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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

 %
1–4.9
5–9.9
10–19.9
20–29.9
+30

La población hispana de los

Estados Unidos

desde un marco histórico no es tan distante a nuestros tiempos. En 1763

España cede la Florida a Gran Bretaña, pero en 1783, Gran Bretaña se la
25 devuelve a España. No es sino hasta el año 1821 que los Estados Unidos
toma el control de la Florida.
Es de notar en los Estados Unidos los numerosos topónimos, o nombres
propios de lugar de origen español que se siguen usando aun, aunque
no siempre se mantenga la ortografía normativa propiamente española.
30 Existen topónimos de los nombres de los estados que a través de los años
mantuvieron sus nombres en español (por ejemplo, California, Florida,
Nevada, Colorado, Texas, Arizona y Nuevo México). Igualmente hay
numerosos nombres en español de pueblos y ciudades a través de todos

Población hispana de los EE.UU.

(Actual y proyecciones, en millones)
140 128
120
100
80
60
42
40
20 6.3
0
1960 1970 1980 1990 2000 2005 2010 2020 2030 2040 2050
Source: Pew Hispanic Center, “U.S. Population Projections: 2005–2050”

4 CAPÍTULO UNO LA PRESENCIA HISPANA EN LOS ESTADOS UNIDOS

 1% 2%
4% Blancos
12%
Hispanos
16% 65%
Afroamericanos
Asiáticos
La población hispana de los
Otras razas Estados Unidos forma alrededor
Multiracial de 16% del total de la población
del país.
Source: Synovate; U.S Census Bureau

los Estados Unidos entre las cuales se encuentran: Nogales, Los Ángeles,
35 San Francisco, Palo Alto, San Rafael, San José, San Diego, San Antonio, El
Paso, Amarillo, Las Cruces y Santa Fe. También hay nombres de montañas
(Sierra Nevada, Sierra de Salinas y Santa Ana, por ejemplo), ríos, misiones,
vecindarios y calles.
Los hispanohablantes de los Estados Unidos forman actualmente la
40 minoría lingüística más grande del país, dato que se traduce en un 16 por
ciento de la población estadounidense total. Las estadísticas actualizadas
del Censo del 2010 de los Estados Unidos, muestran que debe existir más
de 50 millones de hispanos en nuestra nación y que es el grupo étnico
minoritario que aumenta más rápidamente de todos. En los diez años
45 que transcurrieron entre el Censo del 2000 y el más reciente del 2010,
la población hispana creció un 43%; o sea, aumentó la población de
35.3 millones de hispanos, a 50.5 millones en 2010.
Es importante recordar que hay muchas personas que, por una razón u
otra, no llenaron las planillas o formularios que utiliza el gobierno para
50 oficialmente «contar» la población. Muchos hispanos, por ejemplo, que
carecen de documentos legales de inmigración, no llenan los formularios
del Censo por temer ser identificados y detenidos por el gobierno federal,
lo que significaría para ellos tener que regresar a su país y posiblemente, ir
a la cárcel. Al tener en cuenta los que no se han contado oficialmente por
55 el Censo, se puede calcular que debe haber muchos más hispanos en los
Estados Unidos, si tenemos en cuenta los tantísimos indocumentados que
residen aquí pero que no participan en el conteo oficial. El aumento de la
población hispana se ha atribuido a la inmigración (legal e ilegal), pero el
gran aumento también se debe al número de nacimientos en las familias
60 hispanas en la nación.
Algunos demógrafos predicen también que para el año 2050, más del
25 por ciento de la población de los Estados Unidos estará compuesta
por una población hispana muy diversa. Las proyecciones de los
demógrafos además indican que el porcentaje de centroamericanos,
65 que ya ha aumentado de forma significativa, continuará aumentando en

CAPÍTULO UNO LA PRESENCIA HISPANA EN LOS ESTADOS UNIDOS 5

 Población hispana de los EE.UU.
Según el país de origen, 2010

Mexican 31,798,000

Puerto Rican 4,624,000

Cuban 1,786,000

Salvadoran 1,649,000

Dominican 1,415,000

Guatemalan 1,044,000

Colombian 909,000

Honduran 633,000

Ecuadorian 565,000

Peruvian 531,000
Source: U.S. Census Bureau

los Estados Unidos. Los salvadoreños constituyen el grupo mayoritario

de los que han venido de América Central. En lo que se refiere a lo
financiero, los hispanos hoy día tienen más acceso al crédito, más
poder adquisitivo y compran más viviendas y autos que antes. Todo esto
70 se traduce a un ritmo de poder adquisitivo que no sólo ha aumentado
enormemente, sino que se calcula también que seguirá creciendo
en los próximos años (1 trillón de dólares se calculaba para 2010).
En la esfera de las comunicaciones, por ejemplo, Viacom y NBC, el
conglomerado de cadenas de televisión más grande del país, viendo la
75 importancia del sector hispano, hace años compró la cadena hispana,
Telemundo, por $2,700 millones.
Los grupos hispánicos principales en los Estados Unidos, según
el Censo anterior (2000), son los mexicanoamericanos (66%), los
puertorriqueños (9%), los centroamericanos y los suramericanos
80 (15%), otros hispanos (6%), y los cubanoamericanos (4%). Tomando
en cuenta los dos últimos Censos, del 2000 y 2010, se ha podido
observar el incremento de millones de latinoamericanos de diferentes
culturas y razas que han llegado en las últimas dos décadas a los Estados
Unidos y que se han establecido, en su mayoría, no solamente en las
85 grandes ciudades como Nueva York, Boston, Los Ángeles, Houston, San
Diego, Chicago, Washington, D.C., y Miami, sino en otros estados como
Georgia, Alabama, North Carolina, Minnesota, Maryland, zonas que
antes no identificábamos como estados que tuvieran mucha población
hispana, y que ahora sí encontramos una presencia significativa.
90 Observamos que ha aumentado el número de estudiantes hispanos en
las escuelas públicas de las grandes ciudades y en las universidades, y
que muchos de ellos son bilingües.
Entre tantos hispanos en los Estados Unidos encontramos también a
los dominicanos, los salvadoreños, los guatemaltecos, los hondureños,

6 CAPÍTULO UNO LA PRESENCIA HISPANA EN LOS ESTADOS UNIDOS

 95 y los nicaragüenses. Ya desde fines de la década de 1960 y durante las
décadas de 1970 y 1980, empezaron a llegar miles de nicaragüenses
a los Estados Unidos debido a la inestable situación política en su
país, primero bajo la dictadura de Anastasio Somoza y después con el
gobierno sandinista. Se calcula que en Miami posiblemente haya más de
100 130,000 nicaragüenses, pero miles de nicas (como ellos mismos se llaman
orgullosamente) también se han establecido en otras regiones del país.
En las últimas décadas también hemos visto llegar a los Estados Unidos
a miles de argentinos que han salido de su patria debido a los difíciles y
serios problemas económicos que enfrentó Argentina a finales del
105 siglo pasado y principios de este.
En Nueva York, aparte de la presencia significativa de puertorriqueños
y nuyoricans, continúa creciendo el número de dominicanos,
colombianos y otros latinoamericanos. En California, Texas y
Washington, D.C., en particular, se cuentan miles de centroamericanos,
110 sobre todo salvadoreños y guatemaltecos. Se cree, por ejemplo, que
hay más de 300,000 hispanohablantes en Washington, D.C., y los
suburbios de Virginia y Maryland que rodean la capital. En algunas
partes del país, como lo es en California, los latinos forman más de un
tercio del total de la población y las escuelas públicas están llenas de
115 estudiantes hispanos que a la vez que necesitan aprender o mejorar el
inglés, tratan de mantener su idioma heredado, el español. En Miami,
además de haber cubanos, nicaragüenses, colombianos, venezolanos,
puertorriqueños, argentinos, etc., podemos concluir que hay un crisol
de culturas de todas partes de Latinoamérica, pues además de haber
120 muchos brasileños (que hablan portugués), es la ciudad de los Estados
Unidos que tiene también la población más numerosa de españoles—
muchos que han inmigrado por razones de trabajo ya que hay un
altísimo nivel de desempleo en su país y como otros inmigrantes, salen
de su país en busca de una vida mejor.
125 Aparte de ser el segundo idioma más usado en los Estados Unidos, el
español es de gran importancia global en múltiples esferas profesionales
y sociales, gubernamentales, políticas, legales, educacionales, económicas
y comerciales. De hecho, el español es uno de los principales idiomas
oficiales de las Naciones Unidos. Como idioma, ha adquirido más auge
130 y poder a través de las nuevas tecnologías, el Internet, los medios de
comunicación y el cine. Hoy en día hay películas disponibles en múltiples
formatos. Lo mismo sucede con la música, la cual se puede encontrar en
el iPhone, iPad, y en aplicaciones como iTunes y Pandora. También se
puede disfrutar de audio y video en español en YouTube, y a través de la
135 creciente publicidad visual y auditiva en español que hay en los ámbitos
públicos. Además, ha habido un incremento en la distribución de libros
en español (originales o traducciones) en grandes librerías comerciales,
pequeñas librerías independientes y en librerías digitales en formato
e-Book. En resumen, la presencia del español en los Estados Unidos ha
140 sido continua desde la época de la colonización española. Su influencia,
tanto en política y cultura como en la vida diaria, seguirá creciendo con el
aumento de la población hispana durante el siglo XXI.

CAPÍTULO UNO LA PRESENCIA HISPANA EN LOS ESTADOS UNIDOS 7

 MESA REDONDA
A. En grupos pequeños, contesten las preguntas y comenten los siguientes temas.
1. ¿Cómo se identifica? ¿Se describe usted como norteamericano,
americano, sudamericano, latinoamericano, caribeño, latino, hispano,
o usa usted otra denominación que refleja sus raíces de una manera más
específica? ¿Usa el mismo término tanto en español como en inglés?
2. ¿De dónde son sus amistades hispanas? ¿Vienen sus familias de
diferentes partes del mundo hispano? ¿De qué lugares son o eran
originalmente?
3. ¿Cuáles son dos o tres ventajas o beneficios de su herencia hispana?
¿Por qué cree que son ventajas o beneficios?
4. ¿Qué grupos hispanos hay en el lugar donde vive? Si hay varios grupos,
¿cree usted que tienen experiencias y culturas comunes o que existen
muchas diferencias? Explique.
5. Se calcula que va a aumentar considerablemente el número de
latinos en los Estados Unidos para mediados del siglo XXI. ¿Qué
efectos cree que puede tener este aumento en la cultura y la sociedad
estadounidense? ¿Y en la educación?

B. Intercambio. En parejas, entrevístense para conocerse mejor. Puede usar las

siguientes ideas como base. Pregunte:
1. ¿Dónde nació y dónde se crió?
2. ¿Estudió español anteriormente, dónde y cuándo?
3. ¿Ha servido de intérprete alguna vez para ayudar a alguien?
4. ¿Está familiarizado(a) con películas o representaciones teatrales en
español?
5. ¿Cuál es el país de origen de su familia?
6. ¿Cuándo y por qué vino su familia a los Estados Unidos?
7. ¿Vivían sus antepasados en lo que hoy es los Estados Unidos desde
antes que fueran parte del territorio estadounidense?
8. ¿Con qué frecuencia emplea el español para comunicarse?

8 CAPÍTULO UNO LA PRESENCIA HISPANA EN LOS ESTADOS UNIDOS

 9. ¿Qué es lo que más le gusta de la cultura hispana?
10. ¿Con qué frecuencia ve la televisión o escucha la radio en español?
¿Cuáles son sus programas favoritos?
11. ¿Con qué frecuencia lee revistas o periódicos en español?
12. ¿Con qué frecuencia visita sitios en la red del Internet en español?
13. ¿En qué se especializa en la universidad (qué estudia y cuál es su
objetivo profesional)?
14. ¿Cómo cree que ser bilingüe le ayudaría en su carrera o en su vida
personal?
C. Al terminar la Actividad B, presente a la persona entrevistada al resto de la
clase, haciendo un resumen de la información obtenida.

D. Composición diagnóstica. Escriba el primer borrador de una composición

dirigida y breve titulada “Autobiografía lingüística: ¿Quién soy y de
dónde vengo?”. Según indique su profesor o profesora, esta actividad
se hará en clase o de tarea. Refiérase a “El arte de ser bilingüe” de la
página 45 para más detalles.

II. Lectura

Poesía
Francisco X. Alarcón (1954), nativo de Los Ángeles y criado en México,
es profesor de español en la Universidad de California en Davis. Ganador
de muchos premios y becas prestigiosas como las de Danforth y Fulbright,
Alarcón ha sido llamado un líder de su generación. Sus poesías y
traducciones han sido publicadas en varias colecciones, en revistas y en
periódicos como La Opinión (Los Ángeles), Estos Tiempos (Stanford) y el
Berkeley Poetry Review. La poesía a continuación se encuentra en su libro
titulado Body in Flames/Cuerpo en llamas (San Francisco: Chronicle Books,
1991). La traducción de la poesía al inglés es del autor.

ANTES DE LEER
En grupos de dos a cuatro estudiantes comenten lo siguiente. Compartan después
sus observaciones con el resto de la clase.

1. ¿Se habla español en su casa? ¿Con quién lo habla? ¿Con que

regularidad o frecuencia?
2. ¿Cambia del español al inglés frecuentemente, o viceversa? ¿Con qué
personas tiende a hacer eso? Dé dos o tres razones.
3. ¿A quién o a quiénes les debe el hecho de poder hablar y entender
español?

CAPÍTULO UNO LA PRESENCIA HISPANA EN LOS ESTADOS UNIDOS 9

 4. ¿Desempeñaron sus abuelos o abuelas un papel importante en el
desarrollo de su español? ¿Y sus padres? ¿Hermanos o hermanas?
¿Tíos y tías? ¿Primos? ¿Otros parientes? Comente sobre el uso del
español en su familia.
5. ¿Le leían o hacían cuentos en español en su niñez? ¿Recuerda alguno
en particular? Cree que cuando tenga hijos (o si ya los tiene), ¿querrá
contarles a ellos los mismos cuentos?
6. ¿Recuerda algunas canciones infantiles o juegos en español de su
niñez?

Una fiesta familiar hispana.

¿Cómo recuerda usted a su
abuela? ¿Y a su abuelo?

EN UN BARRIO IN A NEIGHBORHOOD
DE LOS ÁNGELES IN LOS ANGELES
el español I learned
lo aprendí Spanish
de mi abuela from my grandma

mijito mijito
5 no llores don’t cry
me decía she’d tell me

en las mañanas on the mornings

cuando salían my parents
mis padres would leave

10 a trabajar to work
en las canerías at the fish
de pescado canneries

10 CAPÍTULO UNO LA PRESENCIA HISPANA EN LOS ESTADOS UNIDOS

 mi abuela my grandma
platicaba would chat
15 con las sillas with chairs

les cantaba sing them

canciones old songs
antiguas les bailaba dance
valses en waltzes with them
20 la cocina in the kitchen

cuando decía where she’d say

niño barrigón niño barrigón
se reía she’d laugh

con mi abuela with my grandma

25 aprendí I learned
a contar nubes to count clouds

a reconocer to point out

en las macetas in flowerpots
la yerbabuena mint leaves

30 mi abuela my grandma
llevaba lunas wore moons
en el vestido on her dress

la montaña México’s mountains

el desierto deserts
35 el mar de México ocean

en sus ojos in her eyes

yo los veía I’d see them
en sus trenzas in her braids

yo los tocaba I’d touch them

40 con su voz in her voice
yo los olía smell them

un día one day

me dijeron I was told:
se fue muy lejos she went far away

45 pero yo aún but still

la siento I feel her
conmigo with me

diciéndome whispering
quedito al oído in my ear
50 mijito mijito

CAPÍTULO UNO LA PRESENCIA HISPANA EN LOS ESTADOS UNIDOS 11

 PARA COMENTAR
Trabajando en parejas, conteste las siguientes preguntas sobre “En un barrio de
Los Ángeles”. Justifique su opinión cuando sea necesario. Luego puede comparar
sus respuestas con las de otros compañeros.
1. En su opinión, ¿cuál fue el mejor regalo que la abuela le pudo dar al
nieto?
2. En la poesía de Alarcón, ¿cuándo se indica que la abuela ya ha
muerto?
3. ¿Qué clase de educación recibió el narrador de su abuela? ¿Qué
aprendió de la vida?
4. ¿Cómo son diferentes las relaciones entre abuelos y nietos a las
relaciones entre padres e hijos? Explique.
5. Halle en el poema las palabras del español informal, o que han sido
adaptadas del inglés.
6. ¿Cuáles son las ventajas que tiene el uso estándar de un idioma?
Explique.
7. ¿Cuáles cree que son las ventajas de conocer y poder usar o no usar
expresiones coloquiales o idiomáticas y expresiones que no sean
estándares, en cualquier idioma? Dé varios ejemplos.

PARA ESCRIBIR
Lea los siguientes temas. Luego escoja el que más le interese para escribir
sobre el mismo. Comparta su trabajo con otro(a) compañero(a) e intercambien
comentarios sobre lo que han escrito.
1. Poema. Si desea experimentar con la poesía autobiográfica en español,
o de forma bilingüe, puede tratar de escribir una poesía acerca de un
ser querido de su familia, o sobre algún recuerdo o sentimiento de su
niñez.
2. Descripción o retrato. Escriba de uno a tres párrafos sobre alguien de
su familia o sobre algún recuerdo o sentimiento de la niñez.
3. Proyecto de clase: Las abuelas y los abuelos—Entrevista, composición,
informes orales. Prepare y hágale una entrevista a una persona hispana
mayor. Puede ser su abuelo o abuela, un miembro de su familia o
alguien de su comunidad. Debe primero pedir permiso a la persona
que piensa entrevistar y explicarle que realiza la entrevista como tarea
para una clase. Pregúntele sobre su vida cuando era más joven, el
mantenimiento de la lengua y de las tradiciones hispanas, los cambios
que ha visto en la comunidad y su opinión sobre esos cambios. Edite y
transcriba la entrevista o haga un resumen de la misma. Puede ilustrar
su trabajo con una foto de la persona entrevistada si le da permiso
para usarla, o tal vez pueda preparar una presentación de PowerPoint,
basada en la entrevista ya pulida después de revisar borradores. Su
profesor(a) le dará más instrucciones para este proyecto que se podrá
planear para que dure varias semanas y culmine con informes escritos

12 CAPÍTULO UNO LA PRESENCIA HISPANA EN LOS ESTADOS UNIDOS

 y orales, u opcionalmente, con una investigación fuera de clase sobre
temas culturales, históricos y geopolíticos, seleccionados y coordinados
al contenido de la entrevista que usted llevará a cabo. Se sugieren
entre tres y cuatro semanas para llevar a cabo diferentes actividades
y tareas relacionadas a este proyecto, según las preferencias de los
profesores y estudiantes.

Narrativa: Ensayo
Carlos Fuentes (1928) es un intelectual y escritor mexicano sumamente
conocido por sus novelas y ensayos. Aunque de padres mexicanos, Carlos
Fuentes nació en Panamá. Debido al trabajo diplomático de su padre,
Fuentes vivió su niñez en diferentes ámbitos cosmopolitas de distintos países,
como Argentina, Chile, Brasil y los Estados Unidos, entre otros. La madre
de Fuentes insistió en que se hablara español en casa cuando era niño, aun
cuando vivían en los Estados Unidos rodeados por el inglés. Como vivió
parte de su infancia en Washington, D.C., entonces aprendió inglés desde
niño y se crió de manera bilingüe. Recibió su título de abogado en México
en 1948 y estudió también economía en Ginebra, Suiza. A partir de 1959
se dedicó a escribir. Vivió en Europa durante parte de la década. Ha sido
embajador de México en Francia y profesor e invitado becado en numerosas
universidades, tales como la Universidad de Pennsylvania, la Universidad
de Princeton y la Universidad de Harvard. Ha recibido muchos premios
importantes y reconocimientos por sus muchas contribuciones literarias,
como el Premio Miguel de Cervantes (España, 1987), y el Premio Príncipe
de Asturias de las Letras (España, 1994), el Premio Picasso (UNESCO, 1994),
y el Premio de la Real Academia Española (2004). Además ha recibido
numerosos doctorados honoris causa de muchas universidades, como la
Universidad de Harvard. Entre sus novelas más conocidas mencionamos:
La muerte de Artemio Cruz (1962), La región más transparente (1958), Cambio El escritor Carlos Fuentes es una
de piel (1967), Terra Nostra (1975), Los cinco soles de México (2000) y Adán en de las eminencias de las letras
Edén (2009). Ha escrito también numerosos y destacados ensayos sobre la hispánicas.
literatura y otros aspectos de la cultura hispana, obras de teatro y cuentos.

ANTES DE LEER: CONVERSACIÓN

En grupos de dos a cuatro estudiantes comenten lo siguiente. Compartan después
sus observaciones con el resto de la clase.
1. ¿Ve usted las noticias en español o en inglés? ¿En los dos idiomas?
¿Cuáles prefiere? ¿Por qué? Si mira programas de noticias en los dos
idiomas, comente lo que ha podido observar en general y en particular
sobre las diferencias que ha notado en ambos programas con respecto
al contenido y el estilo de comentar las noticias sobre los latinos en los
Estados Unidos.
2. En su opinión, ¿cuáles son algunos de los prejuicios que enfrentan los
inmigrantes hispanos, bien sean documentados o indocumentados, al
llegar a este país?

CAPÍTULO UNO LA PRESENCIA HISPANA EN LOS ESTADOS UNIDOS 13

Another random document with
no related content on Scribd:
to Miss Petty his assertion that the supposed island-studded
lake was but an optical delusion common in desert lands.

"Harold is perked up with his book-learning," observed

Miss Petty, "but he's not so much wiser than his elders.
Don't I know a lake when I see one!"

"I'm going to have a dip, a jolly good dip!" cried Shelah,

whose spirits rose like an india-rubber ball when pressure is
removed. Off she rushed, impelled by charming hopes of
splashing about in the water, followed by Miss Petty, who
half forgot weariness and misery in her eagerness to reach
—what did not exist!

Poor Theresa! That search after the supposed lake was

an emblem of what her whole life had been; impelled by
vanity, worldliness, selfishness, her hair had grown grey,
her years had been wasted in the pursuit of the world's
deceitful mirage.

In the meantime, Harold joined the group of Arabs who

were standing in a semi-circle round a collection of
mashales, filled almost to bursting with a supply of water
which was to last the whole party for three long days. Each
of these brown water-bags was made of the entire skin of a
sheep, the head and legs excepted, the place where the
neck had been, serving, when unfastened, as a channel
through which the water could flow.
 The Arabs laughed to see the Feringhee take up in his arms
what ought to be borne on the back.

"Lift that!" said Tewfik to Harold, in a tone of command.

The Englishman's pride rose in arms; he was no slave of

a dirty ignorant Bedouin, to do for him the work of a
bihiste! But common-sense showed Harold that such pride
was worse than folly; he was not told to do anything wrong,
and he had no power to resist with success. The stately
form was bowed, and Harold raised the heavy weight by an
effort of sheer strength, for he had not the professional skill
of a water-carrier. The Arabs laughed to see the Feringhee
take up in his arms, as he would have done a child, what
ought to be borne on the back.

"Put another mashale upon him, where a mashale

should be!" shouted Tewfik.
 As Harold was about to drop the first heavy skin, the
Bedouin bade him forbear. "You shall carry a double load!"
exclaimed the Arab. "One in your own way and one in mine.
Bend your proud back to receive it."

"It is beyond my strength," said Harold, in what Arabic

he could command.

"We will soon see if such be the case!" cried Tewfik,

raising a staff which he had in his hand, as if with intention
to strike.

But the stick did not descend, nor was the double
burden lifted by the pale-faced captive.

A sudden exclamation from the chief caused all eyes to

be suddenly turned towards the south, from which came a
gust of wind so oppressively hot, that it seemed as if it had
come direct from a roaring furnace. Every Arab, as if by
instinct, muffled his face in his mantle, and then threw
himself on the ground; the camels, which had been
kneeling, stretched themselves out, and lay with their long
necks extended, and their noses resting on the sand. Not a
word was spoken save the exclamation, "The simoom! Allah
save us!" which burst from the chief, as he placed himself
so that his camel should be between him and the poisonous
blast which was sweeping towards the encampment. The
sky had almost suddenly become terribly dark, with a livid
tint of purple towards the south. Harold dropped the
mashale, and crouched behind it, resting his brow against
the moist skin.

Then swept the deadly simoom of the desert upon the

party, almost suffocating them with the burning sand which,
it has been said, sometimes not only kills, but so effectually
buries its victims that no traces remain to tell where they
lie! To Harold the scorching blast felt like the breath of the
angel of death, and he was tempted to pray that to him it
might be such indeed. But life was strong within the young
Englishman still: the rushing simoom came and passed over
the prostrate men and beasts, as the heaviest trials
sometimes come, and pass away.

The cloud of hot sand went sweeping on, and—though

with garments clagged with what it had left behind—the
Arabs were able to rise from the ground, uttering
ejaculations which—at least from Harold's lips—took the
form of thanksgiving. Yes, the poor captive could thank
God, he scarcely knew why, that his life was prolonged;
perhaps there was some undefined hope that it had been
spared for some gracious purpose, if for suffering, still for
service. Some blows might yet be struck in the good cause
by the Knight of St. John.

But the simoom of the Arabian desert had had its

message for one who had indeed suffered but never served.
Theresa Petty, lured by the mirage, had wandered from the
encampment, and had been overtaken by the poisonous
blast. Being utterly unprepared for it, the unhappy woman
had been smitten down, as if laid low by a scythe. The
accident, as it seemed, of her lying half over Shelah O'More,
and so forming a kind of screen to the terrified child, had
been the means of preserving the poor little girl.

It was Shelah's bitter cry which guided the Arabs to the

spot, as they were passing on their way towards Djauf.
They had indeed missed their captives from the party, but
Harold could not persuade the Bedouins to make any search
for those whom they deemed of little value. Hartley, who
was on foot, went up to the place where Shelah sat crying
in helpless distress.
 "Where is Miss Petty?" he hastily inquired of the child.

"She's there," said Shelah, pointing to what looked like

a low, a very low mound of sand.

Harold hastily removed some of the sand, uncovering

enough to ascertain that life was quite extinct.

"Dead!" he said in an undertone, but it caught the ear

of Shelah.

"Dead!" repeated Shelah in turn. "The good lady is

dead, and Robin, and now she is dead—I think it will be my
turn next!"

"I hope not," said Harold gently.

"Would you mind?" asked Shelah.

The artless question touched Harold's heart. "Yes, I

should mind very much, Shelah," he said.

The poor child, sobbing, threw herself into his arms,

and clung to the only being near who cared whether she
lived or died.

Harold had not a minute even to utter a prayer by Miss

Petty's corpse. The Arabs, who had been already delayed in
their journey by the simoom, insisted on his instantly
joining the march, and, had Harold lingered, would have
used force to compel submission. Gently young Hartley
raised Shelah, so that, without dismounting, an Arab could
place her before him on his camel. Harold himself had to go
on foot.

The caravan moved slowly on, leaving the corpse of

Miss Petty behind. There was a strange similarity between
the fate of Grace Evendale and that of Theresa, both dying
in an Arabian desert with but a single human being near,
both left in unknown, unmarked graves. And yet the
difference between them was as that between the convict
and the conqueror; one going into endless exile, the other
departing to receive a crown. The comparison suggests less
of similarity than of contrast.

CHAPTER XXI.
ONLY ONE LAMB.

THERE is a beautiful story, with which many are familiar,

of a good missionary who, when too aged to go on with the
work which he loved, was found meekly teaching the
alphabet to a little child, thankful that he had still power to
perform this humble labour for God. Harold was reminded
of this anecdote by the position in which he found himself in
relation to poor little Shelah.

The child, desolate and helpless in a land of strangers,

where the name of Christian was scarcely known, had no
one to whom to look for kindness and protection but Harold.
He had regarded her as unlovely and unloveable; Shelah, in
her merrier days, had excited no sympathy in his mind; but
Christian pity now touched a chord, and that chord wakened
something like music in young Hartley's desolate spirit. As
he marched on painfully in the heat, keeping as near as he
could to the camel on which poor Shelah was perched,
Harold thought much of the future fate of the young Irish
girl. She was of good family, her father a distinguished
officer in the army, and Shelah was his only child. When the
news of her having been carried off by Arabs should reach
India, efforts, and strenuous ones, would doubtless be
made for her deliverance. But Arabia was a large country in
which to search, without newspapers for advertisements, or
postal system for letters, or wires to flash messages with
lightning speed.

"Were I to be separated from Shelah, which is likely

enough," thought Harold, "or were anything to happen to
me, all trace of the child might be utterly lost. Shelah would
be buried in some Mahomedan zenana, and childish and
thoughtless as she is, would probably soon forget
everything about her family and her language. I doubt
whether the poor girl would remember her own name for a
month. I wish that I had some means of stamping it—either
on her form or her memory."

Harold glanced up at the little girl, who still wore her

cardinal's hat, though its colour had almost entirely faded.
The motion of the camel made Shelah appear as if being
rocked on waves; she was clinging to the large bundles
strapped on the camel, in order to feel the motion less.
Harold raised his voice that it might reach the child.

"What is your name?" he asked, to see how far she was

able to identify herself with the daughter of Sir Patrick
O'More.

"Lammikin," cried Shelah, looking down from her perch.

"Tell me your other name," said Harold.

"I don't want another name; I'm just Lammikin; that is

what Robin used to call me."
 "This will never do," thought Harold. Again he raised his
voice:

"Do you know the name of your father?"

"Papa," was the ready reply, and Harold could draw no

other.

"Do you know, my child, where he lives?"

"In some island; but I don't like islands—they are

nothing but sand."

"And like sand is your memory," thought Harold,

realising how short a time it would take to obliterate almost
everything from a mind such as Shelah O'More's. The young
man compassionated the misery to be endured, perhaps for
many long years, by loving parents making a wearisome,
never-ending, useless search in these wild regions after an
only child, hope growing fainter and fainter, and at last
dying away in despair.

A thought occurred to the missionary's mind.

"Shelah, you love singing," he said; "shall I make a little

song for you to sing as you travel along?"

"It's hard to sing with the big beast bumping me up and

down like this," replied Shelah. "But I do like songs, most of
all if they're funny."

Harold, to an easy, popular air, which he had often

heard the child humming, gave the following jingling rhyme.
How strange it was to find himself singing:
 "Shelah O'More; I'm Shelah O'More;
Take me to India's bright, beautiful shore."

The little device had instant success. Shelah for a few

moments loosened her clinging hands in order to clap them.

"I like that song!" she exclaimed, and instantly began to

sing it. Then she paused to ask a question.

"Shall I find the good woman and Robin on India's

bright, beautiful shore?" said the child.

"No," replied Harold, with a quivering lip; "they have

gone to heaven's shore, which is more bright and beautiful
by far."

"Then I'll change the song!" cried Shelah, and she

instantly sang out:

"Take me to heaven's bright, beautiful shore."

Harold took the hint unconsciously given. He who had

hoped to gather in a Christian flock from amongst the
heathen, had here his charge confined to that of one child,
a single lamb to feed for the Master.

"I want you to try something besides singing, poor

Lammikin," he said. "I want to teach you a little prayer to
be said night and morning. It will, I hope, help you to reach
the beautiful place."
 Shelah again loosened her grasp, and clasped her little
sunburnt hands together.

"Say—'Please, Lord, make Shelah a good child, for

Christ's sake,'" said Harold, choosing the simplest petition
which rose to his mind.

"I know a better prayer than that," said Shelah.

"'O God, teach me to love Thee, for the sake of

the Lord Jesus.'

"The kind lady taught me to say that, and Robin gave

me a verse:

"'God is love.'"

"Keep those two precious remembrances of them!"

exclaimed Harold, his dry, heated eyes relieved by
unwonted moisture. "Sing them daily, say them again and
again, till we all meet on the beautiful shore."

Harold himself was no longer utterly wretched. That

calm spirit of submission had come over his mind, which
has been compared to the bending down of the ripe, golden
corn, the sign that the harvest time is near.

So onward proceeded Hartley with the Arab banditti

towards Djauf; whilst Robin, with the Persians, was from
another quarter impatiently pressing on in the same
direction. But the little delay which had been occasioned by
Hassan's flight on Firdosi had prevented the two
movements from coinciding in point of time. In the city of
Djauf the two young Knights of St. John were never to
meet.

CHAPTER XXII.
SLAVERY.

THE pen of an eloquent traveller has thus described the

city which Harold and the Shararat Bedouins entered after
their painful journey through the desert.

"A broad deep valley, descending ledge after ledge, till

its innermost depths are hidden from sight amid far-
reaching shelves of reddish rock; below, everywhere
studded with tufts of palm-groves, and clustering fruit-trees
in dark green patches down to the farthest end of its
windings; a large brown mass of irregular masonry
crowning a central hill; beyond, a tall and solitary tower
overlooking the opposite bank of the hollow, and farther
down small round turrets and flat house-tops half buried
amid the garden foliage."

"Is this India, bright beautiful India at last!" exclaimed

Shelah, looking on the lovely scene with delight. To her, at
least, the sight of houses and fruit-trees gave unmingled
pleasure; the child, enjoying the present, neither took
thought for the future, nor felt regret for the past.

Djauf presented an unusually gay appearance on the

morning when it was entered by Harold and the Bedouin
band. It was the day closing the grand festivities with which
were celebrated the marriage of the Arabian Governor's
eldest daughter. The bazaars were crowded with people in
the gayest of Oriental costumes, and noisy with drums and
other instruments unpleasing to European ears, with
vociferous shouting and gabbling in half-a-dozen different
tongues. The inhabitants of the city were easily
distinguished from the wild sons of the desert, being taller
in stature, lighter in complexion, and franker in manner,
with long curling black locks; the Djaufites showed to
advantage beside the suspicious-looking Bedouins.

Here Persians went prancing by on their high-mottled

steeds, there Arabs, wearing red cotton vests with large
hanging sleeves, their heads enwrapped in kerchiefs striped
red and yellow, lounged along or chattered at the numerous
stalls piled with sweetmeats for which Djauf is famed.
Bihistes, bending under their burdens were with difficulty
making their way through the crowds, stopping frequently
to impart "the gift of God" to the thirsty. Camels, donkeys,
cattle, helped to block up the roads, but no one seemed to
be in a hurry. The day was one intended for pleasure, and
Shelah enjoyed the bright changing scene and the noise, as
if all the tamasha had been got up for her special
amusement.

The centre of all the excitement and gaiety is the castle

in which the governor dwells, and from which the bridal
procession is in a short time to emerge. This castle is a
large mass of irregular masonry, with a thick tower in the
centre, suggestive rather of strength than of beauty. We will
enter through the arched gate, and cross the large paved
court, which is crowded with the bridegroom's followers and
the governor's armed retainers. A hundred sabres flash in
the sun, intermingled with guns, and weapons of ruder
construction. Turbans of various hues, high caps, the fez,
the kerchief twisted round the head, embroidered cloaks
bordered with silver and gold, here a red mantle, there a
costly shawl, with glitter of sparkling jewels which, in the
East, are by no means left to the exclusive use of women,
make the scene suggestive of one read of in the "Arabian
Nights."

An inner court brings us into the Governor's large

reception room called the Khawah, where the potentate of
Djauf sits in state, propped on his gold-striped cushions, to
receive the congratulations of his numerous guests. The
bride is not visible; we must imagine her dressed in red and
gold, and almost weighed down with jewels, the central
point of interest in the zenana, which is as densely crowded
with chattering women as the court and banqueting room
are with men.

But in the midst of the brilliant scene, a cloud is on the

Governor's face. He had promised to his son-in-law the gift
of a favourite Nubian slave, skilled in music, perfect in the
art of preparing coffee, something of a jester withal, and
behold! On the very day of the departure of the wedded
pair, Barahat has fallen down and broken his leg, after—oh!
shameful sound to Mahomedan ears!—too free indulgence
in the forbidden!

"Let not his Highness's mind be disturbed," said a

courtier, whose head was encircled with a kerchief adorned
with a broad band of camels' hair, skilfully entwined with
bright coloured silk. "If the Nubian fell, it was kismat (fate),
the loss of a slave is more easily supplied than that of a
good horse. Some Shararat Bedouins came into the city at
daybreak, bringing with them a handsome slave, of the
complexion of a Circassian and the mien of a prince, and a
white child with hair red as the beard of the Prophet. The
slaves are both for sale."
 "Of what race? Where found? What price do the robbers
demand?" asked the ruler of Djauf.

"They come from some Wiliyati (European) land," said

the Arab; "no robber tells where he found his spoil, these
slaves may have been taken from some wreck on the coast.
Sixty gold tomauns are asked for the young man, and
twenty for the girl."

"What can they do?" asked the Governor, after for a

brief space turning over the subject in his mind, whilst
leisurely sipping his coffee.

The courtier gave a list of accomplishments to which

Harold certainly laid no claim. The white slave was a poet, a
musician; the girl who accompanied him danced to his
playing.

The Arab would not have dared to have declared all this
had he not thought that, the bridal party being on the point
of starting for a place distant hundreds of miles from Djauf,
there was no danger of detection. The sinfulness of fraud
and falsehood never troubled the conscience of the Arab, for
he could not be said to possess one. He had been nurtured
on lies, and felt rather pride than shame at success in
cheating his employer.

After obtaining from the governor the eighty pieces of

gold, the courtier hurried off to make his purchases from
the Shararat Arabs. It brought the hot blood to Harold's
pale cheek when, standing silently by, he heard the
wrangling, the eager bargaining, the noisy asseverations,
the blasphemous appeals to heaven, over the sale of an
Englishman. It was humiliating to have his price beaten
down, as if he had been some mere beast of burden.
 "What are they saying? Why are they so angry? What
are they quarrelling about?" asked Shelah. "And why are
they looking so hard at me?" Harold could not give
utterance to a reply to the questions asked by the poor little
slave.

"After all," thought Harold, "I am not the first one of the
Lord's people to have to endure the humiliation of having a
price put upon me." Harold remembered Joseph; he
remembered One far more exalted than Israel's son, for
whose sacred person pieces of silver had been counted
down. It is only in sin that there is shame.

The courtier was skilful in the art of bargaining, and,

after at least half-an-hour given to noisy disputing, he paid
down forty tomauns for Harold, Shelah being thrown in as a
make-weight by Tewfik, who considered the baronet's child
as a thing of no value at all.

The first result of a change of masters was a very

welcome one to the slaves. Harold had been unable to
change his garments since the day when he had fallen into
Bedouin hands; and this, with the impossibility of bathing,
had been to the English gentleman one of the most
unsupportable of his trials. But, having become a gift from
the Governor of Djauf to his high-born son-in-law, the slave
must appear in befitting guise, with not a grain of dust upon
him. Hartley had at once the luxury of a bath, and then was
clothed from head to foot in spotless white, a muslin turban
was wound around his head, and around his waist was
twisted a kamarband of crimson and gold.

Given over to the charge of some Arab women, Shelah

also underwent a transformation. Greatly enchanted with
her finery, Shelah met Harold about an hour afterwards.
The Lammikin was attired in yellow gauze, spangled with
silver, her red locks hidden under a large veil of the same
gaudy material.

"Am I not grand?—Like a queen!" exclaimed Shelah.

"And are not these people kind to dress me like this! But
oh, Mr. Hartley!" added the Lammikin, as she looked up
with wondering admiration at Harold in his Oriental
costume. "You are quite beautiful! You look like one of the
angels in the book of Bible pictures! You want nothing but
white wings! Do you think that they will grow?" asked the
child.

The faintest of smiles rose to Harold's lips at the artless

question. He thought, with a sigh, of the verse:

"'Oh, that I had wings like a dove, then would I

flee away and be at rest!'"

CHAPTER XXIII.
A PROMISE.

"How beautiful the hour of early dawn,

When the first rays glance up the Eastern sky,
When the bright fingers of the fresh'ning morn
Draw back the veil of dark obscurity,
And give all Nature's beauties to the eye,
Her fairest scenes unfolding to the view;
The lark with buoyant pinion mounts on high,
 And on the emerald lawn the pure soft dew
Sparkles with every beam which breaks the bright
clouds
through.

"Thus on the night of ignorance and sin

The radiant morning of Conversion breaks,
A beam from heaven seems to shine within;
And, as the lark his earthly nest forsakes
And upward soars towards the source of light,—
From bonds of sin the soul enraptured breaks,
And—winged by Faith—springs on her upward flight
Till that clear day when Faith itself is lost in sight!"

A CHANGE, something like that described above, had

come over the spirit of Ali, the Persian. The Amir had never
been an enthusiastic follower of the False Prophet, and what
Ali had heard and seen during his travels in various lands
had extinguished any respect that he had felt for the
Mahomedan faith. He had long suspected the Koran to be a
tissue of lies palmed upon Arabian credulity by an impostor,
a book unworthy of comparison with the Bible, which Ali
had sometimes read in a cursory manner. But to leave hold
of a false religion is a very different thing from grasping a
true one. To extinguish smoky lamps is not a means of
calling in the radiant day.

Ali, till he met a simple, true-hearted Christian, was an

unbeliever as regarded the power of any faith to change the
life. The Amir had been unfortunate in meeting with several
nominal Christians, had shrewdly compared their conduct
with their creed, and rejected the latter because
inconsistent with the former. Ali had, as many do, found a
refuge against the shafts of conscience in carping criticism
of others; he was not worse, so he thought, than many who
believe themselves certain of heaven through the merits of
One whose example they do not follow, whose commands
they do not obey.

But Ali's eyes were now opened; he looked on himself

as stained with sin, and saw in Christianity, such as the
Hartleys had embraced, the only means of being saved from
eternal condemnation. No longer the Persian listened to
Robin's recitals from Scripture in the spirit of a critic; for Ali
was thirsting for the water of life, and could not pause to
comment on the form of the cup which held it. Robin was
delighted, but not surprised, to find that his prayers had
been heard, for had he not pleaded with One whom
Scripture describes as the Hearer of prayer?

It was at night, during the last halt made before Djauf

would be reached, that Ali confessed to Robin his own
desire to become a Christian.

Robin's eyes sparkled with joy.

"I will accompany you and your brother to India as soon

as it is possible to do so," said the Amir, "study your
Scriptures thoroughly, and then receive baptism without
delay."

The expressive face of Robin was suddenly shaded, as if

by a doubt.

"How, do you not desire me to become a Christian?"

asked the Persian quickly.

"I wish it intensely!" cried Robin.

"And have I not already given myself to the Saviour, has

Christ not entered my heart?"
 "Have you given yourself to Him out and out?" asked
the youth. "If Christ have entered your heart are you ready
to do His will in all things?"

"My future conduct will show it."

"But what of the past?" said the younger Hartley,

looking on the ground as he spoke, for he felt pain in giving
pain.

"The past cannot be recalled—you have said that all is

forgiven."

"Yes—as far as regards God; but we must make what

amends we can to man also. When Christ came to
Zacchaeus, the publican received free salvation, but still he
said, 'Lord, the half of my goods I give to the poor, and if I
have done wrong to any man I restore him fourfold.'"

"I do not understand you, boy!" said Ali, and very deep
grew the furrow on his brow. "I have taken one life, and I
cannot restore it; God does not require an impossibility."

Robin was silent, he knew not how to express what was

on his mind: but Ali was resolved to have an explanation.

"If you were in my place what would you do?" asked the
Amir.

"I do not know what I should do, but I know what I

should feel that I ought to do," replied Robin, with some
reluctance.

"What might that be?" asked Ali, looking the young

Englishman full in the face with his keen, piercing eyes.
 Robin met the gaze as he made reply, "Go to my
mother, entreat her forgiveness, and then give myself up to
justice."

This was so contrary to any idea which had ever been

entertained by the Oriental, that his first emotion was that
of astonishment at the childish simplicity which could make
so absurd a suggestion. However, Robin was evidently in
earnest, the warm blood was mantling even to his brow,
and he intuitively clenched his hand as if realising what an
effort it would cost him, what courage he felt that it would
require to do what he deemed to be right in so terrible a
case.

Ali did not lose his temper, but his voice sounded harsh
as, after a pause of some minutes, he expressed himself as
follows:

"There is no justice—I mean according to English ideas

—in Persia. If I became my own accuser, I should but be
regarded as a fool. I should not be injured in life or limb,
but every hanger on at a corrupt court would seize on the
opportunity of robbing me of every piastre that I possess. I
should be stripped of all that I have inherited, all that I
have made by skilful speculations in jewels and horses since
leaving Persia. I should simply be reduced to a penniless
beggar; unless, indeed, by speaking out my opinion
regarding Mahomet, I should be promoted to the rank of a
martyr."

"But surely you should visit your mother?"

"It would be more tolerable to me to own myself a

murderer in the palace of the Shah, than to face her whom
I have bereaved of her favourite son!" exclaimed Ali. "I