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CHAPTER 7 Staffing Essentials

7.1 LEARNING OUTCOMES

1. Explain why effective recruitment is important.
2. Describe the basic process of doing a job analysis, job specification, and job description.
3. Explain why both internal and external recruiting are important.
4. Describe several strategies for external recruiting.
5. Identify five sources of data used to make selection decisions.

7.2 CHAPTER OUTLINE

Forecasting Staffing Needs
Recruitment
Why Recruit?
Job Analysis
Job Description
Job Specification
Preparing the Job Analysis, Specification, and Description
Job Analysis and Specification
Job Description
Recruitment Strategies
Internal Recruiting
External Recruiting
Recruiting for Diversity
Realistic Job Preview
Best Strategies
The Selection Process
Criteria for Decision Making
Data Collection

7.3 CHAPTER TEACHING TIPS

To teach the material covered in Chapter 7 of the text, use the Comprehensive Lecture Outline
(see section 7.4 below). Supplement the Comprehensive Lecture Outline with some of the
following instructor’s resources:
 PowerPoint® slide presentation PowerPoint slides can be used for review purposes by
both instructors and students. Each presentation provides a basic framework for the

Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 1
 chapter. Instructors can access them on the instructor's companion website and on the
Instructor’s Resource CD. Students can access the slides on the CourseMate website for this
book.
 Knowledge to Action (text) Chapter 7 includes two Knowledge to Action features that
help students:
* Examine external postings for employment positions. (p. 145)
* Examine diversity strategy. (p. 146)
(Note: See the Comprehensive Lecture Outline below for suggested answers to the
questions.)
 Videos (CourseMate) The authors have selected and recommend the following video clips
from for Chapter 7:
* Allstate: In Good Hands
* Whirlpool
 Opening Vignette—Straight Talk from the Field (text) Martha Scott Smith, director of
public affairs/foundations at AT&T-Southeast, introduces students to the importance of
diversity and how to attract and retain a talented, diverse workforce. Consider using the
opener as an alternative to the icebreaker included in the Comprehensive Lecture Outline.
 Leveraging Technology (text) Human Resources departments use applicant tracking
systems. It is important for students to understand how applicant tracking systems work to
enhance their career opportunities.
 Questions for Reflection (text and section 7.5 below for suggested responses) Consider
using the questions for out-of-class assignments or to start in-class discussions to assess
student understanding and application of the most important concepts in the chapter.
Consider also using some of the questions as part of your tests or quizzes.
 Hands-on Activities (text and section 7.6 below for suggested responses) This section
includes three activities that may require students to do individual and/or group research
beyond the text. Consider using either or both of these activities after the completion of the
lecture for this chapter. For Chapter 7 the three activities are:
* Job Description
* Best Hiring Practices
* Interview Questions
 You Decide Case Study (text and section 7.7 below for suggested responses) This case
covers Improving Diversity and gives students an opportunity to apply the concepts
covered in the chapter through answering questions about a hypothetical, yet realistic,
scenario. Students practice critical thinking, problem solving, and other skills as part of a
classroom discussion or as a graded assignment. This is a helpful case to begin the study of
diversity in the workplace and ways to enhance diversity recruiting.

Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 2
 The Manager’s Toolkit (text and section 7.8 below for suggested responses) This
provides students with a structured opportunity to analyze the basic job description for
their ideal job. Assign Manager’s Toolkit activities at the end of each chapter occasionally or
consider assigning all or most of them to help students create a Management Portfolio for
use in the workplace or interviews.
 Soft Skills for Success (text and section 7.9 below for suggested responses) This activity
focuses on multicultural or diversity skills and gives students an opportunity for self-
assessment of their strengths and weaknesses as a member of a diverse multicultural team.
The instructor may want to inform the students that this self-assessment is private and will
not be seen by anyone else.
 Miscellaneous Activity (Instructor’s Manual, section 7.10) Consider using this activity as
an individual or team assignment near the end of this chapter, after students have had a
chance to absorb the material in the chapter.
 Learn It On the Web (Instructor’s Manual, section 7.11) Consider assigning this activity to
teams at the beginning of the chapter and again near the end to allow them to refine their
answers. Have teams meet with another team toward the end of the chapter to compare
answers, and then have teams report to you on each other’s answers.

7.4 COMPREHENSIVE LECTURE OUTLINE

ICEBREAKER ACTIVITY
Ask students: “How does your employer recruit new employees? What is your turnover rate?
What reasons do employees give for leaving the organization? Is there anything management
can do to retain those workers?”
I. Forecasting Staffing Needs Right-sizing—having no more or no fewer than the number of
employees needed—is critical to an organization. First-line or office managers are in the
best position to analyze the needs for right-sizing.
II. Recruitment This refers to efforts by an organization to find and hire qualified employees.
A. Why Recruit? A company recruits to replace an employee, to add staff, and to fill new
jobs.
B. Job Analysis This identifies the tasks and skill requirements for a specific job. This
should be done for all new positions, with a review for all existing positions.
C. Job Description This is a document that outlines expectations, tasks, responsibilities,
education, and skill requirements for a specific job. This is needed for all new jobs, with
review and updates of existing jobs.
D. Job Specification This is a written summary of the qualifications needed to successfully
perform a particular job.

Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 3
III. Preparing the Job Analysis, Specification, and Description This section describes the
process of completing the job analysis and writing the job specifications and description.
A. Job Analysis and Specifications A job analysis identifies the job tasks and skills
required to do the job. It also specifies the knowledge, technical skills, behavioral skills,
and personal attributes required to do the job successfully.
a. Technical Skills Technical skills needed, such as computer skills, depend on the job.
Technical skills should be listed on the job analysis and specifications.
b. Behavioral Skills Behavioral skills, such as having a professional manner, that are
desired for a person in the position should be listed in the job analysis and
specifications.
c. Personal Attributes Personal attributes, such as being friendly and helpful, that are
desired for a person in the position should be listed in the job analysis and
specifications.
B. Job Description This provides specific information about the responsibilities and duties
for the position. It also includes essential skills and desired qualifications, along with
information about the organization and its culture.
a. Job Title This should be concise and descriptive, giving others a clear idea of what
the employee does.
b. Position Description This is a brief narrative description of the position, the
employee’s goals and responsibilities, and major job functions.
c. Reporting and Organizational Structure This shows where the employee fits into
the organizational hierarchy.
d. Organizational Values and Culture This section specifies the characteristics of the
organization and expected behaviors, attitudes, and values.
e. Desired Qualifications Specific qualifications for performing the job are listed here.
f. Requirements Listed here are the physical and mental requirements for the job.
IV. Recruitment Strategies When hiring, managers need to match employees’ talents with the
tasks and responsibilities.
A. Internal Recruiting This is posting or advertising a job within the organization and
encouraging qualified employees to apply.
B. External Recruiting This is posting or advertising a job with sources outside the
organization.
______________________________________________________________________________
KNOWLEDGE TO ACTION
1. What would you think if you worked for an organization that had a position open for
which you believed you were well qualified and the organization only posted it
externally?

Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 4
 Answers will vary. Students will either think companies should open job opportunities to
employees or they will think outside recruitment adds new blood to an organization.
2. How might you handle the situation?
Answers will vary depending on student’s view. Students who believe job opportunities
should be open internally might say they would approach the Human Resources
Department.
______________________________________________________________________________

a. Employment Agencies These agencies screen candidates for organizations for a

fee.
b. Placement Services of Educational Institutions Organizations not in need of
extensive experience use these free services of colleges, universities, and some high
schools to find candidates among graduating seniors.
c. Print and Online Advertisements Theses sites may be linked to print advertising.
Online recruiting websites include Monster or CareerBuilders. Social media such as
LinkedIn are also used to post advertisements.
d. Word-of-Mouth Referrals These are effective and inexpensive. Referrals come
from current employees, college faculty and alumni, and clients.
C. Recruiting for Diversity Recruiting a diverse workforce and preventing job
discrimination are major responsibilities of managers and supervisors.
______________________________________________________________________________
KNOWLEDGE TO ACTION
Do you think it is necessary and appropriate for companies to form alliances and partnerships
with diversity organizations as a key strategy to enhance diversity recruiting? Why or why
not?
Answers will either be yes or no. A student might say yes because diversity organizations are a
good source for finding and recruiting people of different cultural backgrounds. A student might
say no because hiring should be open for all qualified people regardless of heritage.
______________________________________________________________________________

D. Realistic Job Preview During an interview, provide a job applicant with the day-to-day
preview of the job including job acceptance, turnover rate, and job satisfaction.
E. Best Strategies A strategy is needed to generate a pool of qualified applicants.

V. The Selection Process This is often compared to a hurdle race because it can become
complex and drawn out.

Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 5
______________________________________________________________________________
DISCUSSION QUESTION
Why do human resources experts commonly compare the selection process to a hurdle race?
How do large organizations handle the selection process differently from small and medium-
size companies? What are the first two steps a company should take when seeking new
employees to ensure fair and unprejudiced consideration for all job applicants? Why are these
two steps important?
______________________________________________________________________________

A. Criteria for Decision Making Most companies use the multiple-hurdle or a

compensatory approach to making hiring decisions. With the multiple-hurdle approach,
applicants must pass a series of procedures (or hurdles) that apply to a specific job. The
applicant must clear each hurdle before continuing. With a compensatory approach, an
applicant can progress through all the procedures without being screened out and is
evaluated using a composite score.
B. Data Collection To select the best-qualified candidate, use the job analysis,
description, and specifications.
a. Résumé and/or Application Data can be collected by requesting a résumé or
having applicants fill out an application form.
b. Pre-employment Testing Job candidates may be asked to take different types of
tests that assess skills and personality, or check for drug use or a criminal
background, for example.
c. Work Samples of Portfolios These can provide useful information about
candidates and their abilities.
d. Interviewing Only the best candidates should be interviewed, which can take place
in person, on the telephone, or virtually using Internet tools.

7.5 QUESTIONS FOR REFLECTION

1. Why is effective recruitment and selection important?
Recruitment is important because employees need to find qualified employees and
companies need to select the right employee for the job.
2. Describe how you would complete the following:
a. Job analysis
Job analysis is the process of identifying the task and skill requirements for a specific
job, determined by studying superior performers in related jobs.

Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 6
 b. Job description
Job description is a document that outlines expectations, tasks, responsibilities,
education, and skill requirements for a specific job.
c. Job specification
Job specification is a written summary of the qualifications needed to successfully
perform a particular job.
3. Describe how you would do the following types of recruiting:
a. Internal
You would post positions within the company and encourage qualified employees to
apply for them.
b. External
You would advertise the position through employment agencies, placement services of
educational institutions, in print and online media, and through word-of-mouth.
4. Why should you give both positive and negative information in a job preview?
You want the candidate to have a realistic understanding of what the job entails.
5. Why is recruiting for diversity important?
The ultimate goal of recruiting is to generate a pool of qualified applicants for new and
existing jobs. One of the challenges is creating an applicant pool that is demographically
representative of the population at large if diversity is to be achieved.
6. What criteria would you use for selection if you were hiring for the job you now have or
would like to have?
You would want to review data on education, experience, professionalism, communication
skills, technical skills, organization and time management, overall impression of candidate’s
performance, overall job knowledge and skills, meeting management skills, self-
management skills, and emotional intelligence.
7. Why are those criteria important?
You want the candidate with the best skills for the job and the one who best fits in with
your organization.

7.6 HANDS-ON ACTIVITIES

1. Job Description—The instructor may want to bring sample copies of good job description
into class. This activity in which students are to find a job description and answer questions
about it is best completed individually.

Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 7
2. Best Hiring Practice Questions—This assignment may be either completed as a team or
individually. Teams are to answer a series of questions, using them to build a list of best
hiring practices. Have teams or groups of students get together to compare answers and
add helpful suggestions to each other’s work. This assignment should be given at the end of
the chapter.
3. Interview Questions—Students are to write a list of questions they would ask if they were
hiring, and then evaluate their list. Have students write their interview questions
individually, and then work with a partner to use the questions to interview each other. The
person being interviewed should then provide constructive feedback to the interviewer.
Have partners switch with another duo and repeat the process.

7.7 YOU DECIDE: CASE STUDY Improving Diversity

1. What could Jessica do to enhance diversity recruiting?
Answers will vary. Students might say that Jessica could contact organizations or
employment agencies that specialize in placement of diverse candidates or she could
contact colleges or universities with a strongly diverse graduating class.
2. What should she do about current employees who may be interested in the new and
vacant positions?
Answers will vary. She may want to be honest and tell the employees that diversity is good
for the company so they are looking externally.

7.8 MANAGER’S TOOLKIT

The Chapter 7 Manager’s Toolkit asks students to do a job analysis for their dream job. Suggest
that after they complete the job description and matrix, they put the material away for a few
days, and then return to it with a fresh mind, making changes at that time.

7.9 SOFT SKILLS FOR SUCCESS

Chapter 7 focuses on multicultural and diversity skills. Students are asked to analyze their
ability to work on a diverse team. Assign this as an individual project that is to be done outside
of class. Assure students that their answers will not be read by anyone else, so they want to
provide an honest appraisal of themselves. This is an opportunity for students to look at
themselves, and possibly find areas in need of growth.

7.10 MISCELLANEOUS ACTIVITY

Application Search
Purpose: Students review a number of applications and determine key characteristics of a well-
prepared application.
Time: Allow 10 minutes to review and 10 minutes to debrief the activity.

Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 8
Procedure:
1. Prior to this class, ask students to bring an application form from work or download
applications from various websites. Well-written applications include Safeway, Starbucks,
and Renaissance Hotels among others.
2. Organize students into teams of three and hand each team an application.
3. Ask the students to review the application paying attention to style, the type of questions
asked (legal/illegal), readability, and anything unique about the application.
4. Call time after 5 minutes and have students switch their applications with another team.
5. Repeat step 3.
6. At the end of the activity, debrief the students with the following questions:
* What were two things you liked about each of the applications?
* What were two things you would change about your team's application? How?
* How is the eye appeal of the application? Does it represent the company in a positive
manner?
* Was there anything unique on the application? What made it different?

7.11 LEARN IT ON THE WEB

The purpose of this activity is to learn more about the Americans with Disabilities Act. Students
should review the following sites to answer the questions.
http://www.samhsa.gov/
http://www.eeoc.gov/facts/fs-ada.html
http://www.lowvision.org/american_disabilities_act.htm
http://consumerlawpage.com/brochure/disab.shtml
a. Who is protected under the ADA? What is “a physical or mental impairment that limits
one of life’s major activities”? List five examples of a physical impairments and five
examples of a mental impairment.
The ADA protects qualified individuals with disabilities. An individual with a disability is a
person who has a physical or mental impairment that substantially limits major life
activities; has a record of such impairment as documented by a physician; or is regarded as
having such impairment. Major life activities are functions such as caring for one's self,
performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and
working. Under the ADA, a qualified individual with a disability is an individual with a
disability who meets the essential eligibility requirements for receipt of services or
participation in programs or activities. Whether a particular condition constitutes a
disability within the meaning of the ADA requires a case-by-case determination.

Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 9
 Physical impairments include, but are not limited to: visual, speech, and hearing
impairments; cerebral palsy; epilepsy; muscular dystrophy; autoimmune diseases such as
multiple sclerosis, lupus, or scleroderma; orthopedic conditions; paralysis; cancer; heart
disease; diabetes; and contagious and non-contagious diseases such as tuberculosis and HIV
disease (whether symptomatic or asymptomatic). Mental impairments include, but are not
limited to: mental retardation, emotional illness, ADD, ADHD, and related learning
disabilities.
b. The text discusses the employer obligations to the ADA but the ADA also covers
accessibility of the business/public entity to the disabled individual. Discuss Title II and list
three ways an employer can increase accessibility to a client with disabilities.
Title II of the ADA prohibits discrimination against qualified individuals with disabilities on
the basis of disability in all programs, activities, and services of public entities. Public
entities include state and local governments and their departments and agencies. Title II
applies to all activities, services, and programs of a public entity. Employers can increase
accessibility by:
 Providing services, programs, and activities in the most integrated setting appropriate to
the needs of qualified individuals with disabilities.
 Making reasonable modifications in their policies, practices, and procedures to avoid
discrimination on the basis of disability unless they can demonstrate that a modification
would fundamentally alter the nature of their service, program, or activity.
 Ensuring that individuals with disabilities are not excluded from services, programs and
activities because buildings are inaccessible.
 Providing auxiliary aids to individuals with disabilities, at no additional cost, where
necessary to ensure effective communication with individuals with hearing, vision, or
speech impairments. (Auxiliary aids include such services or devices as: qualified
interpreters, assistive listening headsets, television captioning and decoders,
telecommunications devices for the deaf [TDDs], videotext displays, readers, taped
texts, brailed materials, and large print materials.)
c. Assume that your business was recently cited by your county as not disabled friendly. You
are asked to make your entrance wheelchair accessible. What do you do?
Work with your local county officials and learn what the wheelchair accessibility
requirements are because slope and angle vary from state-to-state. Meet with a contractor
and review options about ramp and handrail placement. Check with the IRS tax code as
some of the expenses may be tax deductible.
d. The county also cited you on your lack of disabled parking. You currently have 100 parking
spaces for your business; subsequently, by law, how many parking spaces must be
marked “handicapped?”
The business must provide a minimum of four handicapped spaces.

Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 10
e. True or False. Employees that currently abuse drugs or alcohol are covered under the
ADA. Please explain your answer in detail.
Employees who abuse drugs are not covered under the ADA and are specifically excluded.
An employer may take action against this employee as she/he is not a “qualified individual
with a disability.” Do note that the ADA is the minimum requirement and employers may
offer to cover substance abuse under their employee assistance programs. Although drug
users are not covered, alcoholics are protected if the employer acts on the basis of such
use. Employers may be required to provide accommodation to the employee (time off to
attend AA meetings); however, they may discipline or terminate the employee if she/he
continues to drink on the job or abandons their assistance programs.

Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 11
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 345. Nuestros indígenas se encontraban en el período social de la piedra
pulimentada, ó hablando con más propiedad paleontológica en el período neolítico
de la edad de la piedra. El instrumento cuneiforme característico de esa época es el
hacha, que poseían en abundancia nuestros aborígenes. El boriqueño había
abandonado la gruta y construido la choza; de cazador y pescador errabundo había
pasado á agricultor; en la industria de vasos, además del mortero de sílex para
triturar el grano, trabajaba la arcilla y hacía recipientes para la cocción de sus
viandas; en escultura, había iniciado el grabado, y había avanzado á la
ornamentación de gruta, de la cual se conservan muestras en algunas cuevas; y
cincelaba sus collares y aprestos guerreros sin tener la pasión por la escultura
decorativa sobre madera, tan desarrollada entre los Papúas de la Nueva Guinea, ni
el gusto artístico del modelaje cerámico que tenían los indios mexicanos y
peruanos; no tenían sepulturas, ni túmulos, de los cuales el dolmen constituye la
última palabra en esa edad; de manera que podemos considerar, que nuestro
indígena no había llegado en su civilización al último cuarto del período neolítico.
—Ahora bien, encontrándose en este estado de rudimentaria sociedad nuestros
aborígenes, los signos que ellos grabaron en sus esculturas humanas ó antroglifitas
no pueden considerarse, en lingüística, más que como el albor de la escritura, y
nada más.—Para que la idea pueda comunicarse de un individuo á otro, para que
un sonido, un gesto, un signo visible pueda recordarle á otro el mismo
pensamiento, es necesario desde luego una representación figurada tan perfecta
como sea posible, y después, más tarde, una convención recíproca. El primer
lenguaje convencional ha debido ser un gesto acompañado de un grito
proporcionado al lugar, á la hora, á la distancia; la primera trasmisión, no
inmediata, de un pensamiento ha debido ser una fogata en un punto determinado,
una marca en una roca, un montón de pedruscos, la cortadura de un árbol ó un
árbol caído, etc. A este género de escritura primitiva corresponden los quipos
peruanos. Después apareció la escritura ideográfica, más precisa, más analítica,
menos abstracta, menos general; y de ésta, como consecuencia natural, directa y
lógica, la escritura alfabética. Nuestros aborígenes tenían, pues, que pasar por la
escritura jeroglífica antes de llegar á la alfabética; de lo cual estaban muy lejos.
Hemos oído la versión de que hay en el país quien tiene el alfabeto del lenguaje
indo-antillano, y esto no es más que una ilusión. Los signos grabados en las
esculturas de nuestros indígenas tienen un valor igual al de los salvajes de la edad
de la piedra de otros países, y por eso consideramos esos signos como el alborear
de una escritura, que tiene que llegar á ser ideográfica y por fin alfabética.
346. Oviedo.—Ob. cit. Libro XVI.
347. Biblioteca histórica de Puerto-Rico; pág. 142.
348. En el Archivo de Simancas se conservan cuadernos de fundiciones en San
Juan hasta el año 1526.
349. En 12 de noviembre de 1509 escribía el Rey á Juan Ponce: “Ví vuestra
letra de 16 de Agosto. Poned gran diligencia en buscar minas de oro en la isla de
San Juan; sáquese cuanto pueda, y fundido en la Española venga al instante.”
 350. La palabra indígena Guayana conservada aún por derivación en los
vocablos: Guayanés, aplicado á un río de la banda sur de la Isla; Guayama, donde
se ha sustituido la n por la m; y Guayanilla, diminutivo castellano de Guayana, no
debe confundirse con la voz de orígen árabe Guadiana, de la cual procede la
palabra Guadianilla aplicada, según los cronistas, á uno de los pueblos primitivos
de San Juan. Indudablemente que el manchego don Miguel del Toro al poblar
cerca de la aldehuela del cacique Guaybaná, y oír la palabra indo-antillana
Guayana, no pudo menos de dedicar un grato recuerdo al hermoso río Guadiana y
darle el nombre de Guadianilla á la población de cristianos que fundaba;
encargándose el tiempo y el continuo fermento de los vocablos, de transformarla
en la actual Guayanilla.—Guayana, ó Gua-í-ana, de gua, el; í, agua; y ana, flor,
equivale á el agua-flor, ó la rica agua ó el agua buena; y Guadiana, ó Wad-al-
jana, del árabe wad, agua; al, el; y jana, recreo, equivale á: río, el recreo; ó río del
recreo. No deben, pues, confundirse, al estudiarlas, las palabras Guadianilla y
Guayanilla, aunque la gente y el tiempo las hayan confundido al aplicárselas al
actual pueblo de Guayanilla.
351. En el estudio de los gobernadores de la isla de Puerto-Rico hecho por el
ilustrado don José Julián de Acosta—Obra de Fray Iñigo, pág. 132—no consta el
nombre de don Francisco de Solís como gobernador en 1528, sino Pedro Moreno
de 1524 á 1528, y de esta fecha á 1529 el licenciado Antonio de la Gama; pero la cita
de Herrera, el cronista de Felipe II, que tuvo los Archivos del reino á su
disposición, está terminante. El catálogo presentado por Iñigo Abbad—pág. 502—
es completamente oscuro de 1520 á 1581.—Y más adelante está equivocado; por
ejemplo, presenta al Teniente Coronel don Matías Abadía gobernando hasta 1731, y
nosotros hemos visto un documento histórico en el cual, el mismo gobernador, en
20 de septiembre de 1736, concede permiso á Lorenzo González para fundar la
Ermita de la Monserrate en Arecibo.
352. Dice Herrera—Ob. cit.—Década 4ª, libro 5°, cap. 3. Año de 1528: “Está en
esta isla, San Germán el nuevo, que otro tiempo se llamó la nueva Salamanca; la
fundó el gobernador Francisco de Solís, con el despojo de otro pueblo, que se llama
Guadianilla, que estaba á la vanda del sur, y la robaron franceses, y la perseguían
caribes; está San Germán cuatro leguas de la mar, adonde han llegado franceses, y
la han robado; dista de la ciudad de San Juan 30 leguas; los indios tienen mal
asiento en una sierra, sin cosa llana, con el agua lejos.”
353. En Junio de 1520 estaba aún el primitivo San Germán en la
desembocadura del río Añasco; pues los oficiales Reales de San Juan, Antonio
Sedeño, Hernando Mogollón, Pedro Moreno y Baltazar de Castro escribían al
Emperador noticiándole el envío, desde el puerto de San Germán, de 3940 pesos
de oro y 136 marcos de perlas.—Y Blas de Villasante, en 26 de Setiembre de 1528,
escribía al Emperador, que una nao francesa de armada con una carabela y un
patax habían tomado el puerto de San Germán en 12 de Agosto (1527) y quemado y
robado el pueblo, marchándose los franceses á la isla la Mona.—Entonces fundó
Solís á Nueva Salamanca, ó San Germán el nuevo, en el puerto de Guayanilla; y el
19 de Noviembre de 1529 escribía el licenciado Gama al Emperador: “En esta villa
de San Germán es mayor el peligro de caribes, pues no tiene casa ninguna de
piedra, ni armas.” Este nuevo San Germán lo quemaron los franceses en Mayo de
1538. En 7 de Octubre de 1540 se ordenó por el Monarca hacer fortaleza en San
Germán. Y en 12 de Marzo de 1541 escribía el tesorero Castellano á Su Magestad:
“El puerto de la villa de San Germán es bahía y playa, y las naos surgen á media
legua del pueblo do se ha de hacer la fortaleza.” En 1542 se suspendió la fábrica. Y
en 1543 escribía el Obispo de San Juan al Emperador: “Los vecinos de San
Germán, por el temor han llevado sus mujeres, hijos y haciendas, á los montes. Si
tuviesen fortaleza no estarían tan tímidos, ni despoblarían la villa.” Y en 1548 el
mismo Obispo al Emperador le dice: “Vine de Santo Domingo á visitar mi
obispado, á principio de año. Desembarqué en San Germán y con provisión de la
Audiencia hice congregar sus vecinos, que serán poco más de treinta y poblaron á
media legua del puerto por evitar los daños pasados de corsarios. Mas no
desamparan el importante puerto do siempre debe hacerse fortaleza.” Y el doctor
Vallejo en 1550 escribía al Emperador desde la villa de San Germán: “Los pocos
vecinos que han quedado se han retirado á vivir al peor sitio del mundo, distante
del puerto más de una legua.”
TRANSCRIBER’S NOTES
Página Cambiado de Cambiado a
VI pisó Colón el suelo pisó Colón el suelo del
del Nuevo Mundo;el Nuevo Mundo; el sabio
sabio Humbold y Humboldt y
VII á las márgenes de la á las márgenes de la
desembocadura del desembocadura del río
rio Culebrinas, en las Culebrinas, en las
1 intrèpido genovès al intrépido genovés al
puerto de Palos de puerto de Palos de
Moguer, de donde Moguer, de donde
había salido à la había salido á la
conquista del àureo conquista del áureo
vellocino de las vellocino de las Indias,
Indias, cual nuevo cual nuevo Jasón en la
Jason en la cèlebre célebre empresa de los
empresa de los Argonáutas, y su
Argonàutas, y su marcha triunfal á
marcha triunfal à través de los hispanos
travès de los pueblos, que le vitorean
hispanos pueblos, como á un héroe
que le vitorean como legendario de las
à un hèroe epopeyas griegas,
legendario de las llegando á la condal
epopeyas griegas, ciudad de Barcelona,
llegando à la condal donde accidentalmente
ciudad de Barcelona, moraban los Católicos
donde Reyes, radiante de justa
accidentalmente emoción, y seguido de
moraban los los capturados indios,
Católicos Reyes, que lucen vistosos
radiante de justa penachos y cobrizas
emoción, y seguido carnes, y ostentan
de los capturados lindos guacamayos y
indios, que lucen objetos de oro; tan feliz
vistosos penachos y arribada despertó
cobrizas carnes, y rápidamente en la
ostentan lindos Nación española un
guacamayos y entusiasmo general
objetos de oro; tan hacia el desconocido
feliz arribada navegante, que había
despertó regresado victorioso de
ràpidamente en la los últimos confines del
Nación española un tenebroso mar Océano.
 entusiasmo general El desconocido en su
hacia el desconocido propia patria, el
navegante, que había desdeñado por el rey
regresado victorioso don Juan de Portugal,
de los últimos el desairado en Francia
confines del é Inglaterra, y acogido
tenebroso mar únicamente por el
Ocèano. El sabio astrólogo
desconocido en su franciscano Fray Juan
propia patria, el Pérez de Marchena en
desdeñado por el rey el modesto monasterio
don Juan de de la Rábida, y después
Portugal, el por la bondadosa
desairado en Francia castellana Reina á
è Inglaterra, y instancias de su
acogido únicamente antiguo confesor, se
por el sabio astrólogo yergue ahora al retorno
franciscano Fray de su fantástico viaje,
Juan Pèrez de agrupando á su
Marchena en el alrededor los
modesto monasterio
de la Ràbida, y
despuès por la
bondadosa castellana
Reina à instancias de
su antiguo confesor,
se yergue ahora al
retorno de su
fantàstico viaje,
agrupando à su
alrededor los
2 Pontífice Alejandro Pontífice Alejandro VI
VI la bula Inter la bula Inter cætera
cœtera
12 que se alimentan de que se alimentan de
carne humana: sus carne humana: sus
vecinos les llaman vecinos les llaman
canibales caníbales
13 ataud y abandonado ataúd y abandonado de
de todo el mundo, lo todo el mundo, lo
condujeron condujeron
16 Almirante—que Almirante—que hacía
hacía cantar todas las cantar todas las
mañana mañanas
19 náutica—sustraida de náutica—sustraída de
España y vuelta á España y vuelta á
recuperar—de recuperar—de
20 Don José Amador de Don José Amador de
los Rios, en la Vida y los Ríos, en la Vida y
22 y llevaba también y llevaba también oro,
oro, palo de brasil y palo de Brasil y
productos productos
22 “Contino de nuestra “Contino de nuestra
Casa.” Cuando caido Casa.” Cuando caído en
en
23 entonces en la banda entonces en la banda
oriental del rio oriental del río Ozama
Ozama
24 Wasington Irving.— Washington Irving.—
Vida y Viajes de Vida y Viajes de
Cristóbal Colón.— Cristóbal Colón.—1828.
1828.
25 regidor y teniente del regidor y teniente del
Darien en Tierra- Darién en Tierra-firme
firme
25 prinçipales dellos los principales dellos los ví
ví y conosçí y conoscí
25 Colom, en el segundo Colón, en el segundo
viaje que hizo á estas viaje que hizo á estas
26 padre y tio, vinieron padre y tío, vinieron
con Colón en el con Colón en el
segundo segundo
28 y Bertillon en union y Bertillon en unión de
de una sociedad de una sociedad de sabios
sabios
28 Ad. Bertillón, Ad. Bertillon,
Coudereau; Coudereau;
Hovelacque etc.— Hovelacque, etc.—
Dictionnaire Dictionnaire
30 que llevaba, sinó que llevaba, sino
también por sus también por sus
conocimientos conocimientos
38 su nombre á la su nombre á la
circunstancia de circunstancia de haber
haber sido sido descubierto
descubiecto
38 ha sufrido don ha sufrido don Martín
Martín Fernandez Fernández Navarrete
Navarrete algunos algunos
40 estovimos ende todo estuvimos ende todo
aquel día, é luego aquel día, é luego otro
otro dia partimos é día partimos é fízonos
fízonos algunas algunas calmerías, de
calmerías, de manera manera que estuvimos
que estovimos en en llegar al Gomera
llegar al Gomera cuatro ó cinco días, y
cuatro ó cinco días, y en la Gomera fué
en la Gomera fué necesario estar algún
necesario estar algun
42 Niña. Queda, pues, Niña. Queda, pues, en
en harmonía la harmonía la verdad
verdad histórica con histórica con la piedad
la pie-
43 del cual se vertían a del cual se vertían á
diversas partes diversas partes muchas
muchas
45 adquirir casabe y adquirir casabe y otros
otros frutos con frutos con resistencia
resitencia de los de los indios.
indios.
45 de nuestros dias. de nuestros días.
Franklin indicó la Franklin indicó la
conveniencia de conveniencia de utilizar
utilizar
47 y cosas aromáticas, y cosas aromáticas,
variedad de aves y variedad de aves y
caudalosos rios. Los caudalosos ríos. Los
50 miembros. E cabo de miembros. É cabo de
cuatro días vino el cuatro días vino el
Capitán Capitán
60 Entre esta isla y la Entre esta isla y la otra
otra de BURIQUEN de BURIQUÉN
parescía parescía
61 é á la otra BOHÍO, en é á la otra BOHÍO, en la
la cual agoramos cual agora estamos
estamos
69 se tornaron diciendo se tornaron diciendo
que otro día vernían que otro día venían con
con
69 de Colón; caido el de Colón; caído el indio
indio en el ardid, le en el ardid, le arrancó
arrancó Ojeda de Ojeda de entre
entre
80 Diario del primer Diario del primer viaje,
viaje, 4 de 4 de Noviembre, se lee
Noviembre, se lee también mames
tambiém mames
81 sus vergiienzas, sus vergüenzas, dellas
dellas con ropa de con ropa de algodón
algodón que que
89 Ese dia por la tarde Ese día por la tarde
90 El 16 de Nbre. por ia El 16 de Nbre. por la
90 en Haití; y luégo en Haití; y luego
costearon costearon
106 sucedió tal cosa, sino sucedió tal cosa, sino
que necesitó oirse que necesitó oírse
llamar llamar
107 Ni una sóla vez Ni una sola vez nombra
nombra el presbítero el presbítero Nazario
Nazario
108 por la revista por la revista ilustrada
ilustrado, El El Centenario y por la
Centenario y por la Ilustración Española
Ilustración Española
108 áun considerándola aun considerándola
apócrifa, es de suma apócrifa, es de suma
extrañeza no la cítase extrañeza no la citase
en su obra de en su obra de
referencia, si quiera referencia, siquiera
110 Portugal; navegó Portugal; navegó luego
luégo al servicio de la al servicio de la Corona
Corona
112 del órden del orden cronológico é
cronológico é histórico, el
histórico, el delineamiento
delineamiento
113 por que en ese año porque en ese año
moría saeteado en moría saeteado en
Cartajena, es Cartajena, es
testimonio testimonio
poderosisímo poderosísimo
115 questa es la tierra questa es la tierra
firme, y que estoy, firme, y que estoy, dice
dice él, ante Zayto y él, ante Zayto y
Guisay Guinsay
120 en la isla de Carib en la isla de Carib había
había mucho mucho alambre y en
alambre y en Matinine
Matinino
123 P. P. Priores de San P. P. Priores de San
Gerónimo 1517 Gerónimo 1517
Buriquén Boriquén
123 Otto Neussel 1892 Otto Neussel 1892
Burenquén Boriquén
124 suceptibles de pasar susceptibles de pasar
de un sonido á otro de un sonido á otro
125 traido la traído la desaparición
desaparición de la N de la N contra su
contra su
127 los nombres en 1521 los nombres en 1521
(Duvotenay, (Duvotenay, geógrafo)
géograío)
132 posible comparar e posible comparar el
lenguaje indo- lenguaje indo-
antillano, antillano,
correspondiente á correspondiente á
132 hasta el rio hasta el río Guazacalco.
Guazacalco. Los Los Incas usaron los
Incas usaron los quipos ó
quipos ó
134 Gran árbol. Los Gran árbol. Los indios
indíos referían referían
136 Fuerte árbol reinoso. Fuerte árbol resinoso.
(Hedwigia (Hedwigia
139 En el Mapa para En el Mapa para
ilustrar los viajes de ilustrar los viajes de Sir
Sir Walter Ralegh Walter Raleigh
140 especies de animales especies de animales
montruosos; de lo monstruosos; de lo cual
cual resulta resulta insostenible
insostenible
143 Venezuela y Venezuela y Colombia,
Colombia, y en són y en son de
 de conquistadora conquistadora
144 de contínuo en sus de continuo en sus
almadías á sus almadías á sus terribles
terribles
144 moral; pues bien, si moral; pues bien, si
nosotros hemos nosotros hemos creído
creido legal legal apropiarnos á
apropiarnos á
144 reminiscencia de reminiscencia de
tiempos tiempos antropofágios
antropofágicos muy muy posteriores, y los
posteriores, y los
146 que contrarestar, que contrarrestar, muy
muy á menudo, el á menudo, el empuje
empuje
147 terribes invasiones terribles invasiones de
de los caribes de las los caribes de las islas
islas de de
147 inmizcuir entre ellos inmiscuir entre ellos á
á los caribes, los caribes, tiradores de
tiradores de flechas flechas emponzoñadas
emponzoñadas y y diestros arqueros.
diestros arqueros. Para el caribe la caída
Para el caribe la
caida
156 de las de las embarcaciones.
embarcaciones. Diferénciase de
Diferenciase de
157 por ende de exigir el por ende de exigir el
rigorismo técnico, rigorismo técnico, aun
áun en los en los
158 las doce naves, á las doce naves, á
recorrer el derrotero recorrer el derrotero
traido por traído por
159 obligaba á una caida obligaba á una caída de
de sotavento sotavento rectificaba
rectificaba
160 perros, y gallinas y perros, y gallinas y
otras aves otras aves domésticas,
demésticas, cuyas cuyas necesidades de
necesidades de
160 doble del que doble del que
 necesitaron antes de necesitaron antes de
pasar la linea del pasar la línea del
Trópico.—Y Trópico.—Y
165 cuales huyeron cuales huyeron
atemorisados á sus atemorizados á sus
bosques al bosques al
165 por Livingtone á por Livingstone á
orillas del Zambesis y orillas del Zambesis y
las las
166 en que han caido en que han caído
algunos escritores algunos escritores
puertorriqueños puertorriqueños
170 Georges Cuvier.— Georges Cuvier.—
Discours sur les Discours sur les
révolutiones du révolutions du
174 del siglo XVI y XVII, del siglo XVI y XVII,
siguiendo los jiros siguiendo los giros
latinos latinos
175 Ma-boa Arbol Ma-boa Árbol silvestre
silvestre de Cuba de Cuba
175 Ma-cagua Arbol Ma-cagua Árbol grande
grande de Cuba de Cuba
177 arenoso, etc. Muchos arenoso, etc. Muchos
de cuyos nombres de cuyos nombres han
han sido traidos á sido traídos á
177 en las lenguas en las lenguas
americanas, que en americanas, que en
sanscrito existe la sánscrito existe la raíz
raíz in-du in-du
178 DE AGUA ó DE AGUA ó LLANURA
LLARURA ANEGADA
ANEGADA
180 salió trás él el mismo salió trás él el mismo
caçique (Guaynabá) caçique (Guaybaná)
con gente é con gente é
181 granjerías de los granjerías de los Reyes,
Reyes, que, por fin, que, por fin, las
las enagenó la enajenó la Corona
Corona
183 primero. Cremos que primero. Creemos que
los cronicones de los los cronicones de los
183 El Rey á Cerón y El Rey á Cerón y Díaz:
 Diaz: “Sabéis que “Sabéis que algunos
algunos caciques caciques
183 de Sotomayor, á D. de Sotomayor, á D.
Diego su sobrino v á Diego su sobrino y á
algunos criados y algunos criados y
184 al trájico fin del al trágico fin del
poblado de poblado de Sotomayor
Sotomayor
184 en algunas cuevas; y en algunas cuevas; y
cinselaba sus collares cincelaba sus collares y
y aprestos guerreros aprestos guerreros
184 cuales el dolman cuales el dolmen
constituye la última constituye la última
palabra en esa edad palabra en esa edad
185 geroglífica antes de jeroglífica antes de
llegar á la alfabética; llegar á la alfabética; de
de lo cual estaban lo cual estaban muy
muy lejos. Hemos lejos. Hemos oído
oido
189 sus prerogativas, sus prerrogativas,
triunfó en el Consejo triunfó en el Consejo
189 de la aldehuela del de la aldehuela del
cacique Guaybaná, y cacique Guaybaná, y oír
oir la palabra indo- la palabra indo-
antillana antillana
189 y el contínuo y el continuo fermento
fermento de los de los vocablos, de
vocablos, de transformarla en la
transformarla en la
190 velas hácia la isla de velas hacia la isla de la
la Mona Mona

1. Errores tipográficos palpables corregidos

silenciosamente; retuvo ortografía y dialecto no
estándar.
2. Notas a pie de páginas indexadas utilizando números y
recopiladas al final del último capítulo.
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