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Expert Public Speaking Advice, Now With Exceptional SIXTH EDITION
Digital Resources
With expert advice unavailable elsewhere, and an easy-to-navigate format, A Speaker’s
Guidebook is the essential resource for becoming a more effective speaker in the classroom,
at work, and in the community.
When accompanied by LaunchPad, this edition’s print and digital tools converge to address
all facets of speech-making in captivating ways—from understanding core fundamentals
to using technology for research and giving speeches online. LaunchPad’s new collection
of speech videos (accompanied by questions) provides memorable examples of both
effective and “needs improvement” techniques, while its adaptive quizzing program,
LearningCurve, creates a personalized learning experience that adjusts to each individual’s
strengths and study needs.

Where Students Learn

Get the most out of your book with LaunchPad, where video, audio, and activities with
immediate feedback are available. Go to the inside back cover to learn how you can get
access and look for these icons throughout the book.
LearningCurve — game-like quizzing that adapts to what you already know and
helps you master the concepts you need to learn.
Video — more than 300 video clips and full-length videos that illustrate speech
techniques, including five new full-length speeches and related speech clips.
e-readings — additional resources and reference materials like visual guides and
documentation help.

“This is the quintessential public speaking text.” 

 — Donna Elkins, Jefferson Community and Technical College

“Contemporary handbook; great for online or hybrid courses. Includes numerous

checklists and tips boxes, which are a big hit with students. Works well as a
reference book as students prepare their speeches, or refer back to in years to
come . . . includes timely information on online presentations and the changing
face of presentational speaking.” — Brandi Queensberry, Virginia Tech

“Its design makes it easy to access, reference, and read about the world of
public speaking. “ — Jennifer Hallet, Young Harris College

macmillanhighered.com Dan O’Hair | Rob Stewart | Hannah Rubenstein

mech_ OHair-ASG6-SE-071714
 For Bedford/St. Martin’s
Vice President, Editorial, Macmillan Higher Education Humanities: Edwin Hill
Publisher for Communication: Erika Gutierrez
Senior Developmental Editor: Lorraina Morrison
Senior Production Editor: Pamela Lawson
Senior Production Supervisor: Steven Cestaro
Marketing Manager: Thomas Digiano
Editorial Assistant: Joanna Kamouh
Copy Editor: Eric Raetz
Indexer: Mary White
Text Permissions: Linda Winters
Photo Permissions: Nick Ciani
Text Design: Jerilyn Bockorick
Cover Design: Marine Miller
Composition: Cenveo Publisher Services
Printing and Binding: Quad/Graphics

Copyright © 2015, 2012, 2010, 2007 by Bedford/St. Martin’s

All rights reserved. No part of this book may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, except as may be expressly permitted by the
applicable copyright statutes or in writing by the Publisher.

Manufactured in the United States of America.

9 8 7 6 5 4
f e d c b a

For information, write: Bedford/St. Martin’s, 75 Arlington Street,

Boston, MA 02116 (617-399-4000)

ISBN: 978-1-457-66353-6 (Student Edition)

ISBN: 978-1-457-68980-2 (Student Edition with The Essential Guide to Rhetoric)

Acknowledgments
Text acknowledgments and copyrights appear at the back of the book on page 529, which
constitute an extension of the copyright page. Art acknowledgments and copyrights
appear on the same page as the art selections they cover. It is a violation of the law to
reproduce these selections by any means whatsoever without the written permission of
the copyright holder.

At the time of publication all Internet URLs published in this text were found
to accurately link to their intended website. If you do find a broken link, please
forward the information to will.stonefield@macmillan.com, so that it can be
corrected for the next printing.

01_OHa_63536_FM_a_lvi.indd iv 21/10/14 5:00 PM

 How to Use This Book and
Digital Resources
A Speaker’s Guidebook: Text and Reference has been carefully designed to help
you easily and quickly access the information you need to prepare speeches
and presentations. The text may be used in a public speaking course, in other
college courses, in your working life after college, and in your civic activities
in your community. Digital tools such as adaptive quizzing and sample speech
videos are integrated throughout the book and through the LaunchPad platform.
See the inside back cover to learn more about access.

The Main Menu and Table of Contents

The twelve tab dividers (discussed in more detail on the next page) allow the
book to flip open easily, and the book’s binding lets it lie flat. On the inside front
cover you will find the Main Menu that offers a listing of the thirty-one chapters
in the text, color-coded to the corresponding tab, and a visual link to help you
find each one. For even more information or to find a specific topic, simply turn
to the full table of contents on p. xxix.

GETTING STARTED WITH CONFIDENCE ORGANIZING AND OUTLINING FORMS OF SPEECHES

1 Becoming a Public Speaker 11 Organizing the Body of the Speech 23 The Informative Speech
2 Giving It a Try: Preparing Your First 12 Types of Organizational 24 The Persuasive Speech Quick Access Menu
Speech Arrangements
pages 165–212

25 Developing Arguments for the

pages 309–406

Using A Speaker’s Guidebook

pages 1–34

13 Outlining the Speech Persuasive Speech

The menu to the left briefly displays
26 Organizing the Persuasive Speech
the book’s content. Each menu box
27 Special Occasion Speeches
corresponds to a tabbed divider
in the text. The dividers contain
more detailed lists of contents in
each section and are followed by
INTRODUCTIONS, CONCLUSIONS, SPEAKING BEYOND THE SPEECH “Speaker’s Reference” pages that
PUBLIC SPEAKING BASICS AND LANGUAGE CLASSROOM offer executive-like summaries of the
subsequent chapters. At the back of
3 Managing Speech Anxiety 14 Developing the Introduction 28 Preparing Online Presentations the book, you will find:
4 Listeners and Speakers 15 Developing the Conclusion 29 Collaborating and Presenting in
Groups • The index
pages 407–460
pages 213–242

5 Ethical Public Speaking 16 Using Language to Style the

pages 35–76

Speech 30 Business and Professional • A list of feature boxes and

Presentations checklists
31 Speaking in Other College Courses • A list of sample speeches
• A list of visual guides

Where Students Learn

AUDIENCE ANALYSIS AND TOPIC
VOCAL AND NONVERBAL DELIVERY SAMPLE SPEECHES Go to the interior back cover to
SELECTION
learn how you can get access to
6 Analyzing the Audience 17 Methods of Delivery Sample Visually Annotated Informative LaunchPad and look for these icons
7 Selecting a Topic and Purpose 18 The Voice in Delivery Speech
throughout the book.
Sample Visually Annotated Persuasive
pages 461–482

19 The Body in Delivery

pages 243–268
pages 77–118

Speech LearningCurve, an adaptive

Sample Special Occasion Speech
quizzing program.
Video—more than 300 video
clips and full-length speech videos,
including five new full-length
speeches and related speech clips.

REFERENCE AND RESEARCH E-readings—additional resources

SUPPORTING THE SPEECH PRESENTATION AIDS APPENDICES and reference materials, such as
visual guides and documentation
8 Developing Supporting Material 20 Using Presentation Aids in the A Commonly Mispronounced Words help.
9 Finding Credible Print and Online Speech B–C Documentation Styles: Chicago and
Materials 21 Designing Presentation Aids APA
pages 483–512
pages 119–164

pages 269–308

To Find Out More

10 Citing Sources in Your Speech
22 Using Presentation Software
D Glossary
For more on using the book’s refer-
Digital Appendices
ence aids and digital tools, turn to
E Question-and-Answer Sessions
“How to Use This Book” (p. v).
F Preparing for TV and Radio
Communication
G–I Documentation Styles: MLA,
CBE/CSE, IEEE

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 vi How to Use This Book and Digital Resources

The Tabs
A Speaker’s Guidebook is divided into twelve tabbed sections that are arranged
into four color banks—blue, orange, purple, and green. Each section opens with
a tab divider; the front of the tab divider identifies the tab name and the chap-
ters contained in that section. The back indicates chapter titles and detailed
information about major topics covered. To find the specific information you
want, look for the appropriate tab and open the book to it.

FORMS OF SPEECHES
FORMS OF SPEECHES

SPEAKER’S REFERENCE
(309–406)

CHAPTER 23 The Informative Speech 322

Focus on Sharing Knowledge 322

c CHECKLIST Help Listeners Follow Along 324
Categories of Informative Speeches 325
The back of each Decide How to Convey the Information 326
tab divider offers a Take Steps to Reduce Confusion 329
c CHECKLIST Strategies for Explaining Complex
table of contents for Information 330
the chapters within Arrange Speech Points in a Pattern 331
that tabbed section. c CHECKLIST Guidelines for Clearly Communicating Your
Informative Message 333
The Speaker’s c SAMPLE VISUALLY ANNOTATED INFORMATIVE SPEECH
Reference pages for Freeganism: More Than a Free Lunch, DJ McCabe 333
the chapters within c SAMPLE VISUALLY ANNOTATED INFORMATIVE SPEECH Social
Media, Social Identity, and Social Causes, Anna Davis 338
the section follow
each tab divider. CHAPTER 24 The Persuasive Speech 344

What Is a Persuasive Speech? 344

c CHECKLIST Conditions for Choosing a Persuasive
Purpose 345
c ETHICALLY SPEAKING Persuasive Speeches Respect
Audience Choices 345
Classical Persuasive Appeals: Ethos, Pathos, and Logos 346
c ETHICALLY SPEAKING Using Emotions Ethically 350
c CHECKLIST Displaying Ethos in the Persuasive Speech 352
Contemporary Persuasive Appeals: Needs and Motivations 352
c SELF-ASSESSMENT CHECKLIST Tips for Increasing Speaker
Credibility 357

CHAPTER 25 Developing Arguments for the

Persuasive Speech 358
What Is an Argument? 358
c ETHICALLY SPEAKING Engaging in Arguments in the Public
Arena 360
Types of Claims Used in Persuasive Speeches 361
c A CULTURAL PERSPECTIVE Addressing Culture in the
Persuasive Speech 362
Types of Evidence 363
Types of Warrants 364
c CHECKLIST Testing the Strength of Your Evidence 364

01_OHa_63536_FM_a_lvi.indd vi 21/10/14 5:01 PM

 How to Use This Book and Digital Resources vii

Speaker’s Reference Sections

You may well find one of the most useful features of A Speaker’s Guidebook
to be its Speaker’s Reference pages that immediately follow each tab divider.
These pages provide executive summaries of the material covered within the
subsequent chapters. A list of key terms in the chapters appears at the end
of the Speaker’s Reference pages, just before the opening of the first chapter
within that tabbed section.

LearningCurve can help you review.

SPEAKER’S REFERENCE
Speaker’s SPEAKER’S REFERENCE Go to bedfordstmartins.com/speakersguide
Reference
pages offer a FORMS OF SPEECHES
quick review of
the most impor- CHAPTER 23 The Informative Speech
tant information Focus on Sharing Knowledge and Demonstrating Relevance
in subsequent • Strive to enlighten (informative intent) rather than to advocate
chapters through (persuasive intent). (p. 322)
summaries and • Use audience analysis to determine information needs. (p. 321)
• Show the audience why the topic is relevant to them. (p. 323)
key terms.
• Present new and interesting information. (p. 323)
• Look for ways to increase understanding. (p. 324)

Identify the Subject Matter of Your Informative Speech

To refer to the • Is it a speech about objects or phenomena—e.g., anything that isn’t
human? (p. 325)
full in-text cover-
• Is it a speech about people—e.g., individuals or groups who have made
age of a topic, a difference? (p. 325)
simply flip to the • Is it a speech about an event—e.g., a noteworthy occurrence? (p. 325)
page indicated in • Is it a speech about a process—e.g., an explanation of how something
works, as in a series of steps leading to a product or end result? (p. 326)
parentheses. • Is it a speech about an issue—e.g., a social problem or matter in
dispute? (p. 326)
• Is it a speech about a concept—e.g., an idea, theory, or belief? (p. 326)

Decide How to Convey the Information

• Use definition to clarify. (p. 327)
• Provide descriptions to paint a picture. (p. 328)
• Provide a demonstration. (p. 328)
• Offer an in-depth explanation. (p. 328)

Clarify Complex Information

• Use analogies that link concepts to something familiar. (p. 329)
• Demonstrate underlying causes. (p. 330)
• Use visual aids, including models and drawings. (p. 331)

Appeal to Different Learning Styles

• Consider listeners’ learning styles as part of your audience analysis. (p. 331)
• Offer information in a variety of modes—visually, with sound, with text,
and with demonstrations. (p. 331)

313

01_OHa_63536_FM_a_lvi.indd vii 21/10/14 5:01 PM

 viii How to Use This Book and Digital Resources

LaunchPad for A Speaker’s Guidebook:

bedfordstmartins.com/speakersguide

LaunchPad is a new, easy-to-use platform that offers digital tools to support

the speechmaking process, including adaptive quizzes, model full-length speech
videos, student video clips, and video quizzes. LaunchPad can be packaged free
with A Speaker’s Guidebook, or purchased separately—see the inside back cover
for more information or visit launchpadworks.com.
LaunchPad houses a variety of powerful learning tools, including:

LearningCurve
LearningCurve is an online learning tool that adapts to what you already know
and helps you learn the topics that you need to practice. Learning Curve ensures
that you receive as much targeted practice as you need. Icons that appear at
the beginning of each chapter and in the Speaker’s Reference sections prompt
you to visit LaunchPad and take adaptive review quizzes, testing your knowledge
of the concepts from the text.
Icons for LearningCurve appear in the Speaker’s Reference sections and
at the beginning of each chapter to direct students to adaptive quizzes for each
part in LaunchPad.

Video
Anna Davis delivers the
informative speech “Social
Media, Social Identity, and
Social Causes.”
LaunchPad provides access to more than three
hundred short video clips illustrating speech tech-
niques described in the book. Five new full-length
sample speeches appear in this edition. A list of
video clips that map to important speechmaking
topics appears after the index. Speeches that
are printed in the book and available as videos in
LaunchPad are listed on the last book page across
from the inside back cover.
Video icons appear in the Key Terms sections
and near sample speeches to encourage students
to watch the related video in LaunchPad.

e-readings
E-readings offer additional content online, including visual guides and online ref-
erence and research appendices.
Icons for e-readings are present in chapters that include additional
reference materials, available in LaunchPad.

01_OHa_63536_FM_a_lvi.indd viii 21/10/14 5:01 PM

 How to Use This Book and Digital Resources ix

Visual Guides
Visual Guides (eleven total) walk you through the most challenging aspects of the
speechmaking process—from research and organization through creating presen-
tation aids. A complete list of visual guides is available at the end of this book.

FROM IDEA TO SPEECH

How to Transform an Idea into a Polished Speech

The authors of A Speaker’s Guidebook worked on this speech
project with Professor Gary Russell of Quincy University, a
liberal arts university in Illinois. Professor Russell asked
student Teresa Gorrell to work with us on her speech of
introduction. Our goal was to show how a student can take
a first draft of a speech and improve it. We wanted to see
how Teresa could improve the language of her speech, as
well as the delivery.

Teresa Chooses Her Topic

First, Teresa did some brainstorming, to decide what part of her life she’d like to
speak about in her speech of introduction.
Teresa commented, “Based on the sample speeches of introduction that I was
sent by my professor, I have gathered that my speech purpose should be to intro-
duce myself by sharing a personal story concerning some life-shaping, character-
forming aspect.”
With this understanding, Teresa did some thinking and narrowed her options
to two ideas for a direction to take.

I would relate my background as a homeschooled student

in grades K-8, my transition into high school, and then
into college, with a focus on how my experiences shaped me
Option 1:
socially and personally.

I would tell the story of my first step into the world of

athletics as a sophomore in high school when I joined
the track team, and explain how, through hard work,
Option 2: I became an all-conference award runner and school record
holder by my senior year and am now competing as a NCAA
Division II athlete. I would focus on what running means
to me and how it has defined me as a person.

Teresa Drafts Her Speech

Teresa’s first draft speech was compelling, but the authors thought that she could
add more colorful language and details to the introduction. The authors advised
Teresa to “set the scene,” so that the audience could imagine her daily routine.

30

01_OHa_63536_FM_a_lvi.indd ix 21/10/14 5:01 PM

 x How to Use This Book and Digital Resources

Checklists, Boxed Features, and Full-Text Speeches

Useful checklists, appearing in each chapter and providing students with easy-to-
reference tips and advice on research and speech techniques, are a pedagogical
hallmark of A Speaker’s Guidebook. Throughout A Speaker’s Guidebook you will
also find three types of special boxed features. A Cultural Perspective explores
the many ways that culture informs public speaking, ESL Speaker’s Notes offer
detailed guidance for non-native speakers, and Ethically Speaking boxes offer
students ways to ensure an ethical stance when speaking. Throughout, you also
will find eleven full-text sample speeches, seven by fellow student speakers that
can serve as models to help you learn the art and craft of creating your own
speeches. For a full list of the checklists, boxes, and sample speeches, refer
to the end of the book.

A Cultural Perspective ESL Speaker’s Notes Ethically Speaking

Photos: (passport) Charles Taylor/Shutterstock; (globe) NASA Goddard Space Flight Center; (column) Radu
Bercan/Shutterstock

01_OHa_63536_FM_a_lvi.indd x 21/10/14 5:01 PM

 Preface

A Speaker’s Guidebook: Text and Reference is a groundbreaking public speaking

text that offers better solutions to the wide range of challenges that students
face. Adopted at more than 850 schools since the first edition was published in
2001, the book grew out of the realization that public speaking courses are not
ends in themselves. The principles and skills taught in this book are meant to be
of lasting use to students and to help them beyond merely meeting the require-
ments of the course—with guidance for delivering presentations in their other
college courses, in their working lives after college, and in the vital roles they
may play in their communities. The book functions not only as a brief yet com-
prehensive classroom text but also as a unique and useful postclassroom refer-
ence, one that will prove an invaluable resource in any public speaking situation.
The key goal of A Speaker’s Guidebook has always been to effectively address
the fundamental challenges of public speaking, both inside and outside the
speech classroom. And we recognize that as times have changed—especially due
to advances in technology—the challenges of both formal public speaking and
presentational speaking in the classroom and workplace have evolved as well.
Thus, with the support of hundreds of instructors nationwide, we have devel-
oped a book that students use and keep, that reinforces basic skills while pro-
viding cutting-edge coverage, and that helps students apply what they’ve learned
to their own speeches.

Enduring Features
The following features have made A Speaker’s Guidebook: Text and Reference
extremely successful in its first five editions:

An Invaluable Reference beyond the Speech Classroom

A Speaker’s Guidebook features a unique, user-friendly design, convenient and
accessible reference features throughout, and extensive reference and research
appendices. The information in A Speaker’s Guidebook is designed for quick and
easy retrieval. Twelve tabbed dividers allow the book to flip open easily, and a
comb binding lets it lie flat. A Main Menu on the inside front cover listing all
tabs and chapters, paired with a full table of contents beginning on p. xxvii,
quickly directs students to the sections they need.
Speaker’s Reference pages at the beginning of each tabbed section allow
students to quickly access and review the most important information in each
chapter; convenient cross-references enable readers to flip quickly to a full dis-
cussion of the material.

xi

01_OHa_63536_FM_a_lvi.indd xi 21/10/14 5:01 PM

 xii Preface

Every chapter in A Speaker’s Guidebook contains Checklists that offer step-

by-step directions, self-assessments, and content review checks. Widely praised
by reviewers for their precision and conciseness, these checklists help students
and professionals both plan their speeches and assess their efforts.
The Sample Speeches appendix and a wealth of Reference appendices
allow students to easily access practical information.

A Comprehensive Classroom Text

A Speaker’s Guidebook addresses every topic included in the standard public
speaking texts—and much more. Although we designed the coverage to be ac-
cessible, we didn’t lose sight of the need for comprehensiveness. A Speaker’s
Guidebook covers all the traditional topics, including listening, speaking ethi-
cally, managing speech anxiety, analyzing the audience, selecting a topic and
purpose, locating and using supporting materials, organizing and outlining
ideas, using language, creating presentation aids, delivering the speech, and
constructing various speech types. The textbook also includes the most current
coverage of public speaking topics that will help students in their future careers
and work in other courses, including using presentation software, delivering
online presentations, preparing business and professional presentations, and
speaking in other courses.
To give students advice that is grounded in the theory of speech communi-
cation throughout the text, we have included references to current communica-
tion research and classical rhetorical theory, using this research as the basis for
concrete suggestions in real-world speaking situations. Examples range from
coverage of individual contemporary theorists and their work to down-to-earth
discussions of classical theory.
Because persuasive speaking is a major aspect of most speech courses, A
Speaker’s Guidebook offers three full chapters on persuasion, more than any
other text. Chapter 24 introduces the student to contemporary and classical
approaches to persuasion, Chapter 25 to forming arguments, and Chapter 26
to organizing the persuasion speech.
Finally, A Speaker’s Guidebook recognizes the importance of solid sample
speeches, and it provides eleven in total. Speeches include two speeches of
introduction, three informative speeches, four persuasive speeches, and two
special occasion speeches. Each of the full-text model speeches offers textual
annotations that help students understand the language, organization, and
arguments used in the speech. The seven visually annotated speeches also
include photographs of speakers delivering their presentations and connect to
the videos available in LaunchPad. These visual annotations go beyond the tra-
ditional printed page by bringing the elements and analysis of speech delivery
into clear focus.

Global Perspective on Public Speaking

A Speaker’s Guidebook also offers students a wealth of resources to help them
adapt their speeches to the cultural requirements of the speech situation. Along

01_OHa_63536_FM_a_lvi.indd xii 21/10/14 5:01 PM

 Preface xiii

with extensive coverage within chapters, A Cultural Perspective boxes feature

such topics as comparing cultural values, vocal delivery and culture, and varia-
tions in nonverbal communication.
Special consideration has also been given to the non-native speaker. ESL
Speaker’s Notes boxes focus on critical areas of concern to speakers whose
first language is not English and offer practical ways to address those concerns.
Sample features include “Avoiding the Pitfalls of Manuscript Delivery” and
“Vocal Variety and the Non-Native Speaker.” Another characteristic that defines
A Speaker’s Guidebook is its strong focus on ethics. Chapter 5, “Ethical Public
Speaking,” is devoted to this topic and includes an in-depth consideration of
the role that values play in the ethical quality of speeches. Ethically Speaking
boxes also appear throughout the text, continually reminding students that
ethical conduct must apply to all aspects of the speechmaking process.

A Superior Resource for a Lifetime of Public Speaking

Along with providing students with an accessible, up-to-date classroom guide,
A Speaker’s Guidebook contains many features that will make it an invaluable
resource in other college courses and after the public speaking course.

More about public speaking on the job. A Speaker’s Guidebook gives stu-
dents more in-depth preparation than any other text for the kinds of speaking
situations they are likely to encounter on the job. Chapter 30 covers business
and professional speeches, sales presentations, progress reports, and staff
reports.

“Speaking in Other College Courses.” Chapter 31 provides guidance for

creating the kinds of oral presentations students are likely to deliver in other
college courses, from the social sciences and humanities to science and engi-
neering. Separate sections describe sample presentations in technical, scientific
and mathematical, arts and humanities, social science, and education courses,
along with a section on speaking in nursing and allied health courses.

Extensive help with the research process. Useful for any college course,
print and online appendices provide advice on how to cite sources in a variety
of reference styles, from APA to MLA to Chicago and more. Appendices E and
F offer guidance on handling question-and-answer sessions and in preparing
students for speaking in mediated communication situations such as television
and radio. Appendices E–I are available within LaunchPad.

The Story of the New Edition

In the sixth edition of A Speaker’s Guidebook, print and digital tools converge to
help students with every aspect of the speech building process, including a new
online learning platform that seamlessly integrates e-book content, adaptive
quizzes, and video. With students’ needs foremost in mind, revised chapters on

01_OHa_63536_FM_a_lvi.indd xiii 21/10/14 5:01 PM

 xiv Preface

fundamentals such as listening, ethical speechmaking, audience analysis, topic

selection and support, and outlining offer newly relevant examples and acces-
sible guidance. The authors have streamlined the text to make chapters easier
for students to read and understand. The new edition represents the authors’
collective efforts to review the literature and incorporate the most reliable and
up-to-date research studies (113 total new studies). This revision includes new
material on researching topics in print and online, using presentation tools,
and gaining familiarity with delivering presentations online—all useful for the
classroom, online education, and the professional arena.
New as well is a visually appealing and highly relevant collection of speech
videos on topics ranging from freeganism to ethical manufacturing. In response
to requests by adopters, this edition also includes a “before” and “after” speech
by a current student—an early “needs improvement” version and a second
more-polished version. The sample student speech videos are accompanied by
quiz questions that test understanding of concepts. These speech video resources
help students focus on how to strengthen their own speeches by analyzing
model speech techniques and “needs improvement” speeches.
A Speaker’s Guidebook is also available in a variety of digital formats, includ-
ing the new LaunchPad edition. LaunchPad combines an interactive e-book,
full-length speech videos and video clips, reference tools, LearningCurve adap-
tive quizzes, and e-readings that help support research in one convenient learn-
ing program.

A Wealth of New Research

The sixth edition of A Speaker’s Guidebook includes a record 113 new peer-
reviewed studies, in chapters ranging from listening (12 new studies), ethics
(12), and audience analysis (17) to persuasion (15) and others.

Even Stronger Coverage of Public Speaking Fundamentals

• A revised Chapter 1 reflects the true excitement and real-life rele-
vance that public speaking can bring to students, with inspiring new
reportage on Dr. Martin Luther King Jr.’s “I Have a Dream” speech, com-
pelling testimony from Warren Buffet on the pivotal role of public speak-
ing in his success, and key surveys of employers on the pressing need for
oral communication skills in the workplace. Here, as students embark on
the speech course, they can easily see how skills gained in the speech class
can improve their performance in their other courses, their working lives,
and in their role as engaged citizens in their communities.
• The latest scholarship on listening. This fully revised chapter reflects
current scholarship on listening-processing strategies and approaches to
the listening event published in the International Journal of Listening and
elsewhere, from the perspective of both listener and speaker. The chapter
stresses the difference between hearing and listening, and offers practical
advice on active listening.

01_OHa_63536_FM_a_lvi.indd xiv 21/10/14 5:01 PM

 Preface xv

• Communication ethics, updated with the foundations. This revised

chapter retains its popular basic structure while offering students new tools
with which to engage in ethical decision making. New to this edition is a
brief overview of the three major ethical theories, each reflecting differing
standards by which to distinguish ethical from
nonethical behavior, which allows students to re-
flect on and actively engage their own values when
considering the role of ethics in the speechmaking
process.
• Persuasive techniques made more accessible
and relevant to today’s students. Persuasion
lies at the heart of public speaking, but learning
Elijah Lui gives his persuasive about it can be daunting for the first-time stu-
speech “Preventing
dent. Clearer and more engaging explanations
Cyberbullying” online. The
full text of the speech is and examples appear throughout the chapters,
included in Chapter 26, and from using the real-world Campus Kitchen
the full-length speech video Project to demonstrate the syllogism to all-new
and relevant video clips are examples using fair trade, immigration, and
available in LaunchPad. climate change to illustrate the components of
an argument.

Cutting-Edge Coverage of the New Public Speaking Realities

Students live in a digital age in which the realities of preparing and delivering
presentations continue to evolve. A growing number of instructors are teaching
an online public speaking course for the first time, and more and more stu-
dents (and professionals) are expected to prepare and deliver mediated presen-
tations, creating new challenges across the board. In this edition, we have
updated our groundbreaking coverage of online presentations and using pre-
sentation aids.

• New chapter reflects new direction in online and print research.

Chapter 9, “Finding Credible Print and Online Materials,” offers an
approach to searching for supporting materials aligned with the way that
students do their research today—online—and demonstrates where and
how to find reliable and credible resources, both print and digital.
• Revised chapters show students how to create presentations in Prezi,
Apple Keynote, and Microsoft PowerPoint. Chapters 20–22 focus on
presentation aids and software and show students how to create and
deliver effective presentations, while avoiding technical glitches.
• An updated chapter on online presentations. Chapter 28 provides stu-
dents with the most helpful tips and guidance on how to prepare online
speeches—whether for use in an online class, for a recorded presentation,
or for a virtual meeting. Introduced in the fifth edition, the sixth edition of
A Speaker’s Guidebook provides innovative coverage of the steps involved in
delivering online presentations, fully revised to reflect current practices.

01_OHa_63536_FM_a_lvi.indd xv 21/10/14 5:01 PM

 xvi Preface

A Multifaceted Digital Experience Brings It All Together

Digital resources for A Speaker’s Guidebook are available in LaunchPad,
a dynamic new platform that combines a curated collection of video, home-
work assignments, e-book content, and the LearningCurve adaptive quizzing
program in a simple design. LaunchPad can be packaged free with A Speaker’s
Guidebook, or it can be purchased separately.

• Relevant videos are available by e-book chapter. After students read

about speech techniques, they can view videos that model these concepts.
• Instructors can create reading, video, or quiz assignments easily.
LaunchPad provides premade assignments that instructors can use as-is or
as a starting point for their own assignments.
• With LaunchPad, instructors can upload and embed their own
content. Instructors can add their own readings, videos, and custom
content to the ready-made content that exists in LaunchPad.
• The Gradebook in LaunchPad enables instructors to track and
analyze student progress. Instructors can also keep an eye on their class’s
progress throughout the semester—reviewing progress for the whole class,
individual students, or individual assignments.
• LearningCurve’s adaptive quizzing provides a personalized learning
experience. In every chapter, call-outs prompt students to tackle the
LearningCurve quizzes to test their knowledge and reinforce learning of the
material. Based on research on how students learn, LearningCurve moti-
vates students to engage with course materials and learn important con-
cepts. LearningCurve for A Speaker’s Guidebook is organized by part, so
students can review a range of topics.

New and Improved Video Program in LaunchPad Helps

Students Apply What They Learn to Their Own Speeches
• New informative and persuasive speech videos accompanied by questions
show how speakers can polish every aspect of their speeches—by demon-
strating effective introductions, conclusions, transitions, supporting mate-
rial, patterns of organization, citation of sources, use of presentation aids,
and techniques of delivery. These polished and professionally shot speech
videos offer topics of real interest to students, such as social media,
freeganism, and ethical manufacturing. Full-text versions of the speeches
are printed in the book, with electronic transcripts and closed captioning
in LaunchPad. Mirroring new realities, one of the new speeches on
preventing cyberbullying is given as an online presentation, showing the
process of setting up the presentation and techniques for keeping a remote
audience engaged.
• A comprehensive video collection containing more than three hundred
clips and thirty three full-length student speeches highlights typical

01_OHa_63536_FM_a_lvi.indd xvi 21/10/14 5:01 PM

 Preface xvii

issues—in model speeches that show expert speech techniques and “needs
improvement clips”—in order for students to develop their own skills.

Digital and Print Formats

For more information on these formats and packaging information, please visit
the online catalog at bedfordstmartins.com/speakersguide/catalog.

LaunchPad for A Speaker’s Guidebook is a dynamic new platform that

dramatically enhances teaching and learning. LaunchPad combines the
full e-book, which includes The Essential Guide to Rhetoric, with carefully cho-
sen videos, quizzes, activities, instructor’s resources, and LearningCurves. To
get access to the videos, quizzes, and multimedia resources, package LaunchPad
for free with the print version of A Speaker’s Guidebook or order LaunchPad on
its own. Learn more at launchpadworks.com.

A Speaker’s Guidebook is available as a print text. To get the most out of the
book, package LaunchPad for free with the text.

A Speaker’s Guidebook with The Essential Guide to Rhetoric, Sixth Edition.

This version of A Speaker’s Guidebook includes a full tabbed section that pro-
vides additional coverage of rhetorical theory—from the classical to the
contemporary—and its practical applications. Package this version with
LaunchPad free to get access to the digital resources and tools.

The Bedford e-Book to Go for A Speaker’s Guidebook includes the same

content as the print book, and provides an affordable, tech-savvy PDF e-book
option for students. Instructors can customize the e-book by adding their
own content and deleting or rearranging chapters. Learn more about custom
Bedford e-Books to Go at bedfordstmartins.com/ebooks—where you can also
learn more about other e-book versions of A Speaker’s Guidebook in a variety of
formats, including Kindle, CourseSmart, Barnes & Noble Nook-Study, Know,
CafeScribe, or Chegg.

Resources for Students and Instructors

Online Resources for Students
For more information on Student Resources or to learn about package options,
please visit the online catalog at bedfordstmartins.com/speakersguide/catalog.

LaunchPad for A Speaker’s Guidebook. This easy-to-use learning platform in-

cludes an interactive e-book, adaptive quizzing, a comprehensive collection of
speech videos, and more. Visit launchpadworks.com for more information.

01_OHa_63536_FM_a_lvi.indd xvii 21/10/14 5:01 PM

 xviii Preface

Communication Central website. Accessed through bedfordstmartins

.com/speakersguide, this free and open website hosts a variety of study tools
and resources, including Web links, additional full-text sample speeches, and
the Bedford Speech Outliner.

Print Resources for Students

The Essential Guide to Rhetoric by William M. Keith, University of Wiscon-
sin, Milwaukee, and Christian O. Lundberg, University of North Carolina,
Chapel Hill. This guide is a powerful addition to the public speaking class, pro-
viding an accessible and balanced overview of key historical and contemporary
rhetorical theories. Written by two leaders in the field, this brief guide uses
concrete, relevant examples and jargon-free language to bring these concepts
to life.

The Essential Guide to Presentation Software, Second Edition, by Allison

Bailey, University of North Georgia, and Rob Patterson, University of Virginia.
This completely revised guide shows students how presentation software can
be used to support, not overtake, their speeches. Sample screens and practical
advice on using PowerPoint, Prezi, and other presentation tools make this an
indispensable resource for students preparing electronic visual aids.

The Essential Guide to Interpersonal Communication and The Essential

Guide to Group Communication, both by Dan O’Hair and Mary Wiemann,
and The Essential Guide to Intercultural Communication by Jennifer Willis-
Rivera. These brief and readable guides offer succinct yet comprehensive cover-
age of key aspects of interpersonal, group, and intercultural communication,
covering basic concepts and theories backed by current scholarship.

Outlining and Organizing Your Speech by Merry Buchanan, University of

Central Oklahoma. This student workbook provides step-by-step guidance for
preparing informative, persuasive, and professional presentations and gives
students the opportunity to practice the critical skills of conducting audience
analysis, dealing with communication apprehension, selecting a speech topic
and purpose, researching support materials, organizing and outlining, devel-
oping introductions and conclusions, enhancing language and delivery, and
preparing and using presentation aids.

Media Career Guide: Preparing for Jobs in the 21st Century, Ninth Edition,
by James Seguin, Robert Morris University, and Sherri Hope Culver, Temple
University. Practical, student-friendly, and revised for recent trends in the job
market—like the role of social media in a job search—this guide includes a
comprehensive directory of media jobs, practical tips, and career guidance for
students considering a major in communication studies and mass media.

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 Preface xix

Research and Documentation in the Digital Age, Sixth Edition, by Diana

Hacker, late of Prince George’s Community College, and Barbara Fister, Gus-
tavus Adolphus College. This handy booklet covers everything students need
for college research assignments at the library and on the Internet, including
advice for finding and evaluating Internet sources.

Resources for Instructors

For more information or to order or download the Instructor Resources, please
visit the online catalog at bedfordstmartins.com/speakersguide/catalog.

Online Instructor’s Resource Manual by LeAnne Lagasse, Texas Tech Univer-

sity; Jennifer Emerling Bone, State University of New York, Oneonta; Elaine
Wittenberg-Lyles, University of Texas, San Antonio; and Melinda Villagran,
George Mason University. Available in LaunchPad or downloadable online,
this revised comprehensive manual is a valuable resource for new and expe-
rienced instructors alike. It offers extensive advice on topics such as helping
students use their public speaking skills to become more engaged citizens; ideas
for preparation and practice to reduce speech anxiety; setting and achieving
student learning goals; managing the classroom; facilitating group discussion;
understanding culture and gender considerations; dealing with ESL students;
evaluating speeches (for both instructors and students); and evaluating Inter-
net resources. In addition, each chapter of the main text is broken down into
chapter challenges, detailed outlines, suggestions for facilitating class discus-
sion from topics covered in feature boxes, additional activities and exercises,
and recommended supplementary resources. The new edition includes more
guidelines for first-time instructors, advice for integrating technology into
the speech class, and expanded suggestions for videos and other classroom
resources.

Computerized Test Bank by LeAnne Lagasse, Texas Tech University; Jennifer

Emerling Bone, State University of New York, Oneonta; and Merry Buchanan,
University of Central Oklahoma. A Speaker’s Guidebook offers a complete test-
ing program, available in LaunchPad or downloadable online, for Windows
and Macintosh environments. Each chapter includes multiple-choice, true-
false, and fill-in-the-blank exercises, as well as essay questions. Sample final
examinations are also included in the testing program.

PowerPoint Slides for A Speaker’s Guidebook. Available in LaunchPad or as a

download, each chapter’s slides include the most important points from the
text, as well as key figures.

Custom solutions. Qualified adopters can customize A Speaker’s Guidebook

and make it their own by adding their own content or mixing it with ours. To
learn more, visit bedfordstmartins.com/custom.

01_OHa_63536_FM_a_lvi.indd xix 21/10/14 5:01 PM

 xx Preface

Professional Development Series

NEW! ESL Students in the Public Speaking Classroom: A Guide for
Instructors, Second Edition, by Robbin Crabtree, Fairfield University, and
David Allen Sapp, Fairfield University, with Robert Weissberg, New Mexico
State University. This guidebook provides support for new and experienced
instructors of public speaking courses whose classrooms include ESL and other
linguistically diverse students. Based on landmark research and years of their
own teaching experience, the authors provide insights about the variety of
non-native English-speaking students (including speakers of global English
varieties), practical techniques that can be used to help these students succeed
in their assignments, and ideas for leveraging this cultural asset for the
education of all students in the public speaking classroom.

Teaching Public Speaking: A Guide for New Instructors by Paula Youra,

Lynchburg College. This guidebook provides adaptable advice on cultivating
credibility and comfort in the classroom, and on succeeding during the first
day, week, and semester of the course.

Coordinating the Communication Course: A Guidebook by Deanna L. Fassett,

San José State University, and John T. Warren, Southern Illinois University,
Carbondale. This resource offers practical advice on every topic central to the
coordinator/director role.

Acknowledgments
We are especially thankful for the contributions of several individuals who
helped us develop this edition of A Speaker’s Guidebook. Thanks to Kevin Ayotte
of California State University, Fresno, and Brian Kanouse of Keene State College
for their contributions to the sample speeches. Thanks to Gary Russell, Quincy
University, for his help with the sample speech of introduction. Special thanks
to Teresa Gorrell for working with us to draft and present her speech of intro-
duction. We would like to thank Teri Varner of St. Edward’s University and her
students for their contributions to the sample speeches. We are also grateful to
Kelley Cowden from the University of Kentucky for her helpful suggestions. We
would like to thank LeAnne Lagasse of Texas Tech University for her excellent
work revising the Instructor’s Resource Manual (originally created by Elaine
Wittenberg-Lyles of the University of Texas at San Antonio and Melinda
Villagran of George Mason University, and revised for the third edition by
Jennifer Emerling Bone of the State University of New York, Oneonta) and Test
Bank (originally created by Tom Howard of the University of Oklahoma and
Merry Buchanan of the University of Central Oklahoma, and updated by
Jennifer Emerling Bone). Thank you also to Bruce Sherwin and Publishers
Solutions for their work on Web quizzes and other resources to accompany A
Speaker’s Guidebook, Sixth Edition.

01_OHa_63536_FM_a_lvi.indd xx 21/10/14 5:01 PM

 Preface xxi

We very much appreciate the assistance of the hundreds of reviewers whose

feedback and advice allowed us to make A Speaker’s Guidebook: Text and Refer-
ence, Sixth Edition, better. Please see the following pages for a list of each of
these reviewers.
The sixth edition of A Speaker’s Guidebook demanded constant attention
and labor from the dedicated team at Bedford/St. Martin’s. Publisher Erika
Guiterrez has now been the guiding spirit for the book for over a decade, and
we are ever grateful for her countless editorial, marketing, and sales contribu-
tions to its success. Senior Development Editor Lorraina Morrison devoted in-
numerable hours on all aspects of development, from editing chapters with
great good cheer and tact, to spearheading a superb series of speech videos, to
laboring over one thousand and one other details, and we are most grateful. We
also thank Associate Editor Alexis Smith, whose contribution to the Learning-
Curve questions adds a new and vital dimension to the text; and Editorial
Assistant Joanna Kamouh for her always swift and efficient help, hard work,
and good instincts. Pamela Lawson, Production Editor, expertly guided the text
through a complicated production process under the direction of Steven Cestaro
and Elise S. Kaiser. Thanks to Thomas Kane, Senior New Media Editor for help-
ing us to develop LaunchPad. We are grateful to Thomas Digiano, Marketing
Manager, for his sales and marketing efforts.

Virtual Focus Group Participants

Marlene Atkins, The Illinois Institute of Art,
Schaumburg
Steven Cohen, University of Maryland
Diana Cooley, Lone Star College, North Harris
Dustin Crosby, Southern Oregon University
Paul Crowley, Spartanburg Community College
Emilie Falc, Winona State University
Richard Harris, Southeastern University
Bruce Holmes, Stratford University
Monica Maxwell, Georgetown University
Gary Russell, Quincy University

Reviewers and Survey Respondents

Rebecca Aarestad, Waubun High School
Karen Alman, Wenatchee Valley College
Oluwunmi Ariyo, Vance Granville
Community College
Kathy Berggren, Cornell University
Aria Bernstein, Georgia Perimeter College
Steven Bisch, Washington State University
Tri-Cities
Becky Behm, Alexandria Technical and
Community College
Esther Boucher, Worchester Polytechnic
Institute
Greg Brecht, University of South Florida St.
Petersburg
Carol Brown, Centralia College
Carolyn Calhoon Dillahunt, Yakima Valley
Community College
Marybeth Callison, University of Georgia
Diane Carter, University of Idaho
Linda Carvalho Cooley, Reedley College
Anthony Cavaluzzi, SUNY Adirondack
Melinda Christianson, Underwood School
Jeanne Christie, Western Connecticut State
University

01_OHa_63536_FM_a_lvi.indd xxi 21/10/14 5:01 PM

Another random document with
no related content on Scribd:
dint of pleading and main force he is induced slowly to retire, seeking
to cover the rear of the fleeing. And well it was, for a longer stay
would have proved fatal. But for the eagerness of the Mexicans to
secure as prisoner so magnificent a prize, they could easily have
despatched him. Aztecs made it a point to obtain as many prisoners
as possible, particularly chiefs and nobles, and white men, who
ranked even above these, in order to do honor to the war-god. This
effort was prompted by a deep religious obligation as well as by
warrior spirit.
Not far from the disastrous channel a horse was brought, upon
which Cortés was mounted, though wounded in the leg. Shortly
before, his chamberlain, Cristóbal de Guzman, a great favorite, had
ridden up with a charger to the relief of his master, only to be
surrounded with warriors and cut down, together with the animal,
[1166] while another rider was obliged to retreat with a lance-thrust in
the throat. On retiring from the section of causeway assigned to the
horse, another animal was killed and a third narrowly escaped.
Finally the troops reached the broader Tlacopan road, and now
Cortés, with the nine horsemen left in his division, was able to take a
firm stand against the enemy. Checked in their pursuit, and made
timid in their charges by the presence of the bold line of horses and
lances, they flung their missiles and insults with increased energy.
Suddenly two or three Spanish heads were cast before the
horsemen, with the cry: “Tonatiuh!” “Sandoval!” The meaning could
not be misunderstood, and as the Spaniards gazed on the gory and
disfigured faces a sickening fear crept over them. Could it be that
these beloved leaders had fallen! There was no time for deliberation.
Finding his own party now comparatively secure, Cortés hurriedly
sent messengers to recall the other divisions under Alderete and
Tápia.
There was hardly need for this message. The triumphant shouts
of the Mexicans in pursuit of the troops of Cortés and the increased
attack on their own had already warned these leaders. Still they
persevered, although their men manifested some discouragement. It
was not long, however, before two or three mutilated, bearded heads
were cast before them with the cry, “Malinche is dead!” “Tonatiuh and
all their men have fallen!” The leaders saw that farther advance was
useless, especially since the Mexicans now attacked with great fury.
The leaders kept their men in good order, and were already retiring
when the order of recall reached them. The streets there being wider
and easier, and the channels all filled, they found no trouble in
rejoining their general. Now jointly they retreated through the plaza
and down the Iztapalapan road, furiously pursued by the warriors,
who showed themselves more reckless than usual on seeing their
prey escape. The central temple was filling with a vast throng to
watch the onslaught, and on the summit the priests were already
burning incense and chanting in honor of victory, while the rabble
railed at the humiliated children of the sun.
Alvarado had meanwhile advanced along the road to Tlatelulco
from his causeway, leaving Sandoval to coöperate along the flank
and to direct the movements of the brigantines and the filling of the
channels. The advance was fiercely resisted by the Mexicans from
roofs, cross-lanes, and barricades, and hundreds had been severely
wounded, chiefly Tlascaltecs, only too many fatally, yet he
persevered. He was already near the market, the aim of all efforts,
when the drum and trumpet came to startle his men and to
encourage the Mexicans to greater resistance. Progress was now
almost checked, and soon came the cry, “Malinche is dead!”
“Sandoval and the other captains are dead!” “Behold their faces!”
And therewith several heads with gory beards were cast before
them. “This shall be your fate!”
Alvarado’s men were white with dismay, and but for the intrepid
courage of their leader the rout of Cortés’ party might have been
repeated. Making a bold stand with his Spaniards, he ordered the
Tlascaltecs to fall back and leave the retreat open. They needed no
second instructions to this end, for the bleeding heads lent wings to
their haste. Then grew the onslaught fiercer than ever, for the retreat
of Cortés’ forces enabled a larger number of enemies to turn against
Alvarado and Sandoval. The latter also received his cast of bloody
heads with a new string of prominent names, all calculated to inspire
terror. “By this time they had us all killed,” adds Bernal Diaz, “but, in
truth, we were all wounded, and filled with anguish concerning the
fate of our chief. Without God’s aid we could never have escaped
from the swords and clutches of the Mexicans.” Some pious
chroniclers, indeed, assert as usual that the virgin appeared in
person, together with perennial Santiago, to save the Spaniards from
their greatest peril.[1167]
Encouraged by the victories on land, the Mexicans had ventured
forth also in their canoes to harass the vessels which were occupied
in protecting the retreat of the armies. Unable in some instances to
leave their position, or impeded in their movement by stakes and
other obstacles, many of the brigantines were severely pressed, and
one, commanded by Briones, in Alvarado’s division, was actually
captured, with the loss of four men, one being taken alive. Jaramillo
came to the relief of the vessel, however, drove forth the enemy, and
kept them at bay.[1168] By this time both the forces of Alvarado and
Sandoval had reached the causeway, pursued by a great host,
reckless in their endeavor to inflict all the injury possible ere the
Spaniards escaped. Some delay occurred in crossing the only partly
filled channel to the causeway, and a number of soldiers were
detained waist-deep in water, seeking to lift a brigantine over the
stakes, for the auxiliaries were already away from the front; and all
this time the cavalry were compelled to remain before the causeway
to cover the infantry and bear the brunt of the terrible onslaught.
Charge after charge they made to keep back the advancing foe,
through the shower of blinding missiles, against the line of bristling
lances, amidst the whirling swords and clubs, until not a rider but felt
his arm droop and his body grow faint with loss of blood. Sandoval
himself had a number of wounds. “For God’s sake make haste and
retire,” he cried to his foot-soldiers, “or we shall all be lost!”
Finally the passage was clear, and they fell back along the
causeway, still fighting, and now exposed to the canoe sallies. On
reaching his quarters, Alvarado turned two cannon against the
swarm which sought to scale the camp, and this with the fusillade
procured a much needed respite.[1169] It was time, for the increasing
darkness would soon have added fresh dangers to the retreat.
Sandoval had already hurried away with a solitary companion to
seek the camp of Cortés and calm his fears.[1170] With a similar
object Andrés de Tápia had been sent with three horsemen from Fort
Xoloc to Alvarado’s camp, where he arrived with some scars from
marauding stragglers. Not wishing to discourage the soldiers, he
reduced the losses of his party to quite a small number, and made
light of the matter.
By this time the enemy had retired, but from the city rose their
shouts of triumph, and every temple was ablaze with fires to
celebrate the victory. The summit of the Tlatelulco pyramid, the
highest of them all, was the scene of great commotion, and soon the
sombre notes of the melancholy drum called it to attention. A number
of instruments now added their discordant notes, in clash and blast,
and a procession with torches, swinging censers, and religious
paraphernalia circled round with imposing ceremony. Then a space
was cleared, and a long file of naked men stood revealed. A cry of
horror burst from the gazing soldiers. There could be no mistake.
Distant as was the temple, the glare of fire clearly revealed the white
hue and bearded faces of their comrades, bound for sacrifice, and
plumed. Now they were made to march forward, and with blows to
dance before the idol to whom they had been consecrated. Ah, to be
a helpless looker-on at such a time! Again they formed in line
exhausted, and then one was seized by several priests and borne
struggling to the stone of sacrifice. He was thrown on his back and
held down by the limbs while the high-priest with ceremonious
flourish raised the glittering blade. The gazing soldiers clutched each
other’s hands in agony, as their eyes followed the instrument and
saw it plunged into the breast of the victim. They seemed to hear his
stifled cry, to feel the knife in their own heart, and realizing that they
were still safe they thanked heaven for their escape.[1171]
Victim after victim was carried to the stone, some with frantic
struggles, others resigned, and still others weighed down in helpless
fear of what they had beheld. Heart after heart was torn from the
gaping breasts and held before the idol, while the bodies were cast
down the steps. The skin, particularly of the head and upper body,
was removed and used as a dress for festive occasion, and the flesh
was hacked to pieces, the limbs for the banquet table, the trunk for
the beasts. After a while came darker-hued victims, and now the
Tlascaltecs and other allies shuddered. To them the sacrifices were
not so terrifying as to the Spaniards, but they could not unmoved
behold the cruel death of their countrymen. Then came more
processions, music, and idolatrous rites, followed by fresh
companies for the sacrifice, white and dark; and so passed the night,
until the horror palled on the gazers, and many expressed the
opinion that the priests were pretending sacrifice by producing the
same bodies upon the stone several times so as to inspire greater
fear. This belief was strengthened when they observed similar
ceremonies take place on other minor temples, and by the
continuance of the sacrifices for several days. The offering at the
minor temples consisted chiefly of the lower class of allies. All the
pyramids, however, received a quota of heads from Spanish, leading
native, and equine victims, wherewith to decorate their summits.
[1172]
 Aware that the sight of the sacrifice, purposely intensified for
Spanish edification, must have stirred deeply the breasts of the
survivors, the Mexicans took advantage of this to attack the camp of
Alvarado during the night. “Behold the fate in store for you all!” they
cried, casting in half-roasted pieces of flesh from white and dusky
bodies. “Eat, for we are satiated!” The Spaniards were too well
prepared to suffer from the assault, but it added to their sorrows. The
lesson had been costly, for about sixty men were lost, with six
horses, one gun, and a number of small-arms, while the ranks of the
allies had been diminished by from one to two thousand, and this
without reckoning the vast number of wounded.[1173]
When Sandoval reached Camp Xoloc and learned the news he
burst forth, “Señor Capitan, what is this? Where are the fine
counsels and warlike skill which you are wont to exhibit?” With tears
springing to his eyes, Cortés replied: “Sandoval, my son, my sins I
admit, but I am not so guilty in this matter as I appear. The officer
whom I charged to fill the channel failed to obey.” He further
intimated that Alvarado might be led by his daring into difficulties,
and bade Sandoval watch carefully over the safety of the western
and northern camps, particularly for the present, while Cortés was
restrained by his wounds.[1174] The injunction was needful in view of
the reoccupation by the Mexicans of the channels from which they
had lately been driven, and their harassing attacks, chiefly by night,
against the camps and fleets. Alvarado’s camp, as the nearest to the
city, was the most exposed, and Sandoval with his tried prudence
could be best relied on to counteract the recklessness of its
commander in repelling these attacks. Knowing the signal for the
sallies, usually a shot, the enemy were warned in time to retire, or to
form some trap or combination; so that the charge of the soldiers
carried little advantage.
On one occasion, it is related, a shield-bearer named Peinado
stepped outside the camp gate and found himself surrounded by a
horde of marauders. Escape was cut off. In this dilemma he began to
rattle his shield and sword, and shout, looking at the same time
toward the camp. The enemy assumed at once that he was
signalling to some party in ambush, and beat a hasty retreat.[1175]
For several days[1176] the Spaniards remained inactive. During this
time the Mexicans continued their daily sacrifice of captives, with
conspicuous rites and loud demonstrations.
As usual amidst trying scenes, there were here examples of the
devotedness of woman. In one of the encounters on the causeway to
drive back the prowling Mexicans, Beatriz Bermudez de Velasco,
wife of Francisco de Olmos, accompanied the soldiers, in cotton
armor, and with sword and shield. Such was the pressure of the
enemy that the troops were thrown into disorder and began to turn in
flight. With raised sword she planted herself in their path and cried,
“Shame upon you, Castilians! turn at once against this vile rabble, for
I will kill any man who attempts to pass this way.” So abashed were
the men by this resolute demeanor that they again fell upon the
Mexicans and defeated them.[1177] Other women of less valor did
equally good service as sisters of mercy, to tend and cheer the many
disabled. One, named Isabel de Rodriguez, attained quite a
reputation in curing wounds, a success attributed chiefly to her holy
invocation, for in applying the bandage she invariably uttered the
formula, “In the name of the father, the son, and the holy ghost, one
true God; may he cure and restore thee!”[1178]
Cortés found it absolutely necessary to resume operations in
order to prevent the utter demoralization of his men, although they
could advance no farther than the last canal on the Iztapalapan road,
which was strongly fortified to protect the plaza. On the Tlatelulco
side the channel separating the city from the causeway had been
reopened as a barrier. No serious effort was made to pass these
points, and the movements were effected with the greatest prudence
possible.
For this caution several reasons existed, based on momentous
consequences of the late defeat. In their exultation the Mexicans had
imprudently published the oracular utterance that within eight days
the Spaniards would be destroyed, though many Aztecs would also
perish.[1179] Care was taken that this divine proclamation should be
known in the Spanish camps, with the intent of disheartening the
allies and procuring their desertion. This main object accomplished,
it was hoped that neighboring districts might be again persuaded to
join in hostile operations, or at least assume a neutral attitude
against the isolated Spaniards. Severely harassed by all the strength
of the capital and its allies, the Spaniards would be unable to
maintain the siege or even to sustain their own position, particularly if
supplies were cut off, and so be obliged to retreat. Many indeed
looked upon the Spaniards as doomed, and tired besides of the long
siege, so contrary to native ideas of warfare, corps after corps of
their allies disappeared, in secret retreat to their homes. Others were
sufficiently shaken in their belief to lose all ardor, the more so when
they recalled the prophecy of disaster uttered by the hanged
Xicotencatl. Cortés and his officers did all they could to counteract
this influence by referring to previous failures of oracles, to the
comparatively small percentage of the late losses, the critical
condition of the besieged, and their efforts to gain advantages by
spreading lies. Let the allies but abide till the end of the term
mentioned by the oracle and they would be convinced of its falsity.
The last argument was perhaps the strongest that could be offered
under the circumstances, and it was decided to take no risks that
might imperil the proof.[1180]
These precautions were imperative in view of the effect of Aztec
machinations in the lake districts and outlying provinces. The lake
towns last to join the Spaniards relapsed into a frigid neutrality, and
might have risen but for the imposing proximity of the fleet and army.
Remoter districts assumed a more decided attitude, and from
Quauhnahuac came an urgent appeal for help against the attacks of
the Malinalcas and Cohuixcas, prompted by Mexico. Immediately
after the late victory Quauhtemotzin had sent envoys to these and
other provinces, in every direction, bearing heads or flayed skins of
Spaniards and horses, and other tokens, wherewith to impress their
story that more than half of the white besiegers were slain, and that
the remainder would soon perish, as declared by the oracle. It
behooved them, therefore, to decide at once whether they would join
for a share in the spoils, or be forever excluded from all favor at the
hands of victorious Mexico. Thus, while many were frightened into
severing their connection with the invaders, secretly or openly, more
aggressive provinces like Malinalco hastened to profit by the state of
affairs.
To detach troops under the circumstances was not agreeable,
and many officers objected, but Cortés considered that it would be
far more dangerous to Spanish prestige and prospects to encourage
such hostile movements by a passive demeanor. “It was now more
necessary than ever,” he writes, “to exhibit prowess and spirit, so as
to hide our weakness both from friends and foes.” Andrés de Tápia
was accordingly despatched with ten horse and eighty foot, together
with a considerable force of allies.[1181] In order to calm the many
remonstrances against the expedition, he was instructed to return
within ten days. Tápia found the enemy awaiting him in large force
near a hamlet not far from Malinalco, and at once prepared to attack,
assisted by the Quauhnahuacs. The ground being level, the horses
proved of great service, and the hostile army was presently in flight
toward Malinalco. This place was strongly situated on a height, well
supplied with water, so that Tápia considered it useless to attempt an
assault, much less a siege when so short a term had been allowed
him, and he accordingly returned.
 The complaint from Quauhnahuac was followed by a deeper wail
from Toluca and adjoining Otomí settlements in the mountain region
west of the lake. The Matlalzincas, devoted adherents of
Quauhtemotzin, had been induced to openly declare for him and to
invade their districts, preparatory to advancing against the
Spaniards. This intention had been already vauntingly proclaimed by
the Aztecs, and since the Matlaltzincas were both powerful and
warlike, the necessity for prompt measures became even more
apparent in this case. The tried Sandoval was intrusted with the
expedition, composed of eighteen cavalry, one hundred infantry, and
a large force of allies chiefly Otomís, which soon grew to about
seventy thousand. After a quick march he came to the smoking ruins
of some settlements and startled into flight a band of marauders,
who left behind them a quantity of plunder and provisions, including
some tender children still roasting on the spit. He pursued the
raiders, and after crossing a river[1182] came upon a larger force,
which turned as he approached, to seek safety within the town of
Matlaltzinco, over two leagues distant. The cavalry made terrible
havoc among them, and the infantry following in their wake, killed
more than two thousand. Those who escaped made a stand at the
town to cover the conveyance of families and effects to a fortified hill
close by. This was pretty well accomplished before the infantry came
up to assist in capturing the town. The defenders now fled, and the
place was entered and burned, after being rifled of what remained to
take. Since it was late, the assault on the hill was deferred till the
morning. There the natives maintained a loud uproar until some time
after midnight, when all became quiet. With early dawn the
Spaniards prepared to storm the hill only to learn that it had been
abandoned. A number of people were seen in the field, however, and
eagerly the soldiers revived the fading expectation for a fray. In a
twinkling they were among the rabble, and a number were slain
before the explanation gained ears that these people belonged to the
friendly Otomís. Sandoval now advanced on another fortified town,
whose cacique threw open the gates on beholding the hosts before
him, and not only offered his own submission, but promised to effect
the submission of the allied caciques and those of Malinalco and
Cohuixco. Regardless of the insinuations of the Otomís that such
promises could not be relied on, Sandoval returned to Mexico, and
four days later appeared there the caciques of all these provinces to
tender allegiance and aid for the siege.[1183]
Meanwhile the portentous eighth day had dawned on the
Spanish camps. Hardly less concerned than the natives, the soldiers
could not control their trepidation as they thought of the oracle,
although striving to appear indifferent. Nor were they without tangible
reasons for their fears. With a daily growing desertion among the
much needed allies, and fading enthusiasm among those who
remained; with supplies greatly reduced owing to the neutral attitude
assumed by surrounding districts; with fresh wars upon their hands,
which demanded not only more hardships but a division of their
weakened forces; with constant vigils and alarms amid the harassing
attacks of a triumphant foe; with a large number of wounded
deprived of needful care and comforts, and above all the ghastly
spectacle of a daily sacrifice of late comrades, attended by wild and
imposing celebrations—with all this gloom and distress it required
stout hearts indeed to remain steadfast. Yet they were firm; they
believed in the strength and justice of their cause, and in their
ultimate triumph, though momentarily dismayed, prayer afforded
them relief. It dissipated fear and infused fresh courage.
Thus passed the day, amidst fear and hope, and the Spaniards
still existed. The Mexicans do not appear to have made any special
effort to support the oracle by a determined attack. Nor had they
been able to open any effective communication with the mainland;
for although the lake towns had withdrawn their canoe fleet, they
offered no aid to the besieged, while the brigantines maintained too
strict a guard to permit many boats to gain the capital with supplies.
 The ninth day came, and now it was the turn of the Spaniards to
exult, for not only did they feel inspired with the belief that
providence was protecting them—and nobly the friars helped Cortés
to impart that stirring idea—but they were cheered with revived
animation among the allies and the early return of most of the
deserters. From Tezcuco, indeed, came additional troops under the
command of some Spaniards there stationed.[1184] Cortés greeted
the returning corps with rather cold forgiveness. He showed them
that besides carrying on the siege without their aid he had
undertaken victorious campaigns, and needed not their assistance.
Nevertheless, since they had served so zealously before, he would
not only overlook the grave crime of desertion, due partly to
ignorance of Spanish laws, but let them again share in the final
reduction of the city, and thus gain both revenge and riches. Cortés
could adopt no other course, for the siege could not be carried on
without the allies.
Under Spanish training the latter had besides grown very
efficient, as the following instance will illustrate: No sooner had the
eight portentous days passed by than Chichimecatl, the leading
Tlascaltec captain serving under Alvarado, disgusted with the idle
fears which had unmanned his people, and eager to retrieve them in
the eyes of the Spaniards, resolved to show both them and the
Aztecs what he could do. With the aid of the soldiers the first fortified
channel was captured, and the chief advanced into the city with his
own people only, the flower of his warriors, after leaving several
hundred archers near the passage to keep the route clear for retreat.
With unwavering columns he advanced along the main street and
captured the next canal passage after a fierce struggle. Then he
passed onward to the next, maintaining a sharp contest all the day.
Finally came the hour for returning, and the Aztecs bore down with
doubled fury on his flank and rear. The retreat was performed in
good order, partly owing to the foresight of leaving a rear body; and
Chichimecatl came back a lauded hero.[1185]
Messengers had been sent to the allies far and wide to
encourage them with the news of the non-fulfilment of the oracle.
Ojeda and Marquez went in person to Tlascala, partly also with the
object of procuring certain supplies. They left Alvarado’s camp at
midnight with only a few natives, and when about half-way to
Tepeyacac they perceived a train of men descending from the hills
with heavy burdens, which they deposited in a number of canoes.
Information was at once sent to Alvarado, who placed a guard along
the shore to check this smuggling that had evidently escaped the
cruisers.[1186] Ojeda’s party proceeded to Tlascala and brought a
large train of provisions.[1187] In addition to this the camps were
cheered by the arrival of a party of recruits with quite a mass of war
material, chiefly powder and cross-bows, relics of Ponce de Leon’s
Florida expedition.[1188] The war stores were particularly valuable; so
low had run the actual stock that Cortés was preparing more
Chinantec pikes to cover the deficiency in weapons.
Everything was again ready for a serious revival of hostilities.
Over six weeks had passed since the siege began, and the end
seemed little nearer than before. On the day of the defeat three
fourths of the city might be said to have been reduced; but nearly all
this advantage had been lost, owing chiefly to the narrow streets,
encompassed by houses which served both for attack and retreat,
and the numerous traps in the form of canals and channels. So long
as these obstacles remained the progress must not only be slow,
ever slower as advance was made, but the troops would be
constantly exposed to fresh disaster. One more defeat might ruin all,
and Cortés resolved to avoid risks. He would tear down every
building as he advanced on both sides of the streets, and fill up
every channel; “not take one step in advance without leaving all
desolated behind, and convert water into firm land, regardless of the
delay.” So writes the general, and yet he expresses regret for this
destruction of the city, “the most beautiful in the world.”[1189] In
pursuance of this plan he asked the allied chiefs to summon
additional forces of laborers with the necessary implements. They
eagerly consented, and within a few days the men stood prepared.

FOOTNOTES
[1143] ‘Eran esclavos del señor de Tenuxtitan,’ is Cortés’ definition of their
vassalage to Mexico. Cartas, 220.

[1144] A service which employed 20,000 carriers, 1000 canoes, and 32,000
convoy warriors, all at the expense of Tezcuco, says Ixtlilxochitl, Relaciones, 314.

[1145] His biographer admits to a certain extent the truth of the invectives, but
eager to please his Spanish masters he seeks rather to extol the self-sacrifice and
loyalty of his kinsman. He claims that with this reënforcement the Tezcucan
auxiliaries reached the improbable number of 250,000 men, of whom 5000
wounded were now sent home. ‘Next to God, Cortés owed to Tezcucan aid the
conquest and the planting of the faith.’ He further assumes that Ixtlilxochitl was
already king, and had been with Cortés since the fleet set sail, while his brother
Ahuaxpictzoctzin remained at Tezcuco to provide supplies. Hor. Crueldades, 21-
33. He contradicts himself on several points in his Relaciones, 314 et seq. Duran
also, as may be expected from a compiler of native records, extols the hero, ‘à
quien dió una espada dorada que Don Hernando Cortes traia y una rodela.’ Hist.
Ind., MS., ii. 493. With Ixtlilxochitl came half a dozen out of his hundred brothers.
Gomara, Hist. Mex., 198; Chimalpain, Hist. Conq., ii. 55. Torquemada, i. 548,
sends Cohuanacoch as general of the forces, while Clavigero allows King
Fernando Ixtlilxochitl to send his brother Cárlos Ixtlilxochitl. Storia Mess., iii. 202.
He is evidently confused with respect to the surname.

[1146] Sahagun, Hist. Conq. (ed. 1840), 177-8. Torquemada places the incident
earlier, i. 547. Cortés admits no losses of Spaniards this day.

[1147] Cartas, 222-3. ‘Los combidauan a çena, mostrando les piernas y braços.’
Gomara, Hist. Mex., 199.
[1148] Bernal Diaz speaks of a bridge attack which cost the lives of four
Spaniards, besides numerous wounded. Hist. Verdad., 145.

[1149] He enumerates also the cities of Mexicalcinco and Vitzilopuchtli. Hist. Mex.,
202. Herrera adds Mizquic. dec. iii. lib. i. cap. xix.

[1150] Mazeoatzi, as Sahagun calls the cacique, sacrificed four chiefs,

Quauhtemotzin four more; the rest fell by the hands of priests. Hist. Conq. (ed.
1840), 187. He does not speak of a premeditated plan like Torquemada, i. 551-2,
and since the account comes from native sources it may be merely an
exaggerated version of a flotilla raid.

[1151] This was the lieutenant of Velazquez at Habana, who joined Cortés during
the Tepeaca campaign. Portillo was a soldier from the Italian wars. Bernal Diaz
adds that one brig was captured, but this is doubtful. Hist. Verdad., 143; Clavigero,
Storia Mess., iii. 214; Sahagun, Hist. Conq., 46.

[1152] Bernal Diaz, Hist. Verdad., 144-5.

[1153] Cortés exultantly claims that three fourths of the city is now captured.
Cartas, 227; Sahagun, Hist. Conq. (ed. 1840), 181; Torquemada, i. 550.

[1154] ‘No se hartauan de pescado, que tuuierõ pocos dias: y demas de la

hambre con q̄ peleauan, el sol, y el frio no les dio pequeño trabajo.’ Herrera, dec.
iii. lib. i. cap. xix.

[1155] ‘Soliti sunt hostes in prælio cadentes intra suos ventres sepelire,’ explains
Peter Martyr, dec. v. cap. viii., and with some truth.

[1156] Forty soldiers watched till midnight, when a similar number relieved them,
and they again were relieved two hours before dawn; all three divisions camping
on the spot. Often every man was kept awake by alarms. Bernal Diaz, Hist.
Verdad., 142-3. The old soldier waxes eloquent over the hardships, for he served
at this camp.

[1157] The Spaniards tried in vain to despatch him. Sahagun states that during
these attacks fifteen soldiers were captured, and shortly after eighteen more, who
were sacrificed in a temple of Tlacuchcalco ward, ‘donde agora es la iglesia de
Santa Ana.’ Hist. Conq., 183, ed. 1840, 188-9. One repulse took place in
Coyonacazco ward. Torquemada, i. 550-2. Spanish versions indicate no such
losses, and they may probably belong to the later great defeat.

[1158] Such is in main the version of Bernal Diaz; the other accounts differ greatly.
This author states that five Spaniards were captured, nearly all the men wounded,
and two rowers killed, for the brigantines in seeking to aid had become fast on
stakes and exposed to attack. Had the Mexicans not been so frightened by the
horsemen the loss would have been very great. Hist. Verdad., 143-4. Cortés
allows three or four captured. Cartas, 228; Clavigero, Storia Mess., iii. 196. Duran
places the scene where rose afterward the San Hipólito hermitage. Hist. Ind., MS.,
ii. 500. But for Quauhtlizcatzin, the prince who led the Tezcucan auxiliaries, all the
Spaniards would have been lost, exclaims Ixtlilxochitl, Hor. Crueldades, 36.
Herrera assumes that the fault lay with Alvarado for neglecting to fill the channel.
dec. iii. lib. i. cap. xx.

[1159] ‘No solo no le culpo, mas loole.’ Gomara, Hist. Mex., 203.

[1160] The most serious attacks took place on June 24th and 25th, as if oracles
had impelled the Mexicans to seek the destruction of the Spaniards on the
anniversary of their reëntry into the city after the Alvarado massacre. The
Tlacopan camp lost ten soldiers and had a dozen severely wounded, including
Alvarado. Bernal Diaz, Hist. Verdad., 142, 145.

[1161] Bernal Diaz seeks to convey the idea that he or his camp were opposed to
the attempt, Id., 146, but had it succeeded, he would probably have declared the
truth, that Cortés was urged on all sides to make the effort, as stated in Gomara,
Hist. Mex., 203, Herrera, dec. iii. lib. i. cap. xx., and Cortés, Cartas, 228-9.
Perhaps the general made objections chiefly to cover his responsibility in case of
failure.

[1162] Alderete’s party consisted of 70 infantry, 7 or 8 horsemen, and 15,000 to

20,000 allies, besides a force of laborers to tear down and to fill up; Tápia’s of 80
men and over 10,000 allies, and Cortés’ of 8 horsemen, 100 infantry, and an
immense number of allies. Cortés, Cartas, 230-1. Gomara and Herrera differ
slightly. Ixtlilxochitl says that his namesake followed Cortés with 8000 Tezcucans.
Hor. Crueldades, 37. This insignificant number makes it difficult to account for the
250,000 Tezcucans which he lately introduced into the camps. Chimalpain names
the three streets Cuahuecatitlan, Tecontlanamacoya, and the later Santa Ana.
Hist. Conq., ii. 62.

[1163] See Native Races, ii. 303; iii. 293 et seq.

[1164] He crossed the channel with fifteen soldiers to sustain the fugitives, says
Torquemada, i. 554; but this seems incorrect.

[1165] The claims to the honor of rescuing the general are conflicting. Gomara,
followed by Herrera and Torquemada, names ‘Francisco’ de Olea. Bernal Diaz,
who states that this soldier slew four of the captains holding Cortés, lets Lerma
dispose of the remainder. After this came other soldiers and Quiñones. Cristóbal
de Olea was quite young, 26 years of age, a native of Medina del Campo,
muscular, and skilled in arms, and a general favorite. Bernal Diaz adds other
particulars. Hist. Verdad., 146, 246. Ixtlilxochitl, on the other hand, claims for his
namesake the credit of having done what Spaniards claim for Olea, aided by his
Tezcucans, who kept the enemy at bay. This, he adds, is proved by a painting on
the gate of the monastery of Santiago Tlatelulco. Hor. Crueldades, 38-9. Herrera
briefly alludes to Ixtlilxochitl as coming up after Olea, and then relates with some
detail that at the same time came the Tlascaltec, Tamaxautzin he calls him, a
native of Hueyotlipan. He was afterward baptized as Antonio or Bautista, and
became a good Christian, the first native to receive extreme unction. dec. iii. lib. i.
cap. xx. Torquemada, i. 555, copies, but calls the man Teamacatzin. Both
evidently prefer Tlascaltec to Tezcucan records. In fact, Ixtlilxochitl adds certain
incredible particulars about the prowess of his wounded hero in pursuing the
Mexican general into a temple, although such pursuit could not have taken place
under the circumstances. See also Duran, Hist. Ind., MS., ii. 503, and Camargo,
Hist. Tlax., 130. Cortés writes that he would have been lost but for Quiñones, and
one of his men who lost his life to save him. Cartas, 233. A small chapel was
erected in the convent de la Concepcion to commemorate the escape. See
Saavedra, Indio Peregrino, canto 20.

[1166] Bernal Diaz assumes that Guzman rode up after Cortés was mounted, and
fell captive into Aztec hands. Hist. Verdad., 147.

[1167] ‘Como lo hallarán pintado en la Yglesia de Tlatilulco, los cuales Indios

confiesan haberle visto.’ Duran, Hist. Ind., MS., ii. 512. Why these patrons did not
give their aid before is a question to which Bernal Diaz answers ‘porque Nuestro
Señor Iesu Christo lo permitiò.’ Hist. Verdad., 146.

[1168] Herrera relates how two captains, Flores and Mota, advanced with their
vessels up a narrow channel. Flores was severely pressed at one time, and the
latter had to sally on the street to relieve him and enable the brigantines to gain
more open water. Flores died within a week of his wounds. dec. iii. lib. i. cap. xx.
Torquemada says that Briones’ vessel was lifted through a breach in the
causeway. i. 555. Bernal Diaz speaks of several such narrow escapes. loc. cit.

[1169] The artillerists being all disabled or dead, Pedro Moreno de Medrano,
afterward a settler at Puebla, took their place. Id.

[1170] Bernal Diaz writes as if Sandoval gained the camp at an early hour, rode
over to Fort Xoloc, and came back in time to aid in Alvarado’s retreat. But he
would never have ventured to leave his command and his comrade in their
danger; nor does it seem likely that he could have ridden the long distance to
Xoloc and back in time to join in Alvarado’s conflict, even if Cortés’ defeat took
place before ‘misa mayor,’ as he assumes. Hist. Verdad., 146-8. This author is
here very confused, assuming, for instance, that Sandoval was fighting from his
own camp instead of coöperating near Alvarado.

[1171] So deeply affected was Bernal Diaz, among others, by the sight, and by the
fear of himself falling captive—twice had he narrowly escaped—that he ever after
had an oppressive feeling before battle. He then had recourse to prayer, and this
invariably fortified him for the fight, so that he always maintained his reputation as
a good soldier. He enumerates several incidents to prove that he was esteemed a
brave man. Hist. Verdad., 157. Oviedo, referring to human sacrifices among the
Romans, observes that they could not have been half so fearful. iii. 515.

[1172] ‘Sacrificados los Nuestros, en el Momoztli, y Templo de su Maior Dios,’

observes Torquemada, i. 553, among other points, though all are not exactly true.
Huitzilopochtli’s image had been brought with the retreating Mexicans to
Tlatelulco. ‘Immediatamente sacrificati,’ says Clavigero, Storia Mess., iii. 212,
probably on authority of Gomara; but Bernal Diaz states that the sacrifices lasted
ten days, Hist. Verdad., 150; others write eight; one victim is said to have been
kept eighteen days. See also Sahagun, Hist. Conq., 192. Ixtlilxochitl states that
three victims were burned. Hor. Crueldades, 39.

[1173] A count revealed the loss of 62 men and 6 horses, says Bernal Diaz, Hist.
Verdad., 146, 152, 241, though he in one place leaves the impression that the
men were all captured alive. This could hardly be the case, for a ‘count’ would
reveal only the missing; none could tell how many fell captive. Yet Prescott boldly
assumes this number to have been taken, besides those who fell. Vetancurt
divides the figures into 40 captives and 20 dead, Teatro Mex., pt. iii. 162, and
Clavigero also includes dead and captive in that number, while raising the dead
horses to 7. Storia Mess., iii. 212. Solis writes that over 40 Spaniards were carried
off alive, and that Alvarado and Sandoval lost 20. Hist. Mex., ii. 410. Bernal Diaz
acknowledges only a third of such loss between these two captains. Gomara gives
40 captives, several killed, 3 or 4 horses lost, and over 30 wounded. Hist. Mex.,
205-6. Ixtlilxochitl raises the allied loss to over 2000. Hor. Crueldades, 37-9. Fifty-
three Spaniards, says Sahagun, Hist. Conq., 192. In the cédula of March 7, 1525,
granting a coat-of-arms to Cortés, 50 are mentioned, but in his letter to the
sovereign the general acknowledges only 35 to 40 and over 1000 allies. Herrera
and Torquemada adopt these figures. Oviedo, iii. 516, lowers the number to 30.
Duran, who confounds the late repulse of Alvarado with the Sorrowful Night and
this defeat, allows 4 banners to be captured. Hist. Ind., MS., ii. 501-4, 508.

[1174] Bernal Diaz gives this conversation with some detail, and names Treasurer
Alderete as the guilty officer who neglected to fill the channel, intimating that
Cortés had been heedlessly allured onward by the Mexicans, leaving Alderete to
attend to the filling. He even allows the treasurer to retort to the charge, in
Sandoval’s presence, that Cortés’ eagerness had been the cause of the neglect.
This is probably an invented account, based on Gomara’s statement that the
‘treasurer,’ no name being given, neglected to fill a channel on his route. Informed
of this, Cortés hastened thither to remedy the fault, only to meet the fleeing.
Herrera adopts this version, as do most writers, including Prescott; but it is
evidently wrong, for Cortés writes clearly that the misfortune occurred on his own
route, some distance above its junction with the Tlacopan road, to which they soon
retreated. On reaching this road he sent to recall the ‘treasurer and comptroller,’
who were leading their division victoriously at the farther end of it. Owing to their
care in filling channels ‘they received no injury in retreating.’ Cartas, 233-4. There
can be little doubt about this statement, since Cortés would have been only too
glad to cast the blame on any other division than his own. He does not even claim
to have been at the front, but in the rear, and near the spot where the neglect
occurred. The only question then is, who was the guilty officer? The ‘treasurer’
commanded the centre division, and although there were several treasurers, the
royal, late and new, and he who acted for the army, yet the new royal treasurer is
undoubtedly meant, and this appears to have been Alderete, according to the
statement of several authorities. Hence the accusation against Alderete must be
wrong; anything besides this must be conjecture.

[1175] ‘Bolviò à la grita, Andrés de Tapia [the captain of his party] matò mas de
sesenta Mexicanos,’ adds Torquemada, i. 558-9.

[1176] ‘Esto no fue sino cinco dias.’ Bernal Diaz, Hist. Verdad., 149.

[1177] Similar women of courage were María de Estrada, the heroine of Otumba,
Beatriz de Escobar, Juana Martin, and Beatriz de Palacios. Herrera, dec. iii. lib. ii.
cap. i.

[1178] Oil was the chief remedy. Torquemada, i. 558-60. Bernal Diaz speaks of a
soldier named Juan Catalan who performed cures with the sign of the cross and
psalm-singing. The Tlascaltecs also besieged the man for his attentions. ‘Y
verdaderamente digo, que hallauamos que Nuestro Señor Iesu Christo era
servido de darnos esfuerço, ... y de presto sanauan.’ Not twenty of Alvarado’s
men were free from wounds at this time. Hist. Verdad., 142. Solis allows this
wonderful healing power to be attributed to no woman. Hist. Mex., ii. 412. But then
he was a strict priest, who saw woman chiefly as a feeble and adoring supplicant.

[1179] ‘Que de ai a ocho dias no auia de quedar ninguno de nosotros a vida,

porque assi se lo auian prometido la noche antes sus Dioses.’ Bernal Diaz, Hist.
Verdad., 149.

[1180] Solis, Hist. Mex., ii. 415, states, and Prescott hastily affirms, that nearly all
the allies deserted, and Bernal Diaz enumerates the mere handful that remained;
but this must be erroneous, as shown by the course of the narratives in general.
Two expeditions were sent forth about this time, and the large number of allies
which joined therein may account in part for the gaps which gave rise to the above
exaggeration. Cortés, indeed, alludes very indirectly to any defection.

[1181] Forty thousand, says Ixtlilxochitl, obtained chiefly from Quauhnahuac and
other towns subject to Tezcuco. Hor. Crueldades, 40. Herrera and others mention
no auxiliaries from the camp. Bernal Diaz is confused.

[1182] The Chicuhnauhtla, Ixtlilxochitl calls it.

[1183] ‘Y ellos le siruieron muy biẽ en el cerco.’ Gomara, Hist. Mex., 207.
Ixtlilxochitl claims of course that his Tezcucans formed the chief auxiliaries of
Sandoval. Bernal Diaz wrongly gives Tápia this expedition, which Cortés intimates
to have been sent about three days after the return of the Quauhnahuac party.
Cartas, 237.

[1184] Farfan and Villareal came, says Bernal Diaz, and Tecapaneca, cacique of
Topeyanco, led the returning Tlascaltecs. Hist. Verdad., 151.

[1185] Cortés leaves the impression that this incident took place during the days
when the Spaniards were making desultory entries into the city; but since he does
not speak of the oracle or the defection the affair is undecided. Torquemada, i.
557, intimates that Chichimecatl served under Sandoval, but this is wrong.

[1186] Ojeda magnifies the train of men to 4000 and the canoes to 3000. Herrera,
dec. iii. lib. i. cap. xxii.

[1187] Fifteen hundred loads maize, 1000 loads fowl, 300 sides venison, besides
other effects, including Xicotencatl’s confiscated property and women. Id.

[1188] Herrera intimates that the material may have been a consignment to Leon,
for which the disappointed owner sought a market. A vessel of Aillon’s fleet, says
Bernal Diaz, Hist. Verdad., 153.

[1189] Some time before he had expressed the same intention, and the fear that
little or no treasure would be recovered. Cartas, 222, 241. Ixtlilxochitl claims that
his namesake provided 100,000 men for the task, Hor. Crueldades, 42, and Bernal
Diaz states that this prince proposed purely a strict blockade as a safe and sure
plan. Hist. Verdad., 150. The result proves that this would have been the best and
as speedy as the one adopted, while the city would have been saved from
destruction. That the plan was ever seriously suggested among this impatient
crew is affirmed by no other authority.