentecost, which for generations has regenerated the World,
is cast aside as worn out, effete, and valueless. The possibility of
miracle is derided; Providence is scouted as the fond dream of an
exaggerated human self-love; belief in the power of prayer is
asserted to be only a superstition, illustrative of man’s ignorance of
the scientific conception of law; the hypothesis of absolute invariable
law, and the cognate conception of Nature as a self-evolved system
of self-existent forces and self-existent matter, are ideas advancing
with giant strides. Side by side with all this, however, stand the
portentous phenomena referred to here. Let the existence of one
course of such facts as those related be granted, and far more
follows than the pure Materialist or the Positivist would for a moment
allow. Yet none can deny the presence amongst us of such, evil in
their essence and mischievous in their operations. The whole cycle
represents the works of the Devil and his angels—works opposed at
every step in theory by the Truths of Christianity, and in fact by the
sacraments of the Church Universal. Man’s highest and chiefest duty
is to do the Will of the Most High: the practice of the Spiritualists, on
the other hand (and let men lay the warning to heart), appears to be
an intentional and systematic giving up of their wills to the evil one;
an invocation of evil spirits for unlawful purposes, a “willing” for
supernatural intervention in things which are not lawful, and a
deliberate turning away from Him to Whom all power is given in
Heaven and in Earth.

Appendix to Chapter IX.

Spiritualism and Science.

he following Letter appeared in “The Times” newspaper a

few years ago:—
“Sir,—Having been named by several of your
correspondents as one of the scientific men who believe in
Spiritualism, you will perhaps allow me to state briefly what amount
of evidence has forced the belief upon me. I began the investigation
about eight years ago, and I esteem it a fortunate thing that at that
time the more marvellous phenomena were far less common and
less accessible than they are now, because I was led to experiment
largely at my own house, and among friends whom I could trust,
and was able to establish to my own satisfaction, by means of a
great variety of tests, the occurrence of sounds and movements not
traceable to any known or conceivable physical cause. Having thus
become thoroughly familiar with these undoubtedly genuine
phenomena, I was able to compare them with the more powerful
manifestations of several public mediums, and to recognize an
identity of cause in both by means of a number of minute but highly
characteristic resemblances. I was also able, by patient observation,
to obtain tests of the reality of some of the more curious phenomena
which appeared at the time, and still appear to me, to be conclusive.
To go into details as to those experiences would require a volume,
but I may, perhaps, be permitted briefly to describe one, from notes
kept at the time, because it serves as an example of the complete
security against deception which often occurs to the patient observer
without seeking for it.
“A lady who had seen nothing of the phenomena asked me and my
sister to accompany her to a well-known public medium. We went,
and had a sitting alone in the bright light of a summer’s day. After a
number of the usual raps and movements, our lady friend asked if
the name of the deceased person she was desirous of
communicating with, could be spelt out. On receiving an answer in
the affirmative, the lady pointed successively to the letters of a
printed alphabet while I wrote down those at which three affirmative
raps occurred. Neither I nor my sister knew the name the lady
wished for, nor even the names of any of her deceased relatives; her
own name had not been mentioned, and she had never been near
the medium before. The following is exactly what happened, except
that I alter the surname, which was a very unusual one, having no
authority to publish it. The letters I wrote down were of the
following kind:—y r n e h n o s p m o h t. After the first three—y r n—
had been taken down, my friend said, “This is nonsense, we had
better begin again.” Just then her pencil was at e, and raps came,
when a thought struck me (having read of, but never witnessed, a
similar occurrence), and I said, ‘Please go on, I think I see what is
meant.’ When the spelling was finished I handed the paper to her,
but she could see no meaning in it till I divided it at the first h, and
asked her to read each portion backwards, when to her intense
astonishment the name ‘Henry Thompson’ came out, that of a
deceased son of whom she had wished to hear, correct in every
letter. Just about that time I had been hearing ad nauseam of the
superhuman acuteness of mediums who detect the letters of the
name the deluded visitors expect, notwithstanding all their care to
pass the pencil over the letters with perfect regularity. This
experience, however (for the substantial accuracy of which as above
narrated I vouch), was and is, to my mind, a complete disproof of
every explanation yet given of the means by which the names of
deceased persons are rapped out. Of course I do not expect any
sceptic, whether scientific or unscientific, to accept such facts, of
which I could give many, on my testimony; but neither must they
expect me, nor the thousands of intelligent men to whom equally
conclusive tests have occurred, to accept their short and easy
methods of explaining them.
“If I am not occupying too much of your valuable space I should like
to make a few remarks on the misconceptions of many scientific
men as to the nature of this inquiry, taking the Letters of your
correspondent Mr. Dirks as an example. In the first place, he seems
to think that it is an argument against the facts being genuine that
they cannot all be produced and exhibited at will; and another
argument against them, that they cannot be explained by any
known laws. But neither can catalepsy, the fall of meteoric stones,
nor hydrophobia be produced at will; yet these are all facts, and
none the less so that the first is sometimes imitated, the second was
once denied, and the symptoms of the third are often greatly
exaggerated, while none of them is yet brought under the domain of
strict science; yet no one would make this an argument for refusing
to investigate these subjects. Again, I should not have expected a
scientific man to state, as a reason for not examining it, that
Spiritualism ‘is opposed to every known natural law, especially the
law of gravity,’ and that it ‘sets chymistry, human physiology, and
mechanics at open defiance;’ when the facts simply are that the
phenomena, if true, depend upon a cause or causes which can
overcome or counteract the action of these several forces, just as
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