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 Each chapter of Nuevos mundos contains a brief «warm up», Para entrar
en onda, followed by five sections: Conversación y cultura, Lectura, Mundos
hispanos, El arte de ser bilingüe, and Unos pasos más: fuentes y recursos.
Conversación y cultura is a short, easy-to-understand essay that introduces
the chapter theme and offers some activities for class conversation and
small-group work. The Lectura section presents students with a selection
of readings including poetry, short stories, selections from novels,
autobiographies and biographies, and journalistic pieces. Mundos hispanos
is a short section about a particular person or a topic of interest related to
the reading selections or the chapter theme. El arte de ser bilingüe provides
an extended activity requiring that students use their communication
skills, either orally or in writing, or both. Sample activities include writing
a short autobiographical composition, translating a short narrative, role-
playing, writing an editorial for a newspaper, preparing a resumé, and
preparing for a job interview.
Finally, Unos pasos más should be thought of as a brief resource section
providing a starting point for further full-class, small-group, or individual
activities that may be given as supplementary or extra-credit assignments
and practice. This section provides projects based on film review and
interpretation, out-of-class readings, library research, community
involvement (conducting interviews in Spanish, for example), reporting,
and exploration and research through Web sites easily found via links in the
Nuevos mundos home page (www.wiley.com/college/nuevosmundos). The
text also offers useful appendixes. These include maps, a list of dictionaries,
cultural and media resources (films, video, slides, recordings), and useful
Web sites in Spanish and English.
It is my hope that instructors will be creative and flexible in using this text,
and will incorporate a variety of pedagogical strategies and techniques.
There are several models or approaches that I think go well with these
materials. Among these are (1) content-based language instruction,
also known as integrated language instruction; (2) the theme-based
approach (sections evolve around carefully selected topics that should
be interesting and relevant to the target audience); and (3) language
across the curriculum, since an effort has been made to include subject
matter that directly relates to other fields of study, such as political science,
history, feminism, anthropology, communications, computer science, and
literature.
Cooperative learning, involving group work and interpersonal
communication skills, sharing information, and working as a team,
is an integral part of the text. Strategies that emphasize meaningful
communication (for example, exchanging information, explaining and
defending opinions, debating a point or a position, defending one’s stance
on an issue in a formal or informal context, writing reading-response
journal entries) would be worth experimenting with in multiple ways.
In the last decade we have seen a proliferation of articles and books on
theories, approaches, strategies, and techniques, mostly aimed at the
second-language learner. And while we have also made significant progress

vi PREFACE
with regard to teaching Spanish as a heritage language, we still have much
to explore both as classroom practitioners and researchers in developing
bilingual literacy.1 It is my sincere wish that you find this textbook useful
and enjoyable as a starting point from which your students can learn about
their cultural and literary heritage, while expanding their bilingual range
and their interest in the Spanish language itself.
Ana Roca
Department of Modern Languages
Florida International University
Miami, Florida 33199
Rocaa@fiu.edu

1
For recommended readings on teaching Spanish to bilingual students, see Apéndice D.

PREFACE vii
This page intentionally left blank
 To the Student

Welcome to Nuevos mundos, where to read is to enter new worlds and

where Spanish is your visa.
If you learned Spanish at home—perhaps because that was the only
language you could use to communicate with your grandparents, or
perhaps because your parents insisted on speaking to you in Spanish (just
as you may have sometimes insisted on responding to them in English)—
then this might be among the first formal courses that you will take in
Spanish. Or perhaps you and your family immigrated to the United States,
and Spanish is your mother tongue. Indeed, some of your schooling may
have been in Spanish when you were young, and you may now want to
brush up on the skills you learned in grade school. In any of these cases,
while you probably understand and speak Spanish, you likely have not had
an opportunity to develop your academic skills in this language on a par
with your academic skills in English.
Your class, if it is like many Spanish classes for native speakers, consists
of students with a wide range of language abilities and life experiences.
You and your classmates may also believe that certain types of Spanish
are somehow «better» than others, or that you don’t really know how to
speak Spanish because you sometimes mix English words into your own
speech. Well, this is simply not true. Linguists, the scientists who study
language, will tell you that all languages are created equal and that the
mixing of languages has likely taken place since human beings first began
speaking them.
Whether you are a Hispanic bilingual student or an advanced non-
native speaker of Spanish, this text is designed to provide you with
opportunities to develop your academic and communicative skills. In
one-to-one conversations with peers, in small discussion groups, as well
as in interactions with your instructor and with the entire class, you will
practice using and building on your interpersonal language skills. You
will also practice writing, as well as prepare for and present formal class
presentations in Spanish. Finally, you will discuss films, literature, ideas,
and current events and issues, so that you can convey and defend your
point of view, and perhaps even win more than an argument or two in

ix
 Spanish. This exposure to and practice with more formal registers of
Spanish will give you new abilities and confidence with the language,
honing a very marketable skill that may come in handy in your chosen
career or profession.
Building and maintaining such mastery takes time and study—indeed, it is
a lifelong task. As a bilingual speaker, you should congratulate yourself on
how far you have already come. The purpose of expanding your bilingual
repertoire and cultural horizons is to help you to communicate more
effectively and with more confidence with others—be they from Spain,
Latin America, or the United States. I hope that this text will help you
to do just that, and that you enjoy your journey into new worlds through
literature, culture, films, discussion, and an exploration of the vast territories
of the Spanish-language Internet. I hope, too, that it will encourage you to
explore and observe other corners or your own community, and perhaps
to see your own world in a different light.

x TO THE STUDENT
 Acknowledgments
First Edition

The work of the following scholars has been a beacon for me as I

developed the ideas about bilingualism, pedagogy, and heritage language
learners that guided me in writing this text: Guadalupe Valdés, Stephen
Krashen, Richard V. Teschner, Frances Aparicio, and John M. Lipski.
I am particularly grateful to the colleagues and friends who gave me
advice and offered their ideas at various stages of this book’s development:
Cecilia Colombi, Isabel Campoy, Librada Hernández, Sandy Guadano,
Lucía Caycedo Garner, Claire Martin, María Carreira, Nora Erro-Peralta,
Margaret Haun, Reinaldo Sánchez, and Isabel Castellanos. I must also
thank my students at Florida International University, who unfailingly
provided me with a realistic gauge for registering interest level in the many
topics and readings I considered for inclusion in this text.
I am delighted to have had the opportunity to work with the eminently
professional and capable staff at John Wiley and Sons: my editor, Lyn McLean,
assistant editor Valerie Dumova, photo editor Hilary Newman, photo
researcher Ramón Rivera Moret, Karin Holms and the staff in the permissions
department, senior production editor Christine Cervoni, copy editor Luz
Garcés-Galante, and last, but by no means least, developmental editor Madela
Ezcurra, whose dedication, creativity, and eye for detail were invaluable.
I am indebted also to my former graduate assistant, Eloy E. Merino, for
his contributions and his assistance with most of the preliminary version
of the manuscript. My most heartfelt gratitude goes to Helena Alonso, not
only for her work on the text, but for serving as my sounding board and
rock of Gibraltar throughout the book’s development.
I would also like to express my sincere thanks to the following colleagues
who served as anonymous reviewers, offering valuable and constructive
suggestions that I have tried to incorporate in the final version: Gabriel
Blanco, La Salle University; Maria Cecilia Colombi, University of California
at Davis; María C. Dominicis, St. John’s University; Nora Erro-Peralta, Florida
Atlantic University; Barbara Gonzalez Pino, University of Texas at San Antonio;
Librada Hernández, Los Angeles Valley College; Lillian Manzor,University of
Miami; Ximena Moors, University of Florida; Cheryl L. Phelps, University of
Texas at Brownsville; and Lourdes Torres, University of Kentucky.

xi
 Finally, to my mother, María Luisa Roca, who gave me the gift of Spanish and
made sure that I valued, developed, and preserved it, un millón de gracias.

About the Third Edition

Much has happened in the Spanish teaching profession in both heritage
and second-language learning at the intermediate and advanced levels of
instruction since the publication of the second edition of Nuevos mundos. The
teaching of Spanish as a heritage language, for example, has become more
visible in our nation’s secondary schools, colleges, and universities as the U.S.
Hispanic population also increased significantly since the last Census.
We can point to many endeavors demonstrating how the field has grown,
notably: the addition of more academic tracks or programs of Spanish
for native speaker courses at many campuses; many more conference
presentations at major professional meetings, on topics related to advanced
levels of L2 development and heritage instruction pedagogies; a steady and
significant number of publications in recognized linguistic and pedagogical
journals; special sessions, national surveys, and teacher training activities and
institutes, be these through the Center for Applied Linguistics, conferences,
or the AATSP, or through publisher professional development workshops,
like those John Wiley & Sons organizes for language faculty.
In this third edition, we attempt to take in and implement as much as
possible what we have been learning about best practices in the teaching
of Spanish to U.S. Latino students, keeping in mind that both students
and instructors need to find and select strategies to become even more
engaged in the learning and teaching process itself, and in becoming even
better at integrating a content-based approach that works well for both L2
learners and heritage students.
New readings selections and activities in the third edition continue to
encourage students to explore, describe, analyze, interpret ideas, debate,
and convince another person of a different point of view, doing this in
a manner that is informed through considered exercises and activities,
class discussions, and suggested resources in Spanish about chapter topics.
Content-based instruction and cooperative learning, in a student-centered
environment where a classroom community is nurtured and developed
during the semester, works best with the ideas behind Nuevos mundos. In
sum, in this new edition, more than ever, we hope that the material, and
instructors as facilitators, will encourage students to learn to enjoy their new
journey, examining aspects of Spanish and Hispanic cultures. In this way, we
hope they will read for pleasure and enjoy the power and satisfaction that
come with their own expansion of their bilingual range through familiarity
with a number of topics related to Hispanic cultures. Through readings,
resources, and class activities, we continue to emphasize that students learn
while forming and voicing their own opinions in Spanish, on topics that
are close to them. Those topics in Chapters 1–4 deal with U.S. Latinos.
In Chapters 5–8 we have selected and updated high-interest topics that
deal with a wide variety of issues such as the women’s movement, violation
of human rights, the environment, refugees and mass immigrations, and

xii ACKNOWLEDGMENTS
cruelty to animals, as well as language, bilingualism and crossover bilingual
artists—and the hope for a better world in future nuevos mundos.
Introductory essays have been updated where necessary, as have the resource
materials at the end of each chapter, called Unos pasos más: Fuentes y recursos.
This feature serves as a reference tool for both instructors and students
within and outside the classroom. We have added an intergenerational
individual and class project that students can work on during the first half
of the book: In The Abuelos/Abuelas Project, students prepare and conduct
an interview of one of their grandparents—or if their own grandfather or
grandmother is not available for the multifaceted interview assignment,
they «borrow» a senior citizen from a senior activity center, a nursing
home, or through a friend or neighbor. New exercises and activities have
of course been created for all new reading selections for this edition.
We have replaced many photos and also updated the Apéndices. The same
general format and structure for the book have been maintained since
it has worked well for the previous editions. We feel that sometimes new
editions are changed so much that the book doesn’t seem like the same
book anymore. We wanted to maintain the essence of a text that has
worked well and enables instructors to use the material in a flexible and
creative manner.
I would like to thank my editor, Magali Iglesias, as well as Pepe del Valle,
project manager and developmental editor, Lisha Pérez and Leslie Baez,
assistant editors, Elena Herrero, our senior developmental editor, MaryAnn
Price, my photo editor, Lisa Passmore, for the photo research and everyone
else at Wiley associated with the development and production of the third
edition. Thanks to Assunta Petrone and the whole Preparé team for their
hard work. Thank you also to José Ángel Gonzalo García, of Punto y coma
magazine who was so helpful in finding interesting articles for this edition;
many thanks to the reviewers who offered their thoughtful comments and
suggestions: Ana Ameal-Guerra, University of California, Berkeley; Mónica
Cabrera, Loyola Marymount University; Mónica Cantero-Exojo, Drew
University; Anne Lombardi Cantu, Tufts University; Roxanne Dávila, Brandeis
University; Héctor Enríquez, University of Texas at El Paso; Ronna Feit,
Nassau Community College, The State University of New York; Elena García
Frazier, University of Massachusetts, Amherst; María Gillman, University of
Washington, Seattle; Elena González-Muntaner, University of Wisconsin,
Oshkosh; Ornella L. Mazzuca, Dutchess Community College, The State
University of New York; Mercedes Palomino, Florida Atlantic University; Rosa
Alicia Ramos, Hunter College, The City University of New York; Lourdes
Torres, DePaul University; and Celinés Villalba-Rosado, Rutgers University,
New Brunswick. I also want to take this oportunity to thank María Carreira,
of California State University-Long Beach, and M. Cecilia Colombi, of the
University of California, Davis, for everyting they have taught me throughout
the years, and for their continued support.
I always welcome ideas, thoughts, corrections, and suggestions from both
students and instructors, to take into consideration for future editions. So
please feel free to write to me at: rocaa@fiu.edu. Many, many thanks, and
enjoy discovering new worlds in Spanish and bilingually!

ACKNOWLEDGMENTS xiii
This page intentionally left blank
 Índice

Capítulo Uno
La presencia hispana en los Estados Unidos, 1
Para entrar en onda, 2
I. Conversación y cultura, 3
Hispanos en los Estados Unidos, 3
II. Lectura, 9
En un barrio de Los Ángeles, Francisco X. Alarcón, 10
La hispanidad norteamericana, de El espejo enterrado:
Reflexiones sobre España y el Nuevo Mundo,
Carlos Fuentes, 14
Mi nombre, Sandra Cisneros, 22
Un sándwich de arroz, Sandra Cisneros, 23
Ritmo al éxito: Cómo un inmigrante hizo su propio sueño
americano, Emilio Estefan, 27
El futuro del español en Estados Unidos, Jorge Ramos, 35
III. Mundos hispanos, 37
Celia Cruz: ¡Azúcar!, 37
Latinos en Estados Unidos, Titti Sotto, 39
La latinización de Estados Unidos, Jorge Ramos, 42
IV. El arte de ser bilingüe, 45
Composición autobiográfica dirigida, 45
El arte de hacer una entrevista, 45
V. Unos pasos más: fuentes y recursos, 47

Capítulo Dos
Los mexicanoamericanos, 53
Para entrar en onda, 54
I. Conversación y cultura, 55
Las raíces de los mexicanoamericanos, 55

xv
 II. Lectura, 58
Se arremangó las mangas, Rosaura Sánchez, 59
Mi acento (Living with an Accent), Jorge Ramos, 65
Homenaje a los padres chicanos, Abelardo Delgado, 75
Mareo escolar, José Antonio Burciaga, 77
México Cinema: Chiles rojos picantes, Rueda Duque, 81
III. Mundos hispanos, 85
César Chávez, 85
Edward James Olmos, 85
Gael García Bernal, 86
IV. El arte de ser bilingüe, 87
Leer en inglés e interpretar en español, 87
Interpretar en inglés y en español, 88
V. Unos pasos más: fuentes y recursos, 89

Capítulo Tres
Los puertorriqueños, 95
Para entrar en onda, 96
I. Conversación y cultura, 97
Los puertorriqueños de aquí y de allá, 97
II. Lectura, 104
La carta, José Luis González, 105
A José Martí, Julia de Burgos, 107
Prólogo: cómo se come una guayaba, de Cuando era puertorriqueña,
Esmeralda Santiago, 109
Ni te lo imagines, de Cuando era puertorriqueña, Esmeralda Santiago, 111
Un, dos, tres: Ricky Martin, Francisco M. Rodríguez, 115
III. Mundos hispanos, 118
Recordando a Raúl Juliá, actor de teatro y cine, 118
La plena: Linda música puertorriqueña, 120
La primera mujer puertorriqueña elegida al congreso,
Nydia M. Velázquez, 121
Sonia Sotomayor: el sueño americano, Santos Jiménez, 121
IV. El arte de ser bilingüe, 124
¿Debe ser el inglés el idioma oficial de los Estados Unidos?, 124
V. Unos pasos más: fuentes y recursos, 126

Capítulo Cuatro
Los cubanos y los cubanoamericanos, 131
Para entrar en onda, 132
I. Conversación y cultura, 133
Los cubanos y cubanoamericanos, 133
xvi ÍNDICE
 II. Lectura, 139
Mi raza, José Martí, 140
Balada de los dos abuelos, Nicolás Guillén, 142
Selecciones de Antes que anochezca, Reinaldo Arenas
La cosecha, 145
El mar, 145
Mariel, 146
Introducción. El fin, 148
Daína Chaviano: Al principio fue la fantasía…,
Reinaldo Escobar, 152
III. Mundos hispanos, 156
Pedro Zamora, 156
Pedro José Greer, 159
Yoani Sánchez, 161
IV. El arte de ser bilingüe, 164
Opinión editorial: La Torre de Babel, Belkis Cuza Malé, 164
Espanglish o spanglish: Producto de una nueva realidad,
Clara de la Flor, 166
V. Unos pasos más: fuentes y recursos, 170

Capítulo Cinco
La herencia multicultural de España, 177
Para entrar en onda, 178
I. Conversación y cultura, 179
España ayer y hoy, 179
II. Lectura, 189
Calés y payos, Juan de Dios Ramírez Heredia, 189
Ay, torito bueno: La abolición de los toros a debate, Lázaro Echegaray, 193
Pamplona, Hemingway y PETA, José Angel Gonzalo, 196
“Poema XXIX” de Proverbios y cantares, Antonio Machado, 200
La guitarra, Federico García Lorca, 202
Canción del jinete, Federico García Lorca, 202
III. Mundos hispanos, 204
El flamenco, 204
IV. El arte de ser bilingüe, 210
La traducción y la interpretación, 210
V. Unos pasos más: fuentes y recursos, 213

Capítulo Seis
Los derechos humanos, 219
Para entrar en onda, 220
I. Conversación y cultura, 221

ÍNDICE xvii
 Violaciones de los derechos humanos en Latinoamérica:
Violencia e injusticia, 221
II. Lectura, 225
Esperanza, Ariel Dorfman, 226
Pastel de choclo, Ariel Dorfman, 228
Dos más dos, Ariel Dorfman, 229
Esa tristeza que nos inunda, Ángel Cuadra Landrove, 230
Canción del presidio político, Ángel Cuadra Landrove, 231
Cuba y los derechos humanos, 231
La escuelita de Bahía Blanca, Alicia Partnoy, 239
Busco a mi hermano, Astrid Riehn, 248
Los mejor calzados, Luisa Valenzuela, 252
Espuma y nada más, Hernando Téllez, 254
La ruta de la muerte, Aroa Moreno, 258
III. Mundos hispanos, 263
Caña amarga: Explotación infantil en México, Samuel Mayo, 263
Javier de Nicoló: Padre que ayuda a los gamines de Bogotá, 267
La pobreza y las más de 4,000 maquiladoras en la frontera, 268
IV. El arte de ser bilingüe, 270
La Argentina y el matrimonio homosexual: Una sociedad
más igualitaria, Luciana Ferrando, 270
Proclama sobre los derechos humanos, 272
V. Unos pasos más: fuentes y recursos, 274

Capítulo Siete
La mujer y la cultura, 279
Para entrar en onda, 280
I. Conversación y cultura, 281
La mujer y la sociedad en el mundo hispano, 281
II. Lectura, 283
¿Iguales o diferentes? El feminismo que viene,
Amanda Paltrinieri, 283
La revolución inacabada, Susana Santolaria, 288
Nosotras, Rosa Olivares, 291
Redondillas, Sor Juana Inés de la Cruz, 295
Selecciones de El dulce daño, Alfonsina Storni
Tú me quieres blanca, 297
Peso ancestral, 298
Hombre pequeñito, 299
Kinsey Report No. 6, Rosario Castellanos, 300
Mujer y literatura en América Latina (fragmento), Elena
Poniatowska, 302
La mujer y los libros, Mercedes Ballesteros, 308
Entrevista: Rosa Montero, Carmen Aguirre y José Ángel Gonzalo, 310

xviii ÍNDICE
III. Mundos hispanos, 313
Michelle Bachelet, 313
Mercedes Sosa, 316
IV. El arte de ser bilingüe, 318
Breves representaciones teatrales, 318
V. Unos pasos más: fuentes y recursos, 320

Capítulo Ocho
Cruzando puentes: El poder de la palabra,
la imagen y la música, 327
Para entrar en onda, 328
I. Conversación y cultura, 329
¡Extra! ¡Palabras, imágenes y música por el Internet!, 329
II. Lectura, 331
Biografía: Chayanne, 332
El futuro del periodismo, John Virtue, 335
Vive tu vida al rojo vivo (fragmento), María Celeste Arrarás, 340
Dos palabras, Isabelle Allende, 347
Botella al mar para el dios de las palabras, Gabriel García
Márquez, 355
La lengua común, Mario Vargas Llosa, 357
III. Mundos hispanos, 363
Música sin fronteras, 363
¡Cristina! Confidencias de una rubia, Cristina Saralegui, 366
IV. El arte de ser bilingüe, 368
Cómo preparar una hoja de vida en español, 368
Las librerías y las bibliotecas de su comunidad, 370
V. Unos pasos más: fuentes y recursos, 371

Apéndices
Apéndice A: Recursos del español para profesores y estudiantes, 375
Apéndice B: La red en español y otras direcciones útiles, 379
Apéndice C: Otros recursos: películas, videos y audiovisuales, 381
Apéndice D: Teaching Spanish as a Heritage Language:
Recommended Readings, 383
Mapas, 387
Créditos de fotos, 391
Créditos, 393
Índice, 397

ÍNDICE xix
This page intentionally left blank
 Capítulo Uno
La presencia hispana
en los Estados Unidos
«La historia más antigua de los Estados Unidos está
escrita en español». [Traducción]
—Thomas Jefferson

Grupo de estudiantes universitarios hispanos en los Estados Unidos

 PARA ENTRAR EN ONDA
Para ver cuánto sabe del tema del capítulo, responda a este cuestionario lo mejor
que pueda. Escoja la respuesta apropiada. Luego compruebe sus conocimientos
consultando la lista de respuestas invertidas al pie de la página.
1. Se calcula que para el año 2050, los latinos formarán
aproximadamente el 25% de la población de los Estados Unidos.
a. verdadero b. falso

2. La ciudad más antigua de los Estados Unidos es:

a. Boston, MA. c. San Diego, CA.
b. Nueva York, NY. d. San Agustín, FL.

3. ¿Cuál de estas palabras en inglés no viene del español?

a. pueblo c. yard
b. ranch d. barbecue

4. ¿Cuál de los siguientes alimentos se conocía en Europa antes de la

colonización de las Américas?
a. el chocolate c. la papa
b. el trigo d. el tomate

5. Los conquistadores españoles trajeron el tabaco a las Américas,

donde lo intercambiaban con los indígenas por oro y joyas.
a. verdadero b. falso

6. ¿Cuál de estos presidentes se negó a servir como soldado en la

guerra entre los Estados Unidos y México?
a. Andrew Jackson c. Theodore Roosevelt
b. Abraham Lincoln d. Ulysses S. Grant

7. ¿De dónde son los músicos de la popular banda de salsa Orquesta

de la Luz?
a. Puerto Rico c. Japón
b. Nueva York d. Miami

8. ¿Quién no tiene descendencia hispana?

a. la cantante Mariah Carey c. la actriz Raquel Welch
b. el actor Charlie Sheen d. el actor Tom Cruise

9. Los españoles llegaron al territorio que hoy día es los Estados

Unidos mucho antes que los franceses y los ingleses.
a. verdadero b. falso

10. El idioma más hablado en los Estados Unidos después del inglés es:
a. chino. c. español.
b. alemán. d. italiano.

Respuestas: 1a, 2d , 3c, 4b, 5b, 6b, 7c, 8d, 9a, 10c

2 CAPÍTULO UNO LA PRESENCIA HISPANA EN LOS ESTADOS UNIDOS

 I. Conversación y cultura
Hispanos en los Estados Unidos
Las raíces de los hispanos del suroeste de los Estados Unidos se
remontan al siglo XVI, cuando las tierras de la región fueron exploradas,
colonizadas y pobladas por los españoles. Es de señalar que ya se hablaba
español en el siglo XVI en lo que son hoy día los Estados Unidos—
5 decenios antes de que los primeros peregrinos de habla inglesa llegaran
y establecieran el poblado de Jamestown (1607), y luego desembarcaran
del Mayflower y fundaran la colonia de Plymouth Rock en Massachusetts
(1620). Desde esa época, el español no ha dejado de usarse en lo que
actualmente es los Estados Unidos. Es importante también recordar que
10 durante aquella época de «descubrimientos» del Imperio Español, los
españoles exploraron gran parte del continente, fundaron misiones,
pueblos y ciudades, y se establecieron en la Florida y por toda la región
del suroeste desde Texas hasta California. En 1512 Juan Ponce de León
llega a la Florida y para 1521 ya había fundado San Juan, en Puerto Rico;
15 para 1542 los españoles habían llegado a lo que en la actualidad es la
zona de San Diego. La ciudad más antigua de los Estados Unidos, San
Agustín (en la Florida), fue fundada por Pedro Menéndez de Avilés
en 1565. En lo que hoy es el estado de Nuevo México, Juan de Oñate
declara Nuevo México como tierras de la Corona, funda la Misión de San
20 Gabriel en 1598, y la ciudad de Santa Fe en 1609. Nuevo México estuvo
bajo el poder de España hasta 1821. El estado de la Florida, recordemos,
también fue territorio español desde el siglo XVI hasta el siglo XIX, que

El descubrimiento del
Mississippi por de Soto,
de William Powell (1853).
Se encuentra en la rotonda del
Capitolio en Washington, D.C.

CAPÍTULO UNO LA PRESENCIA HISPANA EN LOS ESTADOS UNIDOS 3

Exploring the Variety of Random
Documents with Different Content
‘How often do you go to Church?’

‘Twice a year or oftener, according as my Husband gives me new

Cloaths.’

‘Why do you go to Church when you have new Cloaths?’

‘To see other People’s Finery, and to show my own, and to laugh at
those scurvy, out-of-fashion Creatures that come there for Devotion.’

‘Pray, Madam, what Books do you read?’

‘I read lewd Plays and winning Romances.’

‘Who is it you love?’

‘Myself.’

‘What! nobody else?’

‘My Page, my Monkey, and my Lap Dog.’

‘Why do you love them?’

‘Why, because I am an English lady, and they are Foreign Creatures:

my Page from Genoa, my Monkey from the East Indies, and my Lap
Dog from Vigo.’

‘Would they not have pleased you as well if they had been English?’

‘No, for I hate everything that Old England brings forth, except it be
the temper of an English Husband, and the liberty of an English
Wife. I love the French Bread, French Wines, French Sauces, and a
French Cook; in short, I have all about me French or Foreign, from
my Waiting Woman to my Parrot.’

‘How do you pay your debts?’

‘Some with money, and some with fair promises. I seldom pay
anybody’s bills, but run more into their debt. I give poor Tradesmen
ill words, and the rich I treat civilly, in hopes to get further in their
debt.’

Addison, in the Spectator (No. 323, March 11th, 1712), gives

Clarinda’s Journal for a week, from which I will only extract one day
as a sample.

‘Wednesday. From Eight to Ten. Drank two Dishes of Chocolate in Bed,

and fell asleep after ’em.

‘From Ten to Eleven. Eat a Slice of Bread and Butter, drank a Dish of
Bohea, read the Spectator.

‘From Eleven to One. At my Toilet, try’d a new Head.7 Gave orders

for Veney8 to be combed and washed. Mem. I look best in Blue.

‘From One till Half an Hour after Two. Drove to the Change.
Cheapened a couple of Fans.

‘Till Four. At Dinner. Mem. Mr. Frost passed by in his new Liveries.

‘From Four to Six. Dressed, paid a visit to old Lady Blithe and her
Sister, having heard they were gone out of Town that Day.

‘From Six to Eleven. At Basset.9 Mem. Never sit again upon the Ace
of Diamond.’

Gambling was one of the curses of the Eighteenth Century. From

Royalty downwards, all played Cards—the men, perhaps, preferred
dice, and ‘Casting a Main’—but the women were inveterate card-
players, until, in the latter part of the century, it became a national
scandal, owing to the number of ladies who, from their social
position, should have acted better, who kept Faro-tables, and to
whom the nickname of Faro’s Daughters was applied. There were
Ladies Buckinghamshire and Archer, Mrs. Concannon, Mrs. Hobart,
Mrs. Sturt, and others, whose houses were neither more nor less
than gaming-houses. The evil was so great, that Lord Kenyon, in
delivering judgment in a trial to recover £15 won at card-playing,
said that the higher classes set a bad example in this matter to the
lower, and, he added, ‘They think they are too great for the law; I
wish they could be punished. If any prosecutions of this kind are
fairly brought before me, and the parties are justly convicted,
whatever be their rank or station in the country—though they be the
first ladies in the land—they shall certainly exhibit themselves in the
pillory.’

The caricaturists got hold of his Lordship’s speech, and depicted

Lady Archer and others in the pillory, and Lady Buckinghamshire
being whipped at a cart’s-tail by Lord Kenyon. With the century this
kind of play died out; but some mention of it was necessary in order
to show that Swift’s description of ladies gambling was not
exaggerated.

THE JOURNAL OF A MODERN LADY.

Sir,
It was a most unfriendly Part
In you who ought to know my Heart;
And well acquainted with my Zeal
For all the Females’ Common-weal.
How cou’d it come into your Mind
To pitch on me of all Mankind,
Against the Sex to write a Satire,
And brand me for a Woman-Hater?
On me, who think them all so fair,
They rival Venus to a Hair:
Their Virtues never ceas’d to sing,
Since first I learn’d to tune a String.
Methinks I hear the Ladies cry,
Will he his Character belye?
Must never our Misfortunes end?
And have we lost our only Friend?
Ah! lovely Nymph, remove your Fears,
No more let fall those precious Tears,
Sooner shall, etc.

(Here several verses are omitted.)

The Hound be hunted by the Hare,

Than I turn Rebel to the Fair.

’Twas you engaged me first to write,

Then gave the Subject out of Spite.
The Journal of a Modern Dame,
Is by my Promise what you claim;
My Word is past, I must submit,
And yet perhaps you may be bit.
I but transcribe, for not a Line
Of all the Satire shall be mine.
Compell’d by you to tag in Rhimes
Compell d by you to tag in Rhimes
The common Slanders of the Times,
Of modern Times, the Guilt is yours
And me my Innocence secures:
Unwilling Muse, begin thy Lay,
The Annals of a Female Day.
By Nature turn’d to play the Rake well,
As we shall shew you in the Sequel;
The modern Dame is wak’d by Noon,
Some authors say not quite so soon;
Because, though sore against her Will,
She sat all Night up at Quadrill.10
She stretches, gapes, unglues her Eyes,
And asks if it be time to rise.
Of Head-ach and the Spleen complains;
And then to cool her heated Brains,
Her Night-gown!11 and her Slippers brought her,
Takes a large Dram of Citron Water.
Then to her Glass; and, Betty, pray
Don’t I look frightfully to-Day?
But, was it not confounded hard?
Well, if I ever touch a Card;
Four Mattadores, and lose Codill;
Depend upon’t I never will!
But run to Tom, and bid him fix
The Ladies here to-Night by Six.
Madam, the Goldsmith waits below,
He says his Business is to know
If you’ll redeem the Silver Cup
You pawn’d to him. First, shew him up.
Your Dressing Plate he’ll be content
To take for Interest Cent. per Cent.
And, Madam, there’s my Lady Spade
Hath sent this Letter by her Maid.
Well, I remember what she won;
And hath she sent so soon to dun?
Here, carry down those ten Pistoles
My Husband left to pay for Coals:
I thank my Stars they are all light;
And I may have Revenge to-Night.
Now, loitering o’er her Tea and Cream,
She enters on her usual Theme;
Her last Night’s ill Success repeats,
Calls Lady Spade a hundred Cheats.
She slipt Spadillo in her Breast,
Then thought to turn it to a Jest.
There’s Mrs. Cut and she combine,
And to each other give the Sign.
Through ev’ry Game pursues her Tale,
Like Hunters o’er their Evening Ale.
Now to another Scene give Place,
Enter the Folks with Silks and Lace;
Fresh Matter for a World of Chat,
Right Indian this, right Macklin that;
Observe this Pattern; there’s a Stuff,
I can have Customers enough.
Dear Madam, you are grown so hard,
This Lace is worth twelve Pounds a Yard
Madam, if there be Truth in Man,
I never sold so cheap a Fan.
This Business of Importance o’er,
And Madam, almost dress’d by Four;
The Footman, in his usual Phrase,
Comes up with: Madam, Dinner stays;
She answers in her usual Style,
The Cook must keep it back a while;
I never can have time to Dress,
No Woman breathing takes up less;
I’m hurried so, it makes me sick,
I wish the dinner at Old Nick.
At Table now she acts her part,
Has all the Dinner Cant by Heart:
I thought we were to Dine alone,
My Dear, for sure if I had known
This Company would come to-Day,
But really ’tis my Spouse’s Way;
He’s so unkind, he never sends
To tell, when he invites his Friends:
I wish ye may but have enough;
And while, with all this paultry Stuff,
She sits tormenting every Guest,
Nor gives her Tongue one Moment’s Rest,
In Phrases batter’d stale and trite,
Which modern Ladies call polite;
You see the Booby Husband sit
In Admiration at her Wit.
But let me now a while Survey
Our Madam o’er her Ev’ning Tea;
Surrounded with her Noisy Clans
Of Prudes, Coquets, and Harridans;
When frighted at the clamorous Crew,
Away the God of Silence flew;
And fair Discretion left the Place,
And Modesty with blushing Face;
Now enters over-weening Pride,
And Scandal ever gaping wide,
Hypocrisy with Frown severe,
Scurrility with gibing Air;
Rude Laughter seeming like to burst,
And Malice always judging worst;
And Vanity with Pocket-Glass,
And Impudence, with Front of Brass;
And studied Affectation came,
Each Limb and Feature out of Frame;
While Ignorance, with Brain of Lead,
Flew hov’ring o’er each Female Head.
Why should I ask of thee, my Muse,
An Hundred Tongues, as Poets use,
When, to give ev’ry Dame her due,
An Hundred Thousand were too few!
Or how should I, alas! relate,
The Sum of all their Senseless Prate,
Their Inuendo’s, Hints, and Slanders,
Their Meanings lewd, and double Entanders.12
Now comes the general Scandal Charge,
What some invent, the rest enlarge;
And, Madam, if it he a Lye,
You have the tale as cheap as I:
I must conceal my Author’s Name,
But now ’tis known to common Fame.
Say, foolish Females, Old and Blind,
Say, by what fatal Turn of Mind,
Are you on Vices most severe,
Wherein yourselves have greatest Share?
Thus every Fool herself deludes,
The Prudes condemn the absent Prudes.
Mopsa who stinks her Spouse to Death,
Accuses Chloe’s tainted Breath:
Hircina, rank with Sweat, presumes
To censure Phillis for Perfumes:
While crooked Cynthia swearing, says,
That Florimel wears Iron Stays.
Chloe’s of ev’ry Coxcomb jealous,
Admires13 how Girls can talk with Fellows,
And, full of Indignation, frets
That Women should be such Coquets.
Iris, for Scandal most notorious,
Cries, Lord, the world is so censorious;
And Rufa, with her Combs of Lead,14
Whispers that Sappho’s Hair is Red.
Aura, whose Tongue you hear a Mile hence,
Talks half a day in Praise of Silence:
And Silvia, full of inward Guilt,
Calls Amoret an arrant Jilt
Calls Amoret an arrant Jilt.
Now Voices over Voices rise;
While each to be the loudest vies,
They contradict, affirm, dispute,
No single Tongue one Moment mute;
All mad to speak, and none to hearken,
They set the very Lap-Dog barking;
Their Chattering makes a louder Din
Than Fish-Wives o’er a Cup of Gin;
Not School-boys at a Barring-out,
Raised ever such incessant Rout:
The Shumbling (sic) Particles of Matter
In Chaos make not such a Clatter;
Far less the Rabble roar and rail,
When Drunk with sour Election Ale.
Nor do they trust their Tongue alone,
To speak a Language of their own;
Can read a Nod, a Shrug, a Look;
Far better than a printed Book;
Convey a Libel in a Frown,
And wink a Reputation down;
Or, by the tossing of the Fan,
Describe the Lady and the Man.
But, see the Female Club disbands,
Each, twenty Visits on her Hands:
Now, all alone, poor Madam sits,
In Vapours and Hysterick Fits;
And was not Tom this Morning sent?
I’d lay my Life he never went:
Past Six, and not a living Soul!
I might by this have won a Vole.
A dreadful Interval of Spleen!
How shall we pass the Time between?
Here, Betty, let me take my Drops,
And feel my Pulse, I know it stops:
This Head of mine, Lord, how it Swims!
And such a Pain in all my Limbs!
And such a Pain in all my Limbs!
Dear Madam, try to take a Nap:
But now they hear a Foot-Man’s Rap;
Go, run, and light the Ladies up;
It must be One before we Sup.
The Table, Cards, and Counters set,
And all the Gamester Ladies met,
Her Spleen and Fits recover’d quite,
Our Madam can sit up all Night;
Whoever comes, I’m not within,
Quadrill the Word, and so begin.
How can the Muse her Aid impart,
Unskill’d in all the Terms of Art?
Or, in harmonious Numbers, put
The Deal, the Shuffle, and the Cut?
The Superfluous Whims relate,
That fill a Female Gamester’s Pate:
What Agony of Soul she feels
To see a Knave’s inverted Heels;
She draws up Card by Card, to find
Good Fortune peeping from behind;
With panting Heart and earnest Eyes,
In hope to see Spadillo rise;
In vain, alas! her Hope is fed,
She draws an Ace, and sees it red.
In ready Counters never pays,
But pawns her Snuff-Box, Rings, and Keys.
Ever with some new Fancy struck,
Tries twenty Charms to mend her Luck.
This Morning when the Parson came,
I said I could not win a Game.
This odious Chair, how came I stuck in’t?
I think I’ve never had good Luck in’t.
I’m so uneasy in my Stays:
Your Fan, a Moment, if you please.
Stand further, Girl, or get you gone,
I always lose when you look on
I always lose when you look on.
Lord! Madam, you have lost Codill;
I never saw you play so ill.
Nay, Madam, give me leave to say
’Twas you that threw the game away;
When Lady Tricksy play’d a Four,
You took it with a Matadore;
I saw you touch your Wedding-Ring
Before my Lady call’d a King.
You spoke a Word began with H,
And I know whom you mean to teach,
Because you held the King of Hearts;
Fie, Madam, leave these little Arts.
That’s not so bad as one that rubs
Her Chair to call the King of Clubs,
And makes her Partner understand
A Matadore is in her Hand.
Madam, you have no Cause to flounce,
I swear I saw you twice renounce.
And truly, Madam, I know when
Instead of Five you scor’d me Ten.
Spadillo here has got a Mark,
A Child may know it in the Dark:
I Guess the Hand, it seldom fails,
I wish some Folks would pare their Nails.
While thus they rail, and scold, and storm,
It passes but for common Form;
Are conscious that they all speak true,
And give each other but their due;
It never interrupts the Game,
Or makes ’em sensible of Shame.
Time too precious now to waste,
The Supper gobbled up in haste:
Again a-fresh to Cards they run,
As if they had but just begun;
Yet shall I not again repeat
How oft they Squabble Snarl and Cheat:
How oft they Squabble, Snarl, and Cheat:
At last they hear the Watchman Knock,
A frosty Morn ... Past Four a-clock.
The Chair-men are not to be found,
Come, let us play the t’other Round.
Now all in haste they huddle on
Their Hoods, their Cloaks, and get them gone;
But first, the Winner must invite
The Company to-morrow Night.
Unlucky Madam left in Tears,
Who now again Quadrill forswears,
With empty Purse and aching Head,
Steals to her sleeping Spouse to Bed.
 GEORGE BARRINGTON.

HERE is much and curious food for reflection, in the

tendency that mankind has ever shown to sympathise
with the daring and ingenious depredators who relieve
the rich of their superfluity, which may possibly be
owing to the romantic adventures and hair-breadth
escapes which the robbers, in their career, have undergone. But, be
the cause what it may, it is certain that the populace of all nations
view with admiration great and successful thieves: for instance, what
greater popular hero, and one that has been popular for centuries,
could be found than Robin Hood?

Almost every country in Europe has its traditional thief, whose

exploits are recorded both in prose and poetry. In England, Claude
Duval, Captain Hind, Dick Turpin, Jonathan Wild, and Jack Sheppard
have each in their turn occupied a prominent place in the annals of
crime; whilst in France, amongst the light-fingered heroes that have,
from time to time, extorted respect from the multitude, Cartouche
and Vidocq take first rank. Germany is proud of its Schinderhannes,
the Robber of the Rhine, the stories of whose generosity and
courage still render his memory a favourite on the banks of that
river, the travellers on which he so long kept in awe. In Italy and
Spain, those homes of brigands and banditti, the inhabitants have
ever-ready sympathy for the men whose names and exploits are as
familiar among them as ‘household words.’

Cartouche, however, is the only rival to Barrington in their particular

line, and Barrington, certainly, was no mere common pick-pocket,
only fit to figure in the ‘Newgate Calendar,’ but he possessed talents
which, had they been properly directed on his first setting out in life,
might have enabled him to have played a distinguished part either in
literature or in business. But, unfortunately, very early in his youth,
poverty led him to adopt theft as his professed vocation; and, by his
ingenuity and constant practice, he contrived to render himself so
expert, as almost to have conducted his depredations on systematic
rules, and elevated his crime into a ‘high art.’ Barrington, too, by his
winning manners, gentlemanly address, and the fair education he
contrived to pick up, was a man eminently fitted (if such an
expression may be allowed) for his profession! his personal
appearance was almost sufficient to disarm suspicion, and this, in all
probability, contributed greatly to the success which he met with in
his career.

George Barrington, or Waldron (for it is not known which was his

right name), was born on the 14th of May, 1755, at the village of
Maynooth, county Kildare, in Ireland, now famous for the Royal
College of St. Patrick, which is there situated. His reputed father was
Henry Waldron, who was a working silversmith, and his mother,
whose maiden name was Naish, was a dressmaker, or mantua-
maker, as it was then called (also occasionally acting as midwife), in
the same village; but, whether they had ever been legally united, is
a matter open to doubt.

To have their parentage disputed is a fate which the great ones of

the earth have frequently to undergo, and George Barrington, or
Waldron, is an instance of this, for more than one of his historians
assert that he was the son of a Captain Barrington, an officer in a
marching regiment quartered at Rush, and the date of his birth is
given as 1758; but the most trustworthy evidence places it on record
as above stated.

His parents’ characters stood high among their neighbours for

integrity and industry, but they were, unfortunately, always
behindhand with the world, and never able to extricate themselves
from the state of abject poverty in which they were sunk, in
consequence of unsuccessful litigation with a wealthy relation. This
want of means prevented them from giving George any education
until he was seven years of age, when he was sent to the village
school, and there was taught to read and write. A benevolent
surgeon in the neighbourhood afterwards instructed him in
arithmetic, geography, and grammar; but, if the anecdote related of
him is true, he repaid the kindness by the blackest ingratitude in
stealing some coins from his benefactor’s daughter.

Young Waldron was lucky enough to attract the notice of the Rev. Dr.
Westropp, a dignitary of the Church of Ireland, who placed him,
when he was sixteen years of age, at a grammar-school in Dublin,
and this patron proposed that he should fit himself for the university.
But fate had decreed otherwise and he enjoyed the benefits of this
gentleman’s kindness but a short time, for, in a moment of passion,
when quarrelling with another boy, he stabbed his antagonist with a
pen-knife, wounding him severely. Instead of making the matter one
for legal investigation, the boy received a thorough good flogging, a
degradation he could by no means forgive, and he resolved to run
away from school, and leave family, friends, and all his fair prospects
behind him. But, previous to carrying his plan of escape into action,
he found means to appropriate ten or twelve guineas belonging to
the master of the school, and a gold repeating-watch, which was the
property of his master’s sister. Not content with this booty, he took a
few shirts and pairs of stockings, and safely effected his retreat, one
still night in 1771, starting off for Drogheda.

There happened to be staying at the obscure inn at which he put up,

on his arrival at Drogheda, a set of strolling players, whose manager
was one John Price, who had once been a lawyer’s clerk, and had
been convicted of some fraud at the Old Bailey. He soon wormed the
boy’s whole story out of him, and persuaded him to join the
theatrical company, which he did, and he applied himself to study so
diligently that he was cast for the part, and played, four days after
his enrolment, Jaffier in Otway’s tragedy of ‘Venice Preserved,’ in a
barn in the suburbs of Drogheda. Both he and Price were of opinion
that it would be dangerous for him to remain so near the scene of
his late depredations, but were unable to move for want of money.
To overcome this difficulty, Waldron, who had assumed the name of
Barrington, gave Price the gold repeater he had stolen, which was
sold for the benefit of the company, and they set out for
Londonderry.

But it was found that the expenses of travelling for so numerous a

body, with their impedimenta, were too great to be balanced by the
receipts of rural audiences, and, on their arrival at Londonderry, their
finances were found to be at a very low ebb indeed. Under these
circumstances, Price insinuated that Barrington, with his good
address and appearance, could easily introduce himself to the chief
places of resort in the city, and, by picking pockets, might refill their
empty exchequer. This scheme he at once put into practice, with
such success that, at the close of the evening, he was the possessor
of about forty guineas in cash, and one hundred and fifty pounds in
Irish bank-notes.

The picking of pockets being a crime almost unknown in that part of

Ireland, the town took the alarm, and a great stir was made over the
matter; but it being fair-time, and many strangers in the city, neither
Barrington nor Price were suspected; still they thought it but prudent
to leave as soon as they could with propriety, and, after playing a
few more nights, they moved to Ballyshannon. For some time he
continued this vagabond life, travelling about the North of Ireland,
acting every Tuesday and Saturday, and picking pockets every day in
the week, a business which he found more lucrative and entertaining
than that of the theatre, where his fame was by no means equal to
the expectation he had raised.

At Cork, Price and he came to the conclusion never to think any

more of the stage, a resolution which was the more easily executed,
as the company to which they originally belonged was now broken
up and dispersed. It was settled between them that Price should
pass for Barrington’s servant, and that Barrington should act the part
of a young gentleman of large fortune and of noble family, who was
not yet quite of age, travelling for his amusement. They carried out
their scheme well, purchasing horses and dressing up to their parts,
and, during the summer and autumn of 1772, they visited all the
race-courses in the South of Ireland, making a remarkably successful
campaign. Pocket-picking was a novel experience to the Irish gentry,
and their unsuspicious ways made them an easy prey to Barrington’s
skill and nimble fingers; so much so that when, at the setting-in of
winter, they returned to Cork, they found themselves in possession
of a large sum of money (over £1,000), having been fortunate
enough to have escaped detection or even suspicion.

At length their partnership was rudely dissolved, as, at the close of

winter, Price was detected in the very act of picking a gentleman’s
pocket at Cork, and for this offence he was sentenced to be
transported to America (as was customary then) for seven years.
Barrington immediately converted all his moveable property into
cash, and beat a precipitate flight to Dublin, where, for a time, he
lived a very private and retired life, only stealing out occasionally of
a dark night to visit some gaming-house, where he might pick up a
few guineas, or a watch, etc., a mode of life which was by no means
congenial to his ambitious nature, and he again frequented the race-
courses. He met with his first check at Carlow, where he was
detected in picking a nobleman’s pocket. It was a clear case; the
stolen property was found on his person, and immediately restored
to its owner, who did not prosecute, preferring to let the rascal
receive the treatment known as ‘the discipline of the course,’ a
punishment very similar to that meted out to ‘Welchers’ at the
present day. But Ireland was getting too warm for him, and, having
realised his property, he set sail for London, where he arrived in the
summer of 1773, a remarkably precocious youth of eighteen.

On his voyage across the Channel, he became acquainted with

several persons of respectability, with one of whom he travelled post
to London, having gulled him with a specious tale about his family
and fortune; and, having gained his confidence, he procured by his
means introductions into the politest circles, from whom, for a long
time, he extracted abundant plunder. But, in order to do this, he had
to dress well, and live extravagantly, so that he very soon had to
cast about for the means wherewith to supply his needs. Among the
earliest visits he paid, after his arrival in London, and in his friend’s
company, was, of course, Ranelagh, where he found two of his
acquaintance on the Irish packet talking to the Duke of Leinster.
Bowing to them, and stationing himself near them, he soon eased
the duke of above eighty pounds, a baronet of five-and-thirty
guineas, and one of the ladies of her watch; and, with this plunder,
he rejoined his party as if nothing had happened out of the ordinary
course of things.

But his proceedings had been watched by another member of the

thieving fraternity, who was in the gardens, and who took a speedy
opportunity of letting Barrington know that he had witnessed his
crime, and threatened to denounce him to the plundered parties,
unless a division of the spoil was made between them. His manner
being very impressive, left Barrington no alternative but to comply;
and the lady’s watch and chain, with a ten-pound note, fell to his
share. The two supped together, and it ended with their entering
into a mutual alliance, which, for the time, suited Barrington well, as
his companion knew town much better than he did, and was
especially well-informed in the knowledge of those places where the
plunder could be disposed of: but this partnership only continued for
a short time, in consequence of their quarrels, there being nothing in
common to bind these two rogues together save their crime.

In the course of his depredations, he visited Brighton, or, as it was

then called, Brighthelmstone, which was beginning to be the resort
of the wealthier classes, but, as yet, had not dreamed of the rise it
was to take under George the Magnificent—and no conception could
have been formed of the present ‘London-on-the-Sea.’ Here, thanks
to his pleasant manners and address, as well as to the company he
frequented, he became acquainted, and intimate, with the Duke of
Ancaster, Lord Ferrers, Lord Lyttleton, and many other noblemen,
who all considered him as a man of genius and ability (which he
certainly was), and were under the impression that he was a
gentleman of fortune and family.

His manners were good, and he had a pleasant wit—so that it is not
difficult to imagine that his society was welcome. As a specimen of
his wit, I may relate an anecdote told of him when on a visit to
Chichester from Brighton. In company of several noblemen, he was
shown the curiosities and notable things in the town and cathedral.
In the latter, their attention was directed to a family vault for the
interment of the Dukes of Richmond, which had been erected by the
late duke, and which was inscribed ‘Domus ultima’ (the last house).
On this inscription he is said to have written the following epigram:

‘Did he, who thus inscribed this wall,

Not read, or not believe, St. Paul?
Who says, “There is, where e’er it stands,
Another house, not made with hands;”
Or shall we gather, from the words,
That House is not a House of Lords.’

After living at the expense of the pockets of his new-found friends as

long as he deemed it prudent, he returned to London, and began a
dissolute and profligate career; but, though his time was pretty well
employed between his infamous occupation and his amusements, he
yet found opportunity for intervals of study and literary pursuits, and
composed several odes and poems, which are said to have been not
devoid of merit.

As before stated, he broke with his partner, who retired to a

monastery, where, in all probability, he ended his days in penitence
and peace. But, in the winter of 1775, Barrington became
acquainted with one Lowe, whom he first employed in the useful
capacity of receiver of stolen goods, and afterwards went into
partnership with. This Lowe was a singular character. Originally he
had been a livery-servant, and after that he kept a public-house for
some time, when, having saved some money, he turned usurer or
money-lender, in which business he accumulated a small fortune,
when he assumed the character of a gentleman, and lived in a
genteel house near Bloomsbury Square, then a fashionable
neighbourhood. Here he passed for a very charitable and benevolent
person, and was appointed treasurer or manager of a new hospital
for the blind in Kentish Town, in which capacity, it is said, he
contrived to become possessed of some five thousand pounds, when
he set fire to the institution. Being suspected thereof, he was
apprehended at Liverpool, in 1779, when he committed suicide by
taking poison, and was buried at a cross-road, in the neighbourhood
of Prescott in Lancashire.

On forming his partnership with Lowe, it was resolved on between

them that Barrington should repair to Court on the Queen’s birthday,
disguised as a clergyman, and there endeavour not only to pick the
pockets of the company, but, what was a far bolder and more novel
attempt, to cut off the diamond stars of the Knights of the Garter,
Bath, or Thistle, who on such days generally wore the ribands of
their respective orders over their coats. In this enterprise he
succeeded beyond the most sanguine expectations that could have
been formed, either by himself or his partner; for he managed to
take a diamond star from a nobleman, and to get away from St.
James’s unsuspected. But this prize was too valuable to dispose of in
England, and it is said to have been sold to a Dutch Jew, who came
over from Holland twice a year on purpose to buy stolen goods, for
eight hundred pounds. This haul only whetted his appetite for yet
more profitable plunder, and a chance of his skill shortly presented
itself.

In the course of the winter of 1775, Prince Orloff, a Russian

nobleman of the first rank and consequence, visited England. The
splendour in which he lived, and the stories of his immense wealth,
were frequently noticed and commented on in the public prints, and
attention was particularly drawn to a gold snuff-box, set with
brilliants, which was one of the many marks of favour showered
upon him by Catherine, Empress of Russia, and which was generally
valued at the enormous sum of between thirty and forty thousand
pounds. This precious trinket excited Barrington’s cupidity in an
extraordinary degree, and he determined to exert himself, in order,
by some means or other, to get it into his possession.

A favourable opportunity occurred one night at Covent Garden

Theatre, where he contrived to get near the prince, and dexterously
conveyed the treasure from his excellency’s waistcoat pocket (in
which, according to Russian custom, it was usually carried) into his
own. This operation was not, however, performed with sufficient
delicacy to escape detection, for the prince felt the attack that was
so impudently made upon his property, and, having reason to
entertain some suspicion of Barrington, he immediately seized him
by the collar. During the confusion that naturally ensued upon such
an unusual scene, Barrington slipped the box into the hand of the
prince, who, doubtless, was only too rejoiced to recover it with so
much ease. The thief, however, was secured, and committed to
Tothill Fields Bridewell.15

When examined before Sir John Fielding, Barrington trumped up a

story that he was a native of Ireland, of an affluent and respectable
family; that he had been educated for the medical profession, and
had come to England to improve himself by means of his
connections. This story, which was told with extreme modesty and
many tears, induced the prince to think of him more as an
unfortunate gentleman than a guilty culprit, and he declined to
proceed against him, so that he was dismissed, with an admonition
from Sir John to amend his future conduct; and he must have left
the court congratulating himself on his narrow, but lucky, escape.
The publicity which was given to this attempt lost him the society of
most of his friends, as he was held up to view in the disgraceful light
of an impostor; and it also was the means of giving him a further
taste of prison discipline.
In the pursuit of his peculiar industry, he frequented both Houses of
Parliament, where he acquired considerable plunder. Some weeks
after the Covent Garden affair, he was in the House of Lords during
an interesting debate that attracted a great number of people,
amongst whom was a gentleman who recognised Barrington, and
who informed the Deputy Usher of the Black Rod of his probable
business there. That official promptly ejected him, though, perhaps,
not with the gentleness that he considered his due, and he uttered
such threats of vengeance against his accuser that the latter made
application to a magistrate, who granted a warrant to take
Barrington into custody, and to bind him over to keep the peace. But
his credit was now sunk so low that none of his former companions
would come forward with the necessary sureties, and Barrington, in
default, was relegated to his former place of detention, Tothill Fields
Bridewell, where he remained a considerable time before he was
released.

During his incarceration, the story of his misdeeds was industriously

circulated, and his character as bon camarade was completely
destroyed, so that the entry to all decent company was absolutely
shut against him, and from this time forward he was obliged to
abandon the rôle of a ‘gentleman’ pickpocket, and descend to all the
mean artifices of a common pilferer. Even in this humble branch of
his infamous industry, his good fortune seems to have deserted him,
for he was detected in picking the pocket of a low woman at Drury
Lane Theatre in December, 1776, and, though he made a
remarkably clever speech in his defence, he was sentenced to three
years of ballast-heaving, or hard labour in the hulks at Woolwich.
Here, herded with the vilest of the vile, he kept as much as possible
from them, and, by his good conduct, attracted the attention of the
superintendents of convicts, and by their intervention he was set
free, after having sustained an imprisonment of somewhat less than
twelve months.

On his liberation, he lost no time in re-commencing his vicious

occupation, under various disguises, sometimes as a quack doctor,
or as a clergyman; or he would assume the character of a grave
commercial traveller, only to appear, a few days later on, as the
keeper of a gambling-house, and he had many a narrow escape
from capture.

Justice, however, again laid her hands upon him, for, less than six
months after his liberation, he was detected in picking the pocket of
one, Elizabeth Ironmonger, of a watch, was convicted on the clearest
evidence, and, in spite of the very eloquent and skilful defence he
made, he was a second time sentenced to the hulks with hard
labour, this time for five years. His speeches to the court, which
were remarked in the public prints, as well as the letters that he
wrote seeking mitigation of his punishment, display such talent that
it is a matter of great regret that it was not turned to more honest
account. On one occasion, when tried for stealing Sir G. Webster’s
purse at the opera, in February, 1784, he was able, by his
eloquence, to influence the jury to return a verdict of not guilty; and
a similar piece of good fortune was vouchsafed to him a year after,
when arraigned for the robbery of a gentleman’s watch at Drury
Lane Theatre, when his most ingenious and well-chosen address to
the jury resulted in his acquittal.

He could not stand his second imprisonment on the hulks, and to

end it he attempted suicide by stabbing himself in the breast with a
pen-knife. Medical aid was at hand, and the wound slowly healed,
but he still continued to linger in a miserable state, until he came
under the notice of a gentleman of position, who used his influence
with the government so successfully that he obtained Barrington’s
release, subject to the condition that he should leave the country.
His benefactor also gave him money for that purpose, and he was
soon on the Chester coach, en route for Ireland. When he arrived in
Dublin, he found his character had preceded him, and he was so
closely watched that it was not long before he was again arrested,
and acquitted only from want of evidence. The judge admonished
him most seriously, which gave Barrington an opportunity of airing
his eloquence, and he delivered an oration on the unaccountable
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