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About Google Book Search Google's mission is to organize the world's information and to make it universally accessible and useful. Google Book Search helps readers discover the world’s books while helping authors and publishers reach new audiences. You can search through the full text of this book on the web ai[http: //books . google. com/| Educ T 2118, 92,50) ~ e y we” >, “we Fr ft A vo Y 044 102 868 y THE LIVING METHOD FOR LEARNING How TO THINK IN SPANISH, BY CHARLES F. KROEH, A. M,, PROFESSOR OF LANGUAGES IN THE STEVENS INSTITUTE OF TECHNOLOGY, HOBOKEN, N. J. Copyright 1892, by Charles F. Kroeh, ALL RIGHTS RESERVED. FOURTH EDITION. LONDON, ENGLAND and HOBOKEN, N. J. PUBLISHED BY THE AUTHOR. Edue Ta118,92.50/ V YHE LIVING METHOD FOR LEARNING HOW TO THINK IN FRENCH, . . +. +. +...» THE PRONUNCIATION OF FRENCH, . . +». +. THE FRENCH VERB, . . . +». «© «© e A treatise to facilitate reading and conversation ; it contains also a new and very easy method of classify- ing and remembering the irregular verbs. THE LIVING METHOD FOR LEARNING HOW TO THINK IN GERMAN (including the Pronunciation of Ger man), e . . e . . . . . THE PRONUNCIATION OF GERMAN (separately), . THE LIVING METHOD FOR LEARNING HOW ‘0 THINK IN SPANISH (including the Pronunciation of Spanish in Spain and America), . eo . THE PRONUNCIATION OF SPANISH IN SPAIN AND AMERICA (separately), . o. © +... 35 5O 1 50 25 I 50 15 —= — A ot —_ We THE LIVING METHOD. You cannot speak Spanish while thinking in English. If you tried to do so, your conversation would consist largely of pauses, during which you would endeavor : 1. To find Spanish words and phrases corres- ponding to your English ones; and 2. To rearrange them so as to make them idiomatic. That would consume entirely too much time. There is only one way to speak Spanish and that is by remembering what Spaniards say under - the same or similar circumstances. To remember this, you must first learn it by hearing or reading. That is self-evident. There can be no other way. To accomplish this, it is not necessary that you should live in Spain, but YOU MUST LIVE IN SPANISH. The following pages will show you how. GENERAL PRINCIPLE. Associate complete Spanish sentences with your daily actions. Say what you do. TO THE STUDENT. When you have learned the following pages you will be in possession of phraseology describing most of your actions during the day, from the time you rise until you go to bed. You should endeavor to acquire the habit of associating these foreign phrases so perfectly with your actions that they will mutually suggest each other. Whenever you . do anything, say what you are doing, if you are alone, or think it, if you are not. This method has two great advantages : 1.—It eliminates English for the time. 2.—Y on can practice it, off and on, all day long, with- out taking time from other duties. When you have associated your own actions and words, the actions of others are observed and made to suggest the foreign expressions. When all this is accomplished, the remainder of your task consists in the substitution of new words and phra- ses in the sentences you already know, in accordance with the genius of the language, so that the accurate knowledge of one sentence will enable you to make a large number of the same kind. Finally, you will be shown how to connect such simple sentences in all possible ways. INTRODUCTION. PRONUNCIATION, NUMBERS, OBJECTS, THEIR PARTS, RELATION S AND QUALITIES. THE PRONUNCIATION OF SPANISH. THE VOWELS. English vowels have a tendency to beeome obscure in unaccented syllables. Compare, for example, man and statesman (statesm'n). Spanish vowels undergo no such change. | | Spanish vowels are mostly short. Rules will be given further on. For the present, the long ones will be marked 4, 6, i, 6, i. Theemphatic syllable of a word is easily distinguish- od. Ifa word ends in a vowel, or in n or s, emphasize the preceding syllable (the penult); if it ends in any consonant except » or s, emphasize the last syllable. Words that do not follow these two rules have the emphatic vowel marked with the acute accent (4, é, f, ó, ú) both in writing and in print. A. A sounds like a in father, or like the exclamation ah! It has the same sound whether it ‘s long or short, and this is true of all Spanish vowels. In English, on the other hand, a in fate is called a long a and a in fat a short a, although you cannot obtain the latter by giving less duration to the former. They are entirely different sounds. The terms long and short, therefore, do not mean the same thing in the two languages. 6 THE PRONUNCIATION OF SPANISH. In the following examples, the consonants are pro- nounced as in English so that you can give your whole attention to the explained vowels. Pronounce : — Palma, cataráta, andan, plata, álas, barba, basta, armar, canal, atacar. Which syllable is emphatic in each of these words? Pronounce : —Sal, sala, sálas, salar, cima, fanal, gana, ganas, gánan, ganar, patáta, Pará, papá, mamá, afán, cámara, lámpara. Did you pronounce all the a's alike, or did you incorrectly give some of them the sound of the first and the last a in the English word America ? Did you observe the emphatic syllable ? Read slowly. Look at every letter. Pronounce one syllable at a time. Practice audibly. Do not pass on until you can pronounce the above examples accurately and fluently. You will not learn to pronounce Spanish by simply reading this book. You must practice. A good way to do thisis in the intervals between other work, and frequently rather than long at a time. E. H, when short, sounds like ein ebb, met. Examples: en, el, frente. When long, it sounds like a in fate; but there is this difference: in the word fate there are two sounds between fand t. Pronounce very slowly and you will hear first the Spanish e and then a slight sound of the English e (as in eel) just before you get to the t. In Spanish this second sound must be omitted. LExcuwwwles : nóne, Pépe. THE PRONUNCIATION OF SPANISH. 4 Pronounce: — En, me, léve, mente, temple, endé- ble, de, lente, peléle, revés. : The ending es is short except in proper names. Compare fanales and Andrés. _ In some words e long has the sound of «a in dare, but these must be left to actual experience. I. I sounds like the vowel in feel when long, and like that in fill when short. Pronounce: — Mi, mil, bilis, sin, fin, símil, lista, intriga, lágrima, eremita. If you pronounce the English word no very slowly, you will hear two sounds after the n, The first is the Spanish o, and the second is that of oo in mood. Try to omit this sound of 00 in Spanish words containing a long o as in cómo, nota. When short, o sounds like u in but; as in tonto, nombre. In some positions, o sounds as in on, gone. Thisis - the case before r followed by a consonant, as in corto ; in the final syllable or, as in licor; in the final syllable on, as in botón ; and in individual words which must be learned by experience. Pronounce:— Colóno, bocón, fondo, dolor, córo, gordo, olor, plómo, póco, monólogo, máno, mosca, po- bre, lírico, ratón, Norte, 8 THE PRONUNCIATION OF SPANISH. V. U, when long, sounds like oo in fool, and when short, like u in full. Pronounce:— Un, Sur, curul, bululú, plúma, cú- pula, lúna, lumbre, betún, útil, cámulo, futuro. REVIEW. Pronounce a, €, 4, 0, 4, both long and short. EXERCISE 1. | Pronounce each vowel according to the preceding directions, and the consonants as in English. Determine the emphatic syllable of each word, when it is not indicated by the accent. Pépe, fin, lírico, lágrima, delantal, Alcántara, simil, teléfono, fúga, gusto, tonto, altúra, monólogo, tina, mas, santo, común, pícaro, sol, si, loco, gato, león, gafas, botica, esta, está, contento, amigo, culpa, lástima, lugar, oscúro, plómo, tomar, suspiro, único, pegó, tirano, ama- pola, punto, convento, literatira. ’ After this exercise the student is expected to accent . (emphasize ) his words correctly. EXERCISE II. Determine which vowels are long according to the following rules. All unemphatic vowels are short. Emphatic vowels are long only : — Ist. When followed by one consonant (or eh) having a vowel after it, as in mano, micho ; 2d. When followed by two consonants the second of which is 7 or r as in dóble, cdbre. THE PRONUNCIATION OF SPANISH, 9 These rules do not apply to vowels ocurring in the antepenult (third syllable from the end) which is always short, as in capítulo, paráfrasis. Punto, copla, íntimo, compone, componer, camino, carácter, pintura, abre, figuró, cucurucho, donde, apuró, importante, algo, alemán, alemana, natal, seguro, tocar, campo, pasta, escopeta, migas, semblante, inútil, soga, conducta, enemigo, sepulero, paloma, mostacho, clavel, - cable, está, lúgubre, endeble, esté, Alcalá. After this exercise, the student is expected to recog- nize long vowels. THE CONSONANTS. With few exceptions, the Spanish consonants are pronounged with less determined articulation than those to which they correspond in English. The following require especial attention. H has no sound. Leave it out entirely in pronounce ing. Hola, hambre, Alhambra, hilo, humo, alcohol. Ch. Ch always sounds as in choose, much; never as in architect, or in chaise. Mucho, hecho, ocho, muchacho, chico, chasco, San- cho. | C and Qu. The sound of & is represented in Spanish by e before G, 0, 4, and consonants, and by qu before e and 4. 10 THE PRONUNCIATION OF SPANISH, Cama, color, cura, claro, crimen, Quito, que, qui, quinto. Cu. The English sound of gu (= kw) as in quill is re- presented in Spanish by cu. Cual ( = kwal ), cuenta ( = kwenta), cuarto, cuero, cuanto, cúarenta. Pronounce ca, que, qui, co, cu ; cua, cue, cui, CuO. _C and Z. The sound of th in thin, with (which must not be confounded with the ¿h in thee) is represented by c before e and 7 and by z before a, o, u and at the end of syllables. Cena, cinco, centro, César, Cicerón; zapato, plaza, corazón, Gonzalez, conozco. . Norze.— With proper names ending in ez, it is not cus- tomary to write the accent although the syllable preceding the ending is emphatic. Pronounce Martinez (Martínez), Gonzalez ( González ). When does c sound like and when like th? Pro- NOUNCE 24, Ce, Cl, 20, 24, EZ ; CM, Ce, Ct, CO, CU, IMPORTANT NoTE.—In the Spunish colonies of Ameri- ca and in parts of Spain, both c and 2 are pronounced like s in so, hiss (not as in rose, is), although the Castilian sound is taught in the schools. The student is advised to familiarize himself with both pronunciations if he wishes to understand the spoken language. CC. When cc occurs, the first c sounds like & and the second like th in thin; as in accidente. Some do not sound the first c. 4 THE PRONUNCIATION OF SPANISH. 11 EXERCISE IL Cacique, alcohol, cuatro, cuarto, luz, quemo, hacha, euero, azúcar, mosquito, muchacho, lección, zozobra, chico, habla, cual, azucena, química, escuela, esquela, vez, leche, Alhambra, corazón, hecho, cuenta,reconozco, quimera, marchar, cuarteto, porqué, lápiz, alcohol. D. D between two vowels, before r, or at the end of a word sounds like th in thee, those (not as in thin). Toledo, todo, cadena, poder, prado, modesto, la- drón, podrá, usted, sed, Madrid. In other positions d sounds more like the English d only that the tongue touches more lightly and fur- thor down on the teeth. NoTE.—The loose articulation of this letter frequently causes it to become inaudible; so that usted becomes usté; todo, too and to; nada, naa and na; cuidado, cuidao ; tenido, tenío ; comprado, comprao. This practice of dropping the d is very general in Spain and America when this letter is final or when it occurs in the endings ido and ado. Andalusians sometimes drop d even from the begin- ning of a word and say, for example, ¿nero instead of dinero, " Castilians sometimes give the wrong th sound (as in thin ) to final d, Band V. Spaniards continually confound 6 and v to such an extent that.the Spanish Academy felt itself obliged to publish fifteen rules for the spelling of words contain- ing these letters, besides giving long lists of such words. The reason is that both b and v are made by 12 THE PRONUNCIATION OF SPANISH, touching the lips together. In 6 the contact is light and the lips are relaxed and in v there is a certain con- traction or tension of the lips. The English vis made by touching the lower lip to the upper teeth. If this is done very lightly, it will produce a fair approximation for those who cannot make the Spanish lip ». Barba, basta, lobo, bobo, caber, amaba, amable; vaca, venir, vivo, voz. G and Gu. The hard sound of g asin go is represented in Spa- nish by y before a, o, 4 or a consonant and by gu before e and 1. Gana, gozo, gula, grande, globo; Aguila, cargue, seguir. But gu before a or o sounds like gw (as in anguish). Agua, legua, antiguo, guardar, guante, guapo. When gua begins a word, some drop the g and pro- nounce the u like a w; guardar=wardar. To get the sound of gw before e or 7, a diseresis is placed over the u (ii) to show that it is not silent; as in antigiiedad, argiiir, vergiienza. Pronounce ga, gue, gut, go, gu; gua, giie, git, quo. G and J. G before e and i, andj before all the vowels repre- sent a sound not existing in English. If you have no opportunity of hearing it or of hearing the German ch in ach (not as in ich), you can learn this sound by observing the following directions: THE PRONUNCIATION OF SPANISH. 13 Arch the back of the tongue up towards the soft palate (by drawing the point of the tongue back from the lower teeth without allowing itto rise, open your mouth and then expel the breath through the narrow space left between the tongue and the soft palate, as. in saying ha ! | The result should be a sound, which is capable of being prolonged to any desired extent without the aid of a vowel, and which differs from h in ha! by its grazing the tongue and soft palate. Join this new sound to each of the vowels u, o, a, €, i, and you will pronounce ju, jo, ja, je or ge, ji or gi. The easiest vowel to begin with is u, because its tongue position is very nearly the same as for j. Junto, justo, júbilo, joven, hijo, mejor, pájaro, ori- gen, margen, general, página, gigante, lógica. Jamás muger semejante dejóse, de fijo, ver. The word reloj is pronounced reló. Andalusians are inclined to give h the sound of j and say, for example, jaga for haga, jumo for humo. EXERCISE IV. Cualidad, pulque, adivina, lobo, aguja, paraguas, sábana, sabana, flojo, guapo, cuidadoso, ventaja, bon- dad, guedejas, echado, azogue, naranja, sigue, cuadro, seguido, diligente, cuajar, dedo, corbata, dirigir, salida, joven, nariz, antigiiedad, antiguo, abajo, Cubano, aje- drez, boda, tijeras, mitad, sílaba, navaja, acabado, tar- jeta, ingeniero. 14 THE PRONUNCIATION OF SPANISH. S always sounds like s in so; never like s in rose, or sure, or vision. Rosa, suma, visión, casa, sesenta, lunes, mes, mesa, barbas, números. NoTE. — Final s is frequently dropped in conversation when the next word begins with a consonant, especially l, m, n, r. Thus, todos los dias, =todo0 lo dias. In words like discípulo, few take trouble to sound both sandc. Some say dicfpulo and others disípulo. Some pronounce s at the beginning of a syllable like the Spanish c or 2 and say cecenta for sesenta. At the end of a syliable, some substitute for s an aspirate, that is, a sound resembling an English k or a smooth Spanish j; as mij-mo or mih-mo for mismo; bárbaj or barbah for barbas. N. N is pronounced as in English. In final on, a nasal sound like that of the French on is sometimes heard, which should not be imitated. So also the pre- fixes con, en, are sometimes made nasal before c, g or j. In these nasal sounds, the breath is not directed towards the upper teeth while pronouncing o, e, but upward from the throat and sets the soft palate in vibration, while the 7 is silent. Ng does not sound as in singer nor as in finger. The two letters are pronounced separately. Thus: lengua =len-gua, sangre=san-gre. Vengo, tenga, inglés, fandango, ninguno. N. N is a separate letter of the Spanish alphabet. In the dictionary its place is after n. It sounds like ni in THE PRONUNCIATIÓN OF SPANISH. 15 onion; that is, it has the sound of » followed by and intimately blended with the sound of y in yes. Example: cañón, (can—yón); señor, (sen—yor). Niño, paño, uñas, año, ñiquiñaque. LI. El is also a separate letter, found after 7. It is pro- nounced by careful speakers like 7 followed by y in yes; _ caballo=cabal-yo, llave=l-yave; but many people pro- nounce Uj like y in yes, and say caba-yo, yave. Practice the first way. Caballero, Murillo, Sevilla, mantequilla, lleno, Ne- gar, llover, llevar. Y. Y alone or final has the same sound as the Spanish + (Engl. feel, fill); asin y, muy, ley. Before a vowel, y sounds as in yes. Yucatán, yo, ya, yugo, tuyo, yeso, yema. NoTE.—In Cuba, the sound of the English j as in joke is often heard for y before a vowel: (yo=jo, with Engl. j). R. R is sounded clearly with the tip of the tongue touching above the upper teeth, but without trilling or rolling, when it stands between two vowels or at the end of a word. Para, hora, color, colores, claro, tomar, tomaré, os- curo, tener, venir, comeremos. But ris sharply trilled at the beginning of a word. Rana, rebelde, resto, risa, ritmo, roble, roca, rambo, rústico. 16 THE PRONUNCIATION OF SPANISH. Those who do not naturally trill or roll r, will re- quire persistent efforts for weeks to learn this sound. The point of the tongue lightly touches just above the upper teeth and is set in rapid vibration by the breath. When you can produce this vibration, try to begin with a clear trill without preliminary escape of breath. R accompanied by other consonants is apt to be trilled when the combination readily admits of it; asin: Escribe, arco, prado, harpa, trampa, carta, farsa, israelita, margen, menjurje, malrotar. The uneducated sometimes drop r between two vowels and say paa, paece, for para, parece. - CAUTION. F does not modify tha sound of the pre- ceding vowel as it does in the English words: herd, bird, word, murmur, myrtle. Give each vowel its re- gular sound. Eterno, persona, curso, ir, sírvase, virtud Rr. Rr, which is considered a separate letter, is always trilled. Torre, arreglo, camorra, corre, terrible, error. Distinguish between caro (dear) and carro (cart) ; pere (but) and perro (dog). Practice on the following in which all the rs are rolled : Erre con erre en barril, Erre con erre en cigarros; All4 en el ferro-carril : Rápidos corren los carros. THE PRONUNCIATION OF SPANISH. 17 xX. Formerly z had two sounds, one (ks) as in English and the other like Spanish j, and they used to spell Xerez, México, Alexandro, Quixote, Ximenes instead of Jerez, Méjico, Alejandro, Quijote, Jimenes. Occasionally we see such words spelt with x now; but with such rare exceptions, 2 now sounds as in English. The prefix ex is generally pronounced es betoue a consonant; excusar=escusar, expreso=espreso, extran- jero=estranjero. W occurs only in foreign words and is. usually pro- nounced like v; as in Waterloo, Wamba, wagón. Some- times it sounds like Spanish u (or English w). Washington is pronounced by the Spanish Academy udsigton. EXERCISE V. Give your attention to one syllable at a time. In dividing into syllables, one consonant between two vowels (also ch, ll, fi, rr) goes with the second: a—-mar, bue-no, ha-llar, sue-ño, he-cho, pe-rro. Two consonants are separated; as es—-tar, Es-paña, con—mover; unless the second consonant is 7 or r, in which case both go with following vowel : 7 ha-blar, con-cluir, a-fligir, si-glo, a-cre. Pronounce by syllables: — Chispa, asado, ama- rillo, espanol, vengo, ayuda, corcho, mafiana, arriba, inglés, mercado, exánime, cuchillo, mesa, yendo, atrás, ayudante, doña, cuyo, cuociente, silla, Juan, yerba, cuestión, aquí, llave, engaño, curvo, cable, esquina, clase, vaya, muñeca, firmar, burro, cerveza, alli, do- 18 THE PRONUNOIATION OF SPANISH. mingo, ratón, máximo, hermano, pedazo, sírvase, Mi- guel, pizarra, ceriza, asa, azul, mariposa, rodilla, Ma- drileño, pequeño, cabeza, murmurar, Enrique, subir, cosa, verdad, ejemplo, Fernandez, castaño, ver, esponja, equipaje, halagiieño, guitarra, Rodriguez, despropor- cionadísimamente. REVIEW. Pronounce the following syllables: —Er, re, - giil, ja, iz, he, os, gu, ido, ba, ca, za, ge, gue, ño, rra, go, cha, ji, guo, lla, zu, Cua, ud, ci, que, ga, cuo, aj, ex, va, cu, ez, jo, qui, giie, Co, ce, yo, gi, cue, gua, gui, cui, ju, inglés. THE SPANISH ALPHABET. Pronounce the names in Spanish: LECCUGEES CLASHES LA AOL DELS UR L E ekis ye origriega. zedaor zeta, 1 THE PRONUNCIATION OF SPANISH. 19 VOWEL .COMBINATIONS. Vowel combinations abound in Spanish to such a degree that a special study of them is indispensable. In all such combinations the sounds of the vowels are not changed except by the natural effect of connected utterance. | Any two vowels may give rise to five combinations; thus a and $ may occur as di, ai, fa, id, or neither of them may be emphatic. By pronouncing the words caigo, puis Maria, diáfano, paisano, it well be seen that pais and Maria cannot have a or ta merged into one syllable, while the others can readily be blended and formed into diphthongs. In di the voice glides without a break from a to 1, while in id the + has the value of the English consonant y in yes; diáfano=d -yáfano. Unemphatic ¿+ always has this sound before another vowel; pié=p-yé, vió=v-yó, viuda=v-yuda. Similarly, an unemphatic u before another vowel, assumes the function of the English consonant w in we; agua=ág-wa, pues=p-wes, fui=f-wi, cuota=k-wota. The Spanish Academy says that the weak vowels i and u may form diphthongs with each other or with the other vowels; but that a, o, e cannot thus combine with each other. 1t defines a diphthong as the nnion of two vowels by a single effort of the voice. In conversation, however, and not unfrequently in poetry, combinations of a, oand e among themselves are also very intimately blended. We will now examine these combinations in detail, 20 THE PRONUNCIATION OF SPANISH. giving most examples under those which occur most frequently. i a and a. When two a’s come together in the same word or in two words, do not detach them by a pause however short, but glide from one to the other. The result is not a single a, but a single breath in two continuous waves, as in singing a vowel to two slurred notes. In English double vowels, like co-operate, pre eminent, the second begins with a fresh impulse. In Spanish it does not. Saavedra, una almendra, una ala; allá asoma. a and e. One syllable (which means a smooth glide from one to the other as above described): ae, ea with neither a nor e emphatic, and sometimes ed. Caerá, fealdad, acaecer; trae, caen; estropear. Two syllables. éa. Tarea, fea, pelea, sea, idea. Important Rule. — When a word ends in two vowels, emphasize the first, ifitis a, o or e. If, however, the first is 2 or u, neither is emphatic, and the stress falls on the preceding syllable. Thus, tarea is pronounced taréa, while serio=sério. See Appendix P. 26. Exceptions are marked with the acute accent; as Dánae, filosofía. If a word contains no other syllable on which the emphasis could fall, it is of course unnecessary to mark it with the accent; as dia (=/i-a), lio (=lí-0). The verbal termination ia (={a) is rarely marked. An emphatic vowel is long when it comes before another vowel: taréa, dia, lio. THE PRONUNCIATION OF SPANISE 21 a and for y, One syllable: ai and ia (neither vowel emphatic), di or dy and id. Traidor, paisano; Jaime, traigo, baile, aire, hay; variable, diablo, apreciar. Two syllables: at and ía. País, ahinco, raíz, caida; dia, armonía, tenía, María. The » in ahinco and similar words bas no effect on the pronunciation. Leave it out entirely. a and o. One syllable: ao, oa (neither vowel emphatic), do rarely od. In these cases, the o inclines to the sound of u. Joaquín, extraordinario, coagular; quedaos. Two syllables: ad, da. Faraón, ahora, proa, Lisboa, canoa. a and u. One syllable: au, ua (neither vowel emphatic), de and ud. Autor, ahuyentar, naufragar; Juanita, estatua, cau- sa, lauro, aplaudo; cual, cuando, igual. Two syllables: até and da. Baul, aún, ataud; falúa, fluctúa, continúa. e and e, See remarks on aa. Acreedor, preeminencia, vehemente, lee. e and i or y. One syllable: ei, ie (neither vowel emphatic), & or éy and té, 22 THE PRONUNCIATION OF SPANISH, } 1n ei the e sounds like a in dare. Deidad, reinó; propiedad, quietud, nadie; rey, seis, veinte, treinta, reina. Two syllables: et, te. Leí, leímos, leido, creible; ries, rubies. e and o. One syllable: eo, oe (neither vowel emphatic , and eó and de. In these cases, the effect of the e is similar to that of 1. Leonor, óleo, idóneo; campeón; roe. Two syllables: éo, o6. Paseo, correo, hebreo; proemio, roemos, poeta. e and u. One syllable: eu, ue (neither vowel emphatic, (éu and ué. Europa, eulogio; pueril, tenue, pingiie (=pin-gwe), averigúe; neutro, feudo, deuda; pues, fué, sueño, lue- go, hueso, bueno. ~ (Before ue the uneducated sometimes pronounce y hard instead of d and say gúeno for bueno). Two syllables: eu, úe. Creúsa, fluctúe. i or y and o. One syllable : io, ot (neither vowel emphatic), ió and & or dy. In dé, dy, the o sounds in gone. Estudio, precio, nacional; Moisés, oiré; nación, gloriosa, Diós, estudió; sois, heróico, estóico, oigo, hoy, soy. THE PRONUNCIATION OF SPANISH. 23 Fwo syllables: to, ot. Rio, envio, periodo; oir, oido, heroina. i or y and u. These two vowels always form one syllable. Ciudad, cuidado, ruiseñor; viuda, Luis, ruin, fui; flúido, gratúito, muy. o and u. One syllable: uo with neither vowel emphatic, and ud. o Monstruo, antiguo, perpetuo; suntuoso, fluctuó, cuota. Two syllables: úo as in duo. The combination 04 does not occur in Castilian and du occurs only in the word bou. In poetry some of the combinations given as one syllable may be counted as two by poetic license; but combinations of a, e, o always count as two at the end of a line. Diphthongs are measured as long and short by the same rules us single vowels. THREE VOWELS. Of the great number of possible combinations of three vowels, the following are counted as one syllable. 1ái as in apreciais, estudiais; 1éi “ “ desprecieis, estudieis ; uái uáy “ “ amortiguais, Uruguay, Paraguay; uéiuéy “ “ santigiieis, buey. The first vowel plays the part of a consonant; =f and u=4. 24 THE PRONUNCIATION OF SPANISH. In poctry, these triphthongs are sometimes reckoned _ AS two syllables: ¿-di, 1-6, u-di, u-ét. Sometimes even four vowels occur together in poetry and are counted as one syllable. Fabio ay dolor; dio ausencia; que a Europa. SIMILAR WORDS IN SPANISH AND ENGLISH. Many Spanish words are spelt exactly or nearly like English ones. Every such word is liable to be mis- pronounced, unless the student is continually on his guard. The following examples will be useful not only for practice in pronunciation, but also for the acquisition of words. Look out for the emphatic syllable and pronounce it long or short according to the rules given. Do not slur over any vowel or give it an obscure sound. Consider each letter or syllable, or you will be sure to follow your English habits of pronunciation. Nación, absorción, admiración, aflicción combina- ción, posesión, religión, conversación, especulación, sa- tisfacción, instrucción. Abominable, lamentable, inalterable, corruptible, iufalible, amable. Imperial, neutral, inmortal, actual, principal, pastoral, artificial. Teoría, energía, filosofía, melancolía, meteorología, economía, compañía. Memoria, conveniencia, justicia, abundancia, academia, residencia, modestia, elocuencia, - paciencia, historia. THE PRONUNCIATION OF SPANISH. 25 Establecimiento, acompañamiento, regimiento; sa- cramento, tormento, fragmentó, experimento. Agri- cultura, abertura, escritura, estructura, arquitectura. Corruptibilidad, actividad, agilidad, divinidad, di- visibilidad, facilidad, dificultad, barbaridad, generosi- dad, universidad, necesidad. Honor, deshonor, color, horror, valor, favor. Pro- testantismo, catolicismo. Longitud, multitud, esclavi- tud. Artista, dentista, violinista, naturalista, mate- rialista. Ambicioso, generoso, positivo, teatro, ayudante, servicio, sorpresa, personaje, inconstante, comercio, profesor, telégrafo, teléfono, termómetro, política, vir- gen, tribuna, 'escrúpulo, espectáculo, inmenso, inmedia- to, medicina, almanaque, amoníaco, calórico, visita, agente, agencia, apetito, producto, cuadrúpedo. Alternar, alterno, alternante, alternado, alternacién. Comunicar, comunico, comunicado, comunicación, co- municativo, comunicabilidad ; común, comuna, comu- nal, comunalidad, comunión, comunismo, comunmente. Naturaleza, natural, naturalidad, naturalismo, natura- lista, naturalizar. PROPER NAMES. The following names of persons and places will afford useful practice. Cervantes, Lope de Vega, Calderón, Feijoo, Jovella- nos, Iriarte, Moratin, Arriaza, Quintana, Rivas, Bretén de los Herreros, Solis, Espronceda, Ayala, Zorrilla, Nu- ñez de Arce, Campoamor, Heredia, Altamirano, Fernán 26 THE PRONUNCIATION OF SPANISH, / Caballero, Trueba, Pereda, Alarcón, Valdés, Galdós, Pardo Bazán, Valera, Castelar, Echegaray, Murillo, Velazquez, Madrazo, Zamacois. Andalucía, Cádiz, Zaragoza, Madrid, Toledo, Gra- nada, Valladolid, Badajoz, Guadalquivir, Albuquerque, Aranjuez, Córdoba, Valencia, Sevilla, Gibraltar, Barce- lona, Buenos Ayres, Ecuador, Guatemala, Méjico, La Guayra, Montevideo, Nevada, Nicaragua, Querétaro, Quito, Habana, Chimborazo, Labrador, Florida, APPENDIX. 1. In words like oigo, neutro, bueno, variable, in which two vowels precede the last syllabe, do not empha- sizeioru. Pronounce: vigo, neutro, bueno, variable. Examples. Traigo, aula, veinte, suntuoso, glorioso, cierro, vuelvo. | When i or u is to be emphatic, the accent mark is placed on it: baúl leímos, heroína, púa. The endings ido, ida, are however frequently left unmarked: leido (=leído), caida (=caída). 2. When neither of the two vowels is +¿ or u, the second is the emphatic one. Pronounce: poeta. 3. When u and i occur together, the one placed second is emphatic: diurno, ruina. 4. Y between two vowels is regarded as a consonant: rayo, cayó, suyo, cuyo. CONCLUSION. After mastering the pronunciation of single words, - the next step is to acquire fluency by connected reading. This can be accomplished only by frequently. reading aloud pieces whose meaning the student perfectly understands. Cr DODD DDD INDI NIN a HOW TO THINK IN SPANISH, THE NUMBERS. Numbers furnish perhaps the easiest introduction to thinking in a foreign language. 1t is comparatively easy to associate new names with the symbols 1, 2, 3, etc. and to keep their English names out of your mind, if you will take the trouble to write the figures (not the words) on a piece of paper at the same time that you pronounce their - Spanish names. Do this deliberately and frequently until you know them. 0 cero. 1 uno. 2 dos. 3 tres. 4 cuatro. 5 cinco. 6 seis. 7 siete. 8 ocho. 9 nueve. 10 diez. 11 once 12 doce 13 trece. 14 catorce 15 quince. 16 diez y seis or dieciseis, 17 diez y siete or diecisiete. 18 diez y ocho or dieciocho. 19 diez y nueve or diecinueve ~ 20 veinte 21 veinte y uno or veintiuno. 22 veinte y dos. 23 veinte y tres. 24 veinte y cuatro, ete, 30 treinta. 31 treinta y uno, etc. 40 cuarenta. 50 cincuenta. 60 sesenta. 70 setenta. 80 ochenta. 90 noventa, 100 ciento. 28 HOW TO THINK IN SPANISH. 101 ciento uno. 1,000 mil. 135 ciento treinta y cinco. 1,006 mil seis. 200 doscientos. 1,100 mil ciento. 206 doscientos seis. 1,200 mil doscientos, ete. 300 trescientos. 2,000 dos mil. 400 cuatrocientos. | 10,000 diez mil. 500 quinientos. 100,000 cien mil, 600 seiscientos. 500,000 quinientos mil. 700 setecientos. 1,000,000 un millón. 800 ochocientos, 2,000,000 dos millones. 900 novecientos. 1,492 mil cuatrocientos noventa y dos. 1892 mil ochocientos noventa y dos. Read in Spanish: 9, 19, 90, 109, 901, 8, 18, 80, 108, 802, 7, 17, 70, 703, 6, 16, 60, 106, 604, 5, 15, 50, 105, 505, 4, 14, 40, 404, 3, 13, 30, 301, 2, 12, 20, 202, 1, 10, 11, 101, 0, 1,066, 1,776, 1,864, 3,202,679. An important exercise in class, or where two or more are studying together, is to write down the figures (not the words) from rapid Spanish dictation in order to associate the spoken sound with the symbol. The student must resolutely keep the English names from intruding. In view of the importance of numbers in our daily intercourse, nothing less than perfect familiarity with them will answer your purpose. A good way to acquire this is to practice the multiplication table; thus: 2x 2=4 dos por dos, cuatro; 2x3=6 dos por tres, seis; 2x4=8 dos por cuatro, ocho, and so on up to 212. Then 3x2=6 tres por dos, seis, etc., up to 10x12. If you still have any difficulty in avoiding the English names, write the figures -as you say their names while multiplying in Spanish. | HOW TO THINK IN SPANISH. 29 FRACTIONS. Write the following fractions and say their Spanish names at the same time. quently until you know them. un medio. un tercio. dos tercios. un cuarto. tres cuartos. un quinto. cuatro quintos. un sexto. un séptimo. un ochavo. un noveno. y un décimo. yr un undécimo. ps un dozavo. y un trezavo. 7 un catorzavo. ys Un quinzavo. y Un dieciseisavo. y un diecisietavo. zis un dieciochavo. zis un diecinuevavo, zy Un veintavo. yy Un veintiunavo, gy un veintidosavo. yy un veintitresavo. cof calms aja cams Hm caps joo joa cojea coje» bolos gz Un veinticuatravo. y un veinticincavo. gg UN veintiseisavo. T1od01 Repeat this operation fre- un treintavo. un treintiunavo. un treintidosavo. un cuarentavo. un cuarentiunavo. un cincuentavo. un sesentavo. un setentavo. un ochentavo. un noventavo. un centavo. un cientunavo. un doscientavo. un doscientunavo. un trescientavo. un cuatrocientavo. un quinientavo. un seiscientavo. un setecientavo. un ochocientavo. un novecientavo. un milavo. un milunavo. un dosmilavo. un diezmilavo. 10vovy Un cienmilavo. 1003001 Un millonavo. Read in Spanish : 3, 3, $, tr Ts) 43; i, 11, ts HH, 3, to % b tn $, tI, $, $4, Poy: 30 HOW TO THINK IN SPANISH. Learn the following useful application: El primero de enero. El veinticinco de julio. El cinco de febrero. El quince de agosto. El siete de marzo. El dieciocho de setiembre. El nueve de abril. El veinte de octubre. El dos de mayo. El trece de noviembre. El seis de junio. El treinta y uno de diciembre. Which mean: the first of January, the fifth of - February, etc. If you have numbered streets (First Street, Second Street, etc.), call them as follows : Calle primera. Calle undécima. Calle segunda. Calle duodécima. Calle tercera. Calle décimatercia. Calle cuarta. Calle décimacuarta. Calle quinta. Calle décimaquinta. Calle sexta. Calle décimasexta. Calle séptima. Calle décimaséptima. Calle octava. _ - Calle décimaoctava. Calle nona or novena. Calle décimanona. Calle décima. Calle vigésima. After 10 the cardinal numbers (eleven, twelve, etc.) are generally used; thus: Calle cuarenta y dos. *, HOW TO THINK IN SPANISH. 81 OBJECTS. When sitting at a table in your room, for example, have the following objects near you and learn to call them by their Spanish names. Point to them in succession, saying deliberately : Este es un lápiz. This is a leadpencil. Esta es una pluma This is a pen Este es un vaso This is a glass Esto es papel This is paper Este es un periódico This is a newspaper Este es un libro This is a book Esta es una llave This is a key Esta es una mesa This is a table Esto es madera This is wood Esta es una silla This is a chair Este es un alfiler This is a pin. Endeavor to acquire the habit of thinking of these things by their Spanish names, and do the same with others that you will learn hereafter. Next, point to other objects in the room that are not close by, saying at the same time: ~ Esa es una lámpara Thatis a lamp Esa es una ventana That is a window Eso es vidrio That is glass Ese es un cuadro That is a picture Esa es una puerta That is a door Esa es una alfombra That is a carpet Ese es un estante ‘bat is a book-case. 32 HOW TO THINK IN SPANISH. Esa es una pared Thatis a wall (side of a room) Esa es una alacena That is a closet (in the wall) Ese es un armario. That is a closet (furniture). Go to the window and give Spanish names to what you see outside; thus, Aquel es un árbol — That (yonder) is a tree Aquella es una casa That is a house Aquella es una tienda That is a shop (store) Aquel es un carro That is a wagon Aquel es un coche That is a cab Aquel es un carruaje That is a carriage Aquel es un biciclo That is a bicycle Aquel es un paraguas That is an umbrella Aquella es una acera That is a sidewalk Aquel es un jardin That is a garden Aquel es un muro That is a wall (outside wall) Aquello es piedra. - That is stone. It is not enough to know the English translation of these words; you must use them. Nor will it suffice to know that casa means house ; you must know that it is una casa. There are two classes of nouns, called masculine and : feminine by grammarians. The former are used with un, este, ese, aquel and the latter with una, esta, esa, aquella. If you always learn sentences, and not isolated words, you will not have the trouble of deciding which you must use; but you must learn them accurately in the first place. Esto, eso and aquello are neuter and indefinite. They are not used when individual objects (or persons) are named in the same sentence. (Wood, paper, etc., are no! individual objects, but generic names). HOW TO THINK IN SPANISH. 33 Nearly all nouns ending in o are used with un and nearly all that end in a are used with una. For the others no practical guide can be given, except that all nouns ending in ton, like una reunión, which are common to English and Spanish, are feminine. They are very © numerous. | These anfl subsequent remarks of the same kind are intended to aid you in learning; when you speak, you have no time to think of them. The words un muro, for example, must be associated in your mind, so that they will come to your lips together like one word. Therefore it is not enough to understand the point explained; you must practice saying the Spanish sentences audibly until they are as natural to you as English. If some one asks you about something near him ¿ Quées esto? What is this? your answer is, of course, Ese es un libro, for example. Conversely, if some one asks you about something near you ¿Quéeseso? What is that? you answer is:—Este es un libro. PARTS. Get a box that is not very small—a chalk-box (for blackboard crayons) or a starch-box will do—and pointing to it and to its parts, say :— Esta es una caja This is a box Esta es la tapa de la caja This is the lid of the box Esta es la parte superior de This is the top (upper la caja portion) of the box Esta es la parte inferior de This is the bottom (lower) la caja portion) of the box Este es el fondo de la caja This is the bottom (lowest part) of the box. Este es el interior de la caja This is the inside of the box 34 Este es el exterior de la caja Este es el lado anterior de la caja Este es el lado posterior de la caja Estosson los lados de la caja _ Esta es la esquina Estas son las esquinas de la caja. Here we learn: HOW '"O THINK IN SPANISH. This is the outside of the box This is the front of the box This is the back of the box These are the sides of the box This is the corner These are the corners of the box. 1. That some nouns are preceded by el and other by la. El corresponds to un and la to una; hence you can say una tapa, una parte, un fondo, un interior, un lado, una esquina ; also el lápiz, la pluma, ete. 2. That estos, estas, son, los, las, lados, esquinas are the plurals of este, esta, es, el, la, lado, esquina. Take a glass tumbler, point to its parts and say: This is the inside of the glass This is the outside of the glass ‘This is the ec.ge of the glass This is the bottom of the glass This is the top of the glass. - Este es el interior del vaso Este es el exterior del vaso Este es el borde del vaso Este es el fondo del vaso Esta es la parte superior del vaso. Note that we say del for de el. — Draw a straight line and answer the question ¿Qué son las partes de una What are the parts of a línea recta? or straight line? or ¿Cuáles son las partes de Which are the parts of a una linea recta? straight line ? Point to the parts as you name them, forming sentences like those of la caja. You will need the HOW TO THINK IN SPANISH. 39 words: el principio, the beginning—el medio, the middle— el fin, the end. Draw a circle and imitate the sentences of el vaso in answering the question : ¿ Qué son las partes de un círculo? - il centro, the centre el radio, the radius el didmetro, the diameter el arco, the are la circunferencia, the circumference. If desired at this point, further practice of the same kind can be had on the following subjects. In each case point to the part and say the complete sentence. Detached words are of very little use. EL LAPIZ. THE LEADPENCIL. La punta, the point; el medio, the middle; el extremo or la extremidad, the end. LA PLUMA. THE PEN. La punta, el medio, el extremo, la extremidad. LA AGUJA. THE NEEDLE. La punta, the point; el ojo, the eye. EL ALFILER. THE PIN. La cabeza, the head. La punta. EL CORTAPLUMAS. THE PENKNIFE. - El mango, the handle; las hojas, the blades; los rema- ches, the rivets, el muelle or el resorte, the spring. LA HOJA DEL CORTAPLUMAS. La punta. El filo, the edge; el lomo, the back. LAS TIJERAS. THE SCISSORS. Las hojas de las tijeras, the blades of the scissors; las piernas, the handle (1:t. legs); los ojos, the holes; el tornillo, the screw; los filos the edges; las puntas, the points. 36 HOW TO THINK IN SPANISH. EL CUARTO. THE ROOM. Las paredes, the walls; el suelo, the floor; el techo, the ceiling; el rincón, the corner; los rincones, the corners; las ventanas, the windows; las puertas, the doors; los muebles, the (pieces of) furniture. LA CASA. THE HOUSE. El cimiento, the foundation; el sótano, the cellar; los muros, the walls; las ventanas; las puertas; las escaleras, the stairways; los pisos, the stories; los lados, the sides; el frente or la fachada, the front; lá trasera, the back or rear; el tejado, the roof; la chimenea, the chimney; las esquinas, the corners; el múmero, the number. EL LIBRO. THE BOOK. La encuadernación, the binding; las cubiertas, the covers or lids; el lomo, the back; las esquinas, the corners; la portada, the title-page; el título, the title; las hojas, the leaves; las páginas, the pages; los márgenes, the margins; el texto, the text; un capítulo, a chapter; un párrafo, a paragraph; un renglón, a line; una frase, a sentence; una palabra, a word; una sílaba, a syllable; una letra, a letter; el principio, the beginning; el medio, the middle; el fin, the end. POSITION. Take a pencil in one hand and a box in the other, and vary their position to correspond to the following sentences. El lápiz está en la caja The pencil is on the box El lápiz está sobre la caja The pencil is on the box El lápiz está encima de la The pencil is on top of the caja box : HOW TO THINK IN SPANISH. El lápiz está en la caja El lápiz está dentro de la caja Ahora está fuera de la caja Ahora está bajo la caja Ahora está debajo de la caja Ahora está al lado de la caja Ahora está al otro lado de la caja Ahora está delante de la caja Ahora está detrás de la caja Ahora está contra la caja Ahora está cerca de la caja Ahora está lejos de la caja. 3” The pencil is in the box The pencil is inside of the box Now it is outside of the box Now it is under the box Now it is under the box Now it is beside the box .. Now it is on the other side of the box ' Now it is before the box Now it is behind the box Now it is (leaning) against the box Now it is near the box Now itis far from the box. All these sentences answer the question: ¿Dónde está el lápiz con respecto á la caja? Where is the pencil with respect to the box? Learn from these sentences: 1. That in speaking of position the verb 1 ig está and not es. 2. That no word is used for it; está here means ti ts. 3. That there is no difference between bajo la caja and debajo de la caja. Learn and use both. 4. That although en has two very different meanings, it is very much used. Use it unless there is danger of being misunderstood. If there is danger, use one of the other ways (sobre, encima de; dentro de). Make yourself very familiar with these expressions by repeating them with other convenient objects «whose position can be made to vary in accordance with the sentences as you speak them ; for example: El alfiler está en la mano The pin is on the hand. . 88 HOW TO THINK IN SPANISH. Go through the whole list; then repeat it with La pluma está en el vaso but in this case you must remember that de+el=del, and : The pen is on the glass; say encima del vaso, dentro del vaso etc. Next do the same with El papel está en el libro The paper is on the book Learn the following additional examples to serve as patterns for the use of the italicized words, and then tell the relative positions of the different parts of the room and of the objects it contains. - Las paredes están alrededor del cuarto El piano está entre la puerta y la ventana El sofá está d la derecha del estante de libros El estante está á la ¿zquier- da del sofá. The walls are around the room The piano is between the door and the window The sofa is at the right of the book-case The book-case is on the left of the sofa. If the exercise is done in a class room, the following additional names will be useful. El pupitre, the desk; el banco, the bench; la plataforma, the platform; la pizarra, the blackboard; el yeso the crayon of plaster of Paris (chalk is la tiza); el termómetro, the thermometer ; el clavo, the nail; el gancho, the hook; el reloj, the clock; el tintero, the inkstand; la tinta, the ink; el cuaderno, the copy-book; el libro de apuntes, the note-book; un pedazo de goma, a piece of India rubber; la regla, the ruler. Go to the window and describe the relative positions of objects outs de. Learn also the following answers to the question : , Donde está el lápiz? Point as you say them. HOW TO THINK IN SPANISH. 39 Aqui está Here it is Está por aquí 1t is here somewhere Ahí está There it is (near the person spoken to) Está por ahi 1t is there somewhere (near the person spoken to) Allí está There it is (yonder, away from both speaker and person spoken to) Está por allí It is there (yonder) some- where Está allá arriba It is up there Está allá abajo It is down there Está allá adentro It is in there Está allá afuera It is out there Está aquí arriba, etc. It is up here, etc. Está más acá It is more this way, nearer Está más allá. It is more that way, farther along. LIST OF PLACES. The following is a reference list of the most usual answers to the questions : ¿ Dónde estuvo usted ? ¿En dónde estuvo usted ? ' Where were you? 1. PERSONS. Estuve en casa de Carlos, I was at Charles's (house); en casa del señor García, at Mr. García's; en casa de la señora de González, at Mrs. Gonzalez’s; en casa del profesor; en casa del médico, at the doctor’s; en casa del sastre or en la sastreria, at the tailor's; en casa del zapatero or en la zapatería, at the shoemaker’s; en casa, de la modista, at the dressmaker’s; en casa de mi amago, hermano, hermana, tío, tía, primo, prima, at my friend's, brother's sisters, uncle’s, aunt’s, cousin's (masc. and fem.). 2. COUNTRIES, CITIES. Estuve en España, 1 was in Spain; en Francia, in France; en Alemania, in Germany; en Inglaterra, in 40 HOW TO THINK IN SPANISH. England; en los Estados Unidos, in the United States ; en Madrid; en «Londres, in London; en Nueva York, in New York; en la ciudad, in the city ; en el lugar, in the village. 3. AtT—BY. Estuve á la puerta or estuve junto á la puerta or estuve cerca de la puerta, I was at or by the door; (junto) á la ven- ‘tana, verca de la ventana, al lado de la ventana, at or by the window; (junto) al estante, at the book-case; (junto) á la mesa, at the ttable. 4. PLACES. Estuve en mi cuarto, I was in my room; en el «jardín, in the garden; en el patio, in the yard or court; en la calle, in ithe street; en la iglesia, in church; en el hotel, in the hotel; en la fonda, in the restaurant; en la casa de huéspedes, in the boarding house; en el correo, in the post-office; en el mercado or en la plaza, in or at the market; en la botica, in the apothecary-ghop; en la tienda, in the shop. 5. Estuve en la escuela, 1 was in school; en el colegio, in school or at college; en la universidad, at the university ; en el instituto, at the institute; en la clase de español, in the Spanish class; en el labo- ratorio, in the laboratory ; en el taller, in the workshop. 6. Estuve en el teatro, I was at the theatre; en la ópera, at the opera; en el concierto, at the concert; en la tertulia, at the party; en la recepción, at the reception; en el baile, at the ball; en el banquete, at the dinner or banquet ; en la boda, at the wedding; en la junta, at the meeting ; en el club, at the club. 7. Estuve en el parque, I was in the park; en el campo, in the country; en las montañas, in the mountains; en los baños, at a watering place. 8. Estuve arriba, I was upstairs; abajo, downstairs; arriba de la ciudad or en la parte alta de la ciudad, uptown; abajo de la ciudad or en la parte baja de la ciudad, downtown. 9. Juan estuvo conmigo, John was with me; con usted, con ustedes, with you; con él, with him; con ella, with her; con nosotros, with us (men); con nosotras, with us (women); con ellos, with them (men); con ellas, with them (women). DIRECTION FROM THE SPEAKER Perform the actions indicated by the following sentences and say the words at the same time, HOW TO THINK IN SPANISH. 41 Voy hácia la puerta I go (or lam going) towards - the door Voy á la puerta I go to the door Voy hácia el estante .I go towards the bookcase Voy al estante. I go to the bookcase. Learn from these that voy means I go, the word for I being usually omitted ; - Also that ú and el combine to form one word, al. : Go towards and to the following objects and answer the question: | ¿Adónde va usted? Where are you going (to)? La mesa, el rincón, la ventana, el cuadro, la silla, el estante de libros, la alacena, el armario, el piano, el sofá. La plataforma, el encerado, el reloj. Mi sitio, (my place). Learn the following sentences suiting the action to the words: Miro adelante, atrás, arriba, abajo, al rededor, adentro, afuera, a la derecha, á la izquierda, al otro lado; (I am looking forward, backward, up, down, around, in, out, to the right, to the left, across). Miro hácia el norte, (1 look towards the north or northward); hácia el sur, (southward); hácia el éste, eastward ; hacia el oeste, (westward). (Nordeste, norueste, sudeste, suroeste). Voy adelante or avanzo, (1 go forward); vuelvo á mi sitio, (I go back to my place); subo la escalera, (I go upstairs); bajo la escalera, (1 go downstairs); doy vuelta al cuarto, (I go round the room, lit. I give ita turn); salgo á la calle, (1 go out into the street); entro en el cuarto, (1 go into the room); voy á la derecha, (I go the right); voy 4 la izquierda, (I go to the left); voy al otro lado del cuarto, (I go across the room); me voy, (I go away); voy allá, (I go thither). 42 HOW TO THINK IN SPANISH. The preceding List of Places may be utilized as follows to answer the question: ¿ Adónde va usted ? Where are you going (to)? Change en to d, and en el to al; thus: 1. Voyá casa de Carlos, á casa del señor G., (I am going to Charles’s—house, to Mr. G.’s, etc.). 2. Voy 4 España, al lugar, (I am going to Spain, to the village). 3. Voy á la puerta, etc. Omit the examples with cerca de. . 4. Voy 4 mi cuarto, (I go to my room, etc.). Write out all the sentences of paragraphs 1 to 7 inclusive in this way, beginning each with the word voy instead of estuve. Writing will greatly aid you in becoming familiar with these necessary phrases, but you must not expect them to come back spontaneously to your mind until you have used them in actual life. Learn the following: Voy arriba de la ciudad, or voy & la parte alta de la ciudad, (I am going uptown). Voy abajo de la ciudad, or voy 4 la parte baja de la ciudad, (I am going downtown). Juan va conmigo, etc. John is going with me, etc. THE OPPOSITE DIRECTION. Turn back to Direction from the Speaker, P. 40, and repeat the actions there indicated. On returning, say in Spanish Vengo de la puerta I come from the door Vengo del estante. I come from the bookcase. To answer the question: ¿De dónde viene usted ? Where do you come from! o” HOW TO THINK IN SPANISH. 43 turn once more to the List of Places and change en to de and en el to del; thus: 1. Vengo de casa de Carlos, (I come from Charles's house), vengo de casa del señor G. etc. 2. Vengo de España, (I come from Spain, etc.) Write out all the sentences of the List, except paragraphs 3, 8 and 9, in this way, beginning each with the word vengo instead of estuve. Learn the following: Vengo de arriba, (1 come from upstairs); vengo de abajo, (I come from downstairs); vengo de arriba de la ciudad, or vengo de la parte alta de la ciudad, (I come from uptown); vengo de abajo de la ciudad, vengo de la parte baja de la ciudad, (I come from downtown). El viento viene del norte, (the wind comes from the north); del sur, ete. Juan sube la escalera, (John comes upstairs); baja la escalera, (he comes dowristairs); sale de su cuarto, (he comes out of his room); entra en mi cuarto, (he comes in my room); vuelve á mi lado, (he come back to me); vuelve de allí, (he comes back from there); atraviesa la calle. (be comes across the street). Compare Vengo de casa I come from home Voy á casa I am going home Estoy en casa. T am at home. Learn the following useful espressions accompanying them with the appropriate gestures : ! Venga usted acá ! Come here! - ¡Venga usted por aca! Come this way ! ¡ Venga usted por ahí! Come that way! j Vaya usted alli! Go there! 44 HOW TO THINK IN SPANISH. DIVISIONS OF TIME. Un minuto es igualá 60 segundos Una hora » » oN 60 minutos Media hora > » o» 30 minutos Un cuarto de hora , , ,, 15 miñutos Tres cuartos de hora son iguales á 45 minutos 24 Horas » » 9, un dia 7 Dias » » y una semana 15 Dias ”» » y Una quincena 28 4 31 Dias » 9 9», Un mes 12 Meses » ” +», UN ano 366 Dias ” » » un ano bisiesto 6 hisextil 5 Años » » +9, UD quinquenio 10 Años ” » Un decenio Cien (100) años ” » », un siglo Mil años ” yy» 9, Un milenario. El presente solo es nuestro; la historia nos enseña (teaches) el pasado; y Diós solo conoce (knows) el porvenir (6 futuro). Las estaciones (seasons) son la primavera (spring), el verano ó estío (summer), el otoño (fall) y el invierno. ‘Los méses son: enero, febrero, marzo, abril, mayo, junio, julio, agosto, setiembre, octubre, noviembre, diciembre. Los dias de la semana son domingo (Sunday), lunes, martes, miércoles, jueves, viernes, sábado . MONEY. Spain. 1 Duro=5 pesetas=20 reales=500 céntinros: Una peseta=19.3 cents or 9.51 pence. Venezuela. 1 Bolivar=19.3 cents or 9.51 pence. Colombia, Costa Rica, Guatemala, Honduras, Nicaragua. 1 Peso=100 centavos=61.3 cents or 2.52 shillings. Ecuador. 1 Sucre=61.3 cents or 2.52 shillings. - — HOW TO THINK IN SPANISH. 45 Perú. 1 Sol=61.3 cents or 2.52 shillings. Bolivia. 1 Boliviano=61.3 cents or 2.52 shillings. Salvador. 1 Peso=61.6 cents or 2.53 shillings. Mexico. 1 Peso=66.6 cents or 2.73 shillings. Chile. 1 Peso=91.2 cents or 3.74 shillings. Cuba and Puerto Rico. 1Peso=92.6 cents or 3.80 shillings. Argentina. 1 Peso=96.5 cents or 3.96 shillings. THE TWO CLASSES OF NOUNS. By taking two nouns like el vaso and la eopaas: representatives of the two classes of nouns, (the el-class: and the la-class, called by the grammarians masculine and feminine), and examining the changes ef the words. which usually accompany and represent nouns, a quick: insight into some of the fundamental principles of the: language will be gained. Although the examples given in the next six pages contain indispensable words which are continually used with and for all nouns, it is not intended that these lists should be memorized in the ordinary way. First,read across the two pages, comparing each sentence of the el-class with the corresponding one of the la-class. Then the following will be useful excercises. 1. Given a Spanish sentence of the el-class, singular; required the corresponding one of the la-class. 2. Conversely, given a Spanish sentence of the la-class, singular; required the corresponding one of the el class.. 3 and 4. The same exercises in the plural. 5. Given a Spanish sentence of the el-class in the singular; required the plural. 6. Given a Spanish sentence of the la-class in the singular; required the plural. The figures (1), (2) etc. refer to explanatory notes at. the end of the list. 46 HOW TO THINK IN SPANISH. EL-CLASS. Singular. Este vaso es pequeño (1) Este vaso está vacío (2) Este está lleno (3) Ese vaso pequeño está vacío (4) Ese vaso vacío es pequeño Ese es grande El pequeño está vacío 4 Tiene usted un vaso? ¿Tiene usted algún vaso ? 1 Tiene usted alguno ? (5) Sí, tengo uno Tengo uno solo Tengo solamente uno No tengo sino uno Aquel es el único que tengo No tengo vaso No tengo ningún vaso (6) No tengo ninguno No tengo vaso alguno Deme usted cualquier vaso Deme usted cualquiera vaso Deme usted un vaso cualquiera ¿ Qué vaso quiere usted ? ¿ Cuál vaso quiere usted ? ¿ Cuál quiere usted ? El que está en la mesa Es un vaso por el cual duro (8) Dí un duro por él (8) Lo compré en París (8) ¿Cuánto cuesta tal vaso aqui? dí un ¿ Es ese el mismo vaso? Sí, es el mismo Deme usted otro vaso This glass is small This glass is empty This one is full That little glass is empty That empty glass is small Z'hat one is large That licle one is empty Have you a glass? Have you any glass? Have you any? Yes, I have one I have a single one I have only one I have but one That one is the only one I have I have no glass I have no glass (at all) I have none. I have n’t any I have no glass (7) Give me any glass (whatever) What glass do you wish ? Which glass will you havo? Which one do you wish? The one which is on the table It is a glass for which I gave a dollar I gave a dollar for it I bought tt in Paris How much does such a glass cost here? Is that the same glass ? Yes, it is the same one Give me a.*other glass HOW TO THINK IN SPANISH. e LA-CLASS. Singular. I. sta copa es pequeña This goblet is small Esta copa está vacía This goblet is empty Esta está llena This one is full a Esa copa pequeña está vacía That little goblet is empty Esa copa vacía es pequeña Esa es grande La pequeña está vacía ¿ Tiene usted una copa? ¿ Tiene usted alguna copa? ¿ Tiene usted alguna ? Sí, tengo una Tengo una sola Tengo solamente una No tengo sino una That empty goblet is small That one is large The little one is empty Have you a goblet? ' Have you any goblet? . Have you any ? Yes, I have one I have a single one I have only one I have but one Aquella es la única que tengo That one is the only one I have No tengo copa No tengo ninguna copa No tengo ninguna No tengo copa alguna Deme usted cualquier copa I have no goblet I have no goblet (at all) I have none. I have n’t any I have no goblet Deme usted cualquiera copa Give me any goblet (whatever) Deme usted una copa cualquiera ¿Qué copa quiere usted ? ¿ Cuál copa quiere usted ? ¿Cuál quiere usted ? La que está en la mesa What goblet do you wish ? Which goblet will you have? Which one do you wish ? The one which is on the table Es una copa por la cual dí un Itisa goblet for which I gave a duro Dí un duro por ella La compré en Paris dollar I gave a dollar for it I bought it in Paris ¿ Cuánto cuesta tal copa aqui? How much does such a goblet cost ¿ Es esa la misma copa? Sí, es la misma Deme usted otra copa here ? - Is that the same goblet ? Yes, it is the same one Give me another goblet 48 HOW TO THINK IN SPANISH. Deme usted otro Give me another one Deme usted el otro vaso Give me the other glass Deme usted el otro Give me the other one : Llene usted cada vaso Fill each glass Llene usted cada uno Fill each one - Todo vaso se romperá un día Every glass will break some day Esta caja no cubre todo el vaso. (9) This box does not cover the whole glass. II. El pan está barato (10) Bread is cheap Tengo pan I have (some) bread Tengo algo de pan : I have some bread (not much) No tengo pan I have no bread No tengo nada de pan I have no bread at all . .¿ Cuánto pan tiene usted ? How much bread have you ? ; Usted tiene tanto pan! You have so much bread ! Tengo poco pan I have little bread Tengo poco I have little Tengo wn poco de pan I have a little bread Tengo muy poco (pan) I have very little (bread) Tengo bastante (pan) I have enough (bread) Tengo mucho (pan) - Ihave much (bread) Tengo muchisimo (pan) I have very much (bread) Tengo demasiadó (pan) I have too much (bread) Tengo demasiado poco I have too little Rate es todo el pan que tengo. This is all the bread (that) I have EL-CLASS. Plural. Estos vasos son pequeños These glasses are small Estos vasos están vacíos These glasses are empty Estos están llenos These are full Esos vasos pequeños están vacíos Those little glasses are empty Esos vasos vacíos son pequeños Those empty glasses are small Esos son grandes Those are large Los pequeños están vacíos (3) The little ones are empty ¿Tiene usted vasos ? Have you (any) glasses ? ¿Tiene usted algunos vasos? Have you a few glasses ? $ —_ HOw TO THINK IN SPANISH. Deme usted otra Deme usted la otra copa Deme usted la otra Llene usted cada copa Llene usted cada una Toda copa se romperá un día Esta caja no cubre toda la copa. La carne está barata Tengo carne Tengo algo de carne No tengo carne No tengo nada de carne ¿ Cuánta carne tiene usted ? ¡Usted tiene tanta carne ! Tengo poca carne Tengo poca . Tengo un poco de carne Tengo muy poca (carne) Tengo bastante (carne) Tengo mucha (carne) Tengo muchisima (carne) Tengo demasiada (carne) Tengo demasiado poca Esta es toda la carne que tengo. 48 Give me another ene Give me the other goblet. Give me the other one Fill each goblet Fill each one ; Every goblet will break some day This box does not cover the whole goblet. II. Meat is cheap I have (some) meat I have some meat (not much) I have no meat I have no meat at all How much meat have you? You have so much meat! I have little meat I have little * I have a little meat I have very little (meat) I have enough (meat) I have much (meat) I have very much (meat) I have too much (meat) I have too little This is all the meat I have. LA-CLASS. Plural. Estas copas son pequeñas ' Estas copas están vacías Estas están llenas Esas copas pequeñas están vacías Esas copas vacías son pequeñas Esas son grandes Las pequeñas están vacías ¿ Tiene usted copas ? 4 Tiene usted algunas copas ? These goblets are small These goblets are empty These are full Those little goblets are empty Those empty goblets are sma!l Those are large The little ones are empty Have you (any) goblets? Have you a few goblets f 50 ¿Tiene usted algunos ? Sí, tengo unos vasos Tengo unos pocos (vasos) Tengo unos cuantos (vasos) | Tengo pocos (vasos) Tengo muy pocos (vasos) Tengo ambos (vasos) Tengo varios (vasos) Tengo bastantes (vasos) Tengo muchos (vasos) Tengo muchísimos (vasos) Tengo demasiados (vasos) Tengo todos los vasos Los tengo todos Tenemos sendos vasos Aquellos son los únicos que ten- go (3) No tengo vasos No tengo ningunos Deme usted cualesquier vasos Deme usted cualesquiera vasos Deme usted vasos cualesquiera ¿ QuéWasos quiere usted ? ¿ Cuáles vasos quiere usted ? ¿ Cuáles quiere usted ? Los que están en la mesa son vasos por los cuales dí mucho dinero Dí diez duros por ellos Los compré en París ¿ Cuánto cuestan tales vasos aqui? ¿Son esos los mismos vasos ? Sí, son los mismos (3) Deme usted otros vasos Deme usted otros Deme usted los demás vasos Deme usted los demás Deme usted los otros. HOW TO THINK IN SPANISH. Have you any? Yes, I have some glasses I have a few (glasses) I have some few (glasses) ‘I have (but) few (glasses) I have very few (glasses) I have both (glasses) I have several (glasses) I have enough (glasses) I have many (glasses) I have very many (glasses) I have too many (glasses) I have all the glasses I have all We have each a glass Those are the only ones I have I have no glasses 1 have none Give me any glasses (whavever) What glasses do you wish ? Which glasses will you have? Which ones do you wish ? Those which are on the table They are glasses for which I gave a great deal of money I gave ten dollars for them I bought them in Paris How much do such glasses cost here ? Are those the same glasses ? Yes, they are the same ones Give me other glasses Give me others Give me the other glasses (the rest) Give me the others (the rest) Give me the others (different ones) HOW TO THINK IN SPANISH. 4 Tiene usted algunas ? Si, tengo unas copas Tengo unas pocas (copas) Tengo unas cuantas (copas) Tengo pocas (copas) Tengo muy pocas (copas) Tengo ambas (copas) Tengo varias (copas) Tengo bastantes (copas) Tengo muchas (copas) Tengo muchísimas (copas) Tengo demasiadas (copas) Tengo todas las copas Las tengo todas Tenemos sendas copas Aquellas son las únicas que tengo No tengo copas No tengo ningunas Deme usted cualesquier copas Deme usted cualesquiera copas Deme usted copas cualesquiera ¿Qué copas quiere usted t 4 Cuáles copas quiere usted ? ¿ Cuáles quiere usted ? Las que están en la mesa Son copas por las cuales dí mucho ero Di diez duros por ellas Las compré en París ¿Cuánto cuestan tales copas aquí ? ¿Son esas las mismas copas ? Sí, son las mismas Deme usted otras copas Deme usted otras Deme usted las demás copas Deme usted las demás Deme usted las otras Have you any? Yes, I have some goblets I have a few (globets) 1 have some few (goblets) I have (but) few (goblets) I have very few (goblets) - I have both (goblets) I have several (goblets) I have enough (goblets) I have many (goblets) I have very many (goblets) I have too many (goblets) I have all the goblets I have all We have each a goblet Those are the only ones I have I have no goblets I have none 51 Give me any goblets (whatever) What goblets do you wish ? Which goblets will you have ? Which ones will you have ? Those which are on the table They are goblets for which I gave a great deal of money I gave ten dollars for them I bought them in Paris How much do such goblets cost here ? Are thosé the same goblets ? Yes, they are the same ones Give me other goblets Give me others Give me the other goblets Give me the others (the rest) Give me the others(different ones), 52 HOW TO THINK IN SPANISH. NOTES. Each of the preceding sentences illustrates the proper use of an important word. For vaso you can substitute any other Spanish noun of the el-class denoting an individual object or a person; for pan any el-noun of quantity; for copa and carne any la-noun. For pequeño, grande, vacto, lleno, you can substitute any other Spanish adjectives, subject to restrictions which will appear presently. The other words (in italics) must be used in each case of substitution just as they are here given. AGREEMENT. (1). The great majority of adjectives end like peque- ño:—el vaso pequeño, los vasos pequeños, la copa pequeña, las copas pequeñas. Others, like grande, have only two endings :— el vaso grande, los vasos grandes, la copa gran- de, las copas grandes. Two habits must be formed; that of observing the endings of the adjectives you hear and read, and that of varying the endings of those you use so as to conform to the class and number of the nouns they accompany. Bearing thisin mind, commit the following description to memory. Point to the parts as you mention them. Tula esuna bella muchacha de catorce años. Gertrudeis a beautiful girl of fourteen years. Tiene una cara redonda más bien que ovalada, cabellos She has a face round rather than oval, hair rubios y rizados, orejas chicas, ojos azules y suaves, blond and curly, ears small, eyes blue and gentle, la tez blanca, mejillas coloradas, labios rojos, the complexion fair, cheeks red, lips red, HOW TO THINK IN SPANISH. 53 dientes blancos, una nariz derecha y fina, una teeth white, a nose straight and slender, a frente estrecha y una barba pequeña con hoyuelo. forehead narrow and a chin small with a dimple. SER AND ESTAR. (2). Another distinction between es and está (and all the parts of the verbs ser and estar) is here shown. Small is a fixed quality of the glass, while empty is liable to change. Empty denotes a passing state. You arein the habit of saying is, was etc. in both cases. Now you must acquire the habit of using estar with adjectives denoting position and state. The following remarks are intended to help you lay the foundation of this habit. Decide whether you would use es or está (plurals son and están) in each of the following sentences. 1. The glass is thin. 2. The glass is dirty. 3. It is empty. 4. Itisbroken. 5. Herhands are small. 6. They are closed. 7. The king is in Spain. 8. He is young. 9, These triangles are equal. 10. They are on the blackboard. 11. The door is open. 12. Itis of walnut. 13. He is an Englishman. 14. Heis a doctor. 15. He is in London. 16. Heismy friend. 17. Heis blind. 18. He is rich. 19. He is in a good humor. 20. He is sick, 21. Heis sickly. 22. He is alone. 23. He is married. 24. He is dead. 25. Ice is cold. 26. This water is cold. 27. Vinegar is sour. 28. This wine is sour now. 29, The river is frozen. 30. lt is swift. 31. She is happy. 32. She is pleased. NN When you have considered all the sentences, read the following translation. 1. El vaso es delgado. 2. El vaso está sucio. 3. Está vacío, 4. Está roto. 5. Sus manos son pequeñas. 44 HOW TO THINK IN SPANISH. 6. Están cerradas. 7. El rey está en España. 8. Es joven. 9. Estos triángulos son iguales. 10. Están en el encera- do. 11. La puerta está abierta. 12. Es de nogal. 13. El es inglés. mí amigo. 17. Es ciego. 20. Está enfermo. 21. Es enfermizo. 24. Está muerto. 25. El hielo es humor. solo. 23. Es casado. 14. Es médico. 15. Está en Londres. 18. Es rico. 16. Es 19. Está de buen 22. Está frío. 26. Esta agua está fría. 27. El vinagre es ágrio. 28. Este vino ya está ágrio. 29. El río está helado. 30. Es rápido. 31. Ella es feliz. 32. Ella está con-- tenta. Compare also Juan es listo Juan está listo Es limpio Está limpio Está callado hoy Es callado María es viva María está viva La manzana es ágria La manzana está ágria La casa es alta La casa está alta Fernando es malo Fernando está malo Es bueno Está bueno Es cansado Está cansado. John is alert, clever (cha- racter) John is ready (state) He is cleanly (character) He is clean (state) He is silent to-day (state) He is taciturn (character) Mary is lively (character) Mary is alive (state) The apple is sour (a sour kind) The apple is sour (unripe) The house is high (tall) The house is high up (on a hill) ' Ferdinand is bad (charac- ter) Ferdinand is ill (state) Heis good (character) He is well (state) He is tiresome He is tired. HOW TO THINK IN SPANISH. 55 ONE, ONES. (3). Este means this one, the word vaso being sup- plied by the mind (este vaso está lleno). Esto on the other hand means this thing. Observe in how many cases there is no word in the Spanish sentence corresponding to one, ones, as in the phrases that one, the little one, the little ones, an empty one, the same one, the same ones, another one. POSITION OF ADJECTIVES. (4) The usual place of an adjective is after the noun; as: a coat black instead of a black coat. The exceptions must be left to experience. Two points may be noted here to put you on your guard. Characteristic qualities precede: Miró la blanca nieve He looked at the white snow. + Occasionally an adjective has different meanings according to its position: El pobre muchacho! The poor boy! (pity). El muchacho pobre. The poor boy (not rich) UN, UNO. (5) When uno, alguno and ninguno precede the noun, they become un, algún, ningún. DOUBLE NEGATIVE. (6) Spanish often uses two negative words to express a negation. CUALQUIER, CUALQUIERA. (7) Before a noun say either; after a noun always cualquiera. The literal meaning is which you please. IT. (8) Compare es, it is; lo compré, I bought it; and por él, for it, In the first example, it is the subject of 56 HOW TO THINK IN SPANISH. the verb and is omitted; in the second, ¿t is the object of a verb ; and in the third, ¿t is the object of a preposition. TODO (9) Note the difference between todo vaso and todo el Vaso. EL PAN, BREAD. (10) Note that el pan, la carne mean bread, meat in a general sense. In the same way Spaniards say “the patience is a virtue” instead of “patience is a virtue.” LA FORMA. ¿ Qué forma tiene la tierra? La tierra es una esfera acha- tada á los polos. Las líneas son rectas, cur- vas 6 quebradas. - Un globo, una moneda, un anillo, y un cilindro son redondos. El muelle de un reloj es espiral, Un huevo es óvalo (or ova- lado). Un cubo tiene 6 lados ó ca- ras cuadradas. Un ladrillo tiene caras oblongas. Un lápiz es cilíndrico 6 pris- mático y su punta es có- nica 6 piramidal. ¿Qué niña tan linda, (or bo- uita)! SHAPE. What is the shape of the | earth ? The earth is a sphere flat- tened at the poles. Lines are straight, curved or broken. A globe, a coin, a ring and a cylinder are round. The spring of a watch is spiral. An egg is oval. A cube has 6 square sides or faces. A brick has oblong faces. A leadpencil is cylindrical or prismatical and its point is conical or pyra- midal. What a pretty girl] e HOW TO THINK IN SPANISH. ¡Qué estátua tan hermosa (or bella)! | ¡Qué hombre más feo! 57 What a beautiful statue ! What a homely (ugly) man! COLORS. ¿ Qué colores tiene la alfom- bra? ¿Qué colores tiene la ban- dera de España ? Los colores del arco-iris son: el violado, el añil, el azul, el verde, el amarillo, el anaranjado y el rojo. ¡Qué color tan brillante — apagado — vivo — som- brío — lleno — delicado! El agua pura y el diamante son incoloros. Las violetas, la amatista y las lilas son violadas. El cielo sereno, el ultramar y el zafiro son azules. La yerba y el follage de los árboles en la primavera, y la esmeralda son verdes. La paja, el canario, el limón, el azufre y el oro son amarillos. Las naranjas maduras son anaranjadas. La sangre, el rubí, los ladri- llos y las fresas son rojos. La ceniza, las nubes y los ratones son grises. El chocolate, las castañas, las avellanas y el café son pardos. — What is the color of the carpet ? What are the colors of the Spanish flag? The colors of the rainbow are: violet, indigo, blue, green, yellow, orange and red. What a brilliant — dull — bright— sombre —deep— delicate color! Pure water and the diamond are colorless. Violets, amethyst and lilacs are violet (purple). The clear sky, ultramarine and the sapphire are blue. Grass and the foliage of trees in spring, and the emerald are green. Straw, the canary bird, the lemon, sulphur and gold are yellow. Ripe oranges are orange. Blood, the ruby, bricks and strawberries are red. Ashes, clouds and mice are gray. Chocolate, chestnuts, ha- zel-nuts and coffee are brown. 58 HOW TO THINK IN SPANISH. Los manteles eran blancos como la nieve. The table-cloth was (as) whi- te as snow. Sus cabellos eran negros Her hair was (as) black as como el azabache. ¡Tiene Vd. cintas color rosa- do—purpúreo— escarlato —carmesi—aceitunado ? jet. Have you pink — purple — scarlet — crimson — olive — ribbons ? The abbreviation Vd. or V. is read usted. HOW THINGS FEEL. Toque Vd. este cuchillo. ¿Cómo le parece ? Parece embotado — afilado. Este cuarto está frio— ca- liente. El suelo está seco—húmedo —mojado. La mantequilla está dura en el invierno y blanda en el verano. El papel de lija es áspero y el papel de escribir es liso. La harina es fina y la arena es gruesa. La madera es tiesa y el cue- ro es flexible. El alquitrán y la cola son pegajosos. El hielo y el jabón mojado son resbaladizos. ¡Cuán duro es! or ¡Qué duro es! | Es duro como una piedra. ¿ Cómo se siente Vd. ? Feel (or touch) this knife. How does it feel? (lit. how does it appear to you). It feels dull — sharp. This room is cold — warm. The ground is dry—moist— wet. Butter is hard in winter and soft in summer. Sand-paper is rough and writing-paper is smooth. Flour is fine and sand is coarse. Wood is stiff and leather is flexible. Tar and glue are sticky. Ice and wet soap are slip- pery. How hard it is! It is hard as a stone. How do you feel? HOW TO THINK IN SPANISH. EL SONIDO. Escuche Vd. —¿ qué oye? (or ¿qué siente ?). ¿ Cómo suena? Suenacomo una locomotora. ¿ A qué se parece? ¡Qué sonido tan agudo ! No hagan (or metan) Vds. tanto ruído—tanto estré- pito or tanta bulla. Hable Vd. alto — bajo. El hombre habla, canta, sil- - ba, grita, gime, llora, ríe. Los perros ladran — los ga- tos matillan—los caballos relinchan — las vacas mu- gen—los asnos rebuznan — los leones rugen—las gallinas cacaréan—los ga- llos cantan—los cuervos praznan — las moscas y as abejas zumban. EL GUSTO 6 SABOR. Pruebe V. esto. ¿Qué gusto tiene? Tiene buen gusto; tiene un gusto malo. Sabe 4 miel, 4 canela. Tiene un gusto fino — deli- cado — exquisito. ¡Cuán sabroso es! or ¡Qué sabroso es! | SOUND. Listen. What do you hear? How does it sound ? It sounds like a locomotive. -W hat does it sound like? (Lit, what does it resemble ?). What a sharp sound ! Don’t make so much noise— such a racket. Speak loud — softly. Man speaks, sings, whist- les, cries, groans, weeps, laughs. Dogs bark — cats mew — horses neigh—cows low —asses bray—lions roar — hens cackle — cocks crow—crows croak— flies and bees buzz. TASTE or SAVOR. Try this; taste this. How does it taste? It tastes good; it tastes bad. It tastes of honey, of cin- namon. It has a fine—delicate— exquisite taste. How savory it is! 60 La clara del huevo es in- sípida. El azúcar, la miel y las na- ranjas maduras son dul. ces. Las agallas, los aloes y la quinina son amargos. Los limones y el vinagre son agrios (or ácidos). La tinta y el alumbre son astringentes. El agua del mar es salada. La pimienta, la mostaza y el jengibre son picantes. EL OLOR. Huela V. esta flor. ¿Qué olor tiene ? Tiene un olor agradable— desagradable — delicado — fuerte. Huele bien —mal. ¡Qué buen olor tiene! ¡Qué olor tan malo! Huele á almizcle—a& queso. El clavel, el heliotropo, las naranjas y el agua de Co- lonia son fragantes. Elcafé, el alcanfor y la nuez moscada son aromáticos. El amoníaco tiene un olor acre y penetrante. El queso viejo y las cebollas tienen un olor hediondo. Qué lástima que esta flor sea inodora! HOW TO THINK IN SPANISH. The white of egg is taste. less. Sugar, honey and ripe oran- ges are sweet. l Nut-galls, aloes and quini- ne are bitter. Lemons and vinegar are sour. Ink and alum are astrin- gent. Sea water is salty, Pepper, mustard and gin- ger are pungent or hot. SMELL. Smell this flower. How does it smell ? It smells agreable — disa- greable-delicate-strong. It smells good — bad. How good it smells! What a bad smell! It smells of musk-—of cheese. The pink (carnation), the he- liotrope, oranges and Co- logne water are fragrant. Coffee, camphor and the nutmeg are aromatic. Ammonia (hartshorn) has an acrid and penetrating smell. Old cheese and onions have an offensive smell. What a pity that this flower is odorless ! HOW TO THINK IN SPANISH. 61 TAMAÑO. SIZE. Take a measure and measure a book, saying at the same time: o Mido el libro con una medida, which means: “I measure the book with a measure.” Its size will be expressed, for example, as follows: Este libro tiene 7 pulgadas This book is 7 inches long de largo, 5 de ancho y 2 5 wide and 2 thick. de grueso. Next, measure other objects, as for example: Esta caja tiene cerca de 8 This box is about (or near- pulgadas de largo, 4 de ly) 8 inches long, 4 wide ancho y 3 de hondo (or and 3 deep. 3 de profundo). Este cuarto tiene unos 9 piés de alto, por 14 de lar- go y 12 de ancho. This room is some (or about) 9 feet high, by 14 long and 12 wide. , Esta copa tiene 3 pulgadas This goblet is 3 inches in de diámetro. ~ diameter. Aquel pozo tiene 12 piés de That well over there is 12 | circunferencia. feet in circumference. Learn the following measures : Una legua tiene Una legua tiene Una vara (or yarda) tiene Un pié (or una tercia) tiene Un pié cuadrado tiene Un pié cúbico tiene 20,000 piés. 3 millas. 3 piés. 12 pulgadas. 144 pulgadas cuadradas. 1,728 pulgadas cúbicas. Express in Spanish the dimensions of the following : — Un ladrillo, a brick; una ventana ; una puerta ; una calle; una casa de 3 pisos, a three-story house; un ro, a river; un pozo; un árbol; una alfombra; un encerado. 69 HOW TO THINK IN SPANISH. Learn also the following patterns for exclamations : ¡Qué chimenea tan alta ! Wh ¿a tall chi | ¡Qué chimenea más alta! at a tall chimney ¡Qué alta es! litis! ¡ Cuán alta es! How tall if is! | Qué rio tan ancho! What a wide river ! ¡ Qué libros más gruesos! § What thick books! Lo contrario (the contrary, opposite) de alto, hondo, largo ancho, grueso. es bajo, somero, corto, estrecho ó angosto, delgado. - Aquella casa es baja. That house is low. El Manzanares es somero The Manzanares river is (or tiene poca agua). shallow. Esta carta es corta. This letter is short. Esta cinta es estrecha (an- This ribbon is narrow. gosta). Mi papel es delgado. My paper is thin. For appropriate questions (what size? how high? &c.) consult the chapter on Interrogative Words. PESOS Y MEDIDAS. WEIGHTS AND MEASURES. Learn the following tables , Una libra de boticario tiene 3 de libra de comercio (One pound apothecary's weight) Una libra de comercio tiene 16 onzas (One pound avoirdupois) Una arroba “25 libras Un quintal “4 arrobas Un quintal 101.61 lbs. avoird. Una tonelada “55 arrobas ¿Cuánto pesa usted ? How much do you weigh? Peso 150 libras y media. I weigh 150 lbs. and a half. HOW TO THINK IN SPANISH. 63 Este baúl es pesado como el This trunk is as heavy as > plomo. lead. Es ligero como una pluma. It is as light as a feather. ¡Qué pesado es! ¡ Cuán pesado es! ¡ Qué caja tan pesada ! What a h box! ¡Qué caja más pesada ! at a heavy box! MEDIDA DE LÍQUIDOS. ' How heavy it is! 100 (cien) Cántaras tienen 426.3 gallons. Una cántara (6 arroba mayor) tiene 4 cuartillas. Una cuartilla 2 azumbres. Una azumbre “ 4 cuartillos. MEDIDA DE ARIDOS. DRY MEASURE. Una fanega tiene 12 celemines. 100 (cien) fanegas tinen 159.9 bushels. MEDIDA DE SUPERFICTE. Una fanega tiene 57,600 piés cuadrados. 100 (cien) fanegas tienen 158,786 acres. The above are Spanish weights and measures which are used in Spain, Cuba and Venezuela. In Mexico the libra is equal to 1.0152 lbs, in Peru and Uruguay 1.0143 lbs, in Chili and Central America 1.043 lbs and in the Argentine Republic 1.0127 lbs. The fanega of Central America is equal to 1.5745 bushels, Chili 2.575 bushels, Mexico 1.55 bushels and Uruguay 7.7776 bushels. The vara of Chili and Peru is equal to 33.367 inches, Argentine Republic 34.1208 inches, Mexico 32.9 inches. 64 HOW TO THINK IN SPANISH. / SISTEMA MÉTRICO. The metric system is recognized by law in Spain, Mexico, Argentine Republic, Chili, Peru, Bolivia, Ecua- dor and Costa Rica. Attention is called to the pronunciation, and especially to the accent of the principal terms used. Un metro tiene 10 decímetros ó 100 centímetros. Un kilómetro tiene 1000 metros. Un hectólitro tiene 100 li- tros. Un kilógramo es igual 4 mil gramos. Un gramo tiene 10.decígramos, 6 100 centígramos, 6 1000 miligramos. OWNERSHIP. 1. i De quién es este lapiz? Whose pencil is this? Ese lápiz es mio That pencil is mine Es nuestro It is ours Es de V. or es suyo 1t is yours Es de Vds. or es suyo It is yours (speaking to more than one) Es de Juan. It is John’s Es del señor Martinez It is Mr. Martínez's Es del profesor It is the professor's Es suyo. or es de él It is his Es de Marta It is Martha's Es de la señora de Martínez It is Mrs. Martínez's Es de la profesora It is the professor’s (fem.) Es. suyo or es de ella It is hers Es de los muchachos It is the boys’ Es suyo or es de ellos It is theirs Es de las muchachas It is the girls’. Es suyo or es de ellas. It is theirs. HOW TO THINK IN SPANISH. 65 2. Este es mi lápiz This is my pencil Este es nuestro lápiz This is our pencil Este es su lápiz de V. This is your pencil Este es su lápiz de Vds. Thisis your pencil(speaking to more than one) Este es el lápiz de Juan This is John’s pencil Este es su lápiz(orsul.deél) This is his pencil Este es el lápiz de Marta This is Martha's pencil Esto 3 su lápiz (or sul. de This is her pencil ella Este es el lápiz de los mu- This is the boys’ pencil chachos | Este es su lápiz (or sul, de This is their pencil ellos) Este es el lápiz de las mu- This is the girls' pencil chachas) Este es su lápiz (or sul de This is their pencil ellas) Exercise 1. If the question were ¿De quién son estos lápices? Whose pencils are these? your answers would have the form Esos lápices son mios Those pencils are mine, and the other changes would be nuestro to nuestros and suyo to suyos. \ In the second section, in which the noun is expressed, you would say Estos son mis lápices These are my pencils and the other changes would be nuestro to nuestros, su to sus and of course el lápiz to los lápices. Write out the two sections in this way and learn to give the plural when you hear (or see) the singular and vice versa. Any noun of the el-class may take the place of lápiz. 66 ° HOW TO THINK IN SPANISH. Exercise 2. In order to substitute a noun of the la-class and answer, for example, the question ¿De quién es esta pluma? § Whose pen is this? . you must answer Esa pluma es mia That pen is mine, and the other changes will be nuestra for nuestro and suya for suyo. In the second section, say Esta es mi pluma This is my pen, and change nothing but nuestro to nuest, a (except of course el lápiz to la pluma). Write out the two sections in this way and learn to give isa pluma es mia etc. when you hear (or see) Hse lapiz es mio, etc. and vice versa. Exercise 3. Form the plural of the sentences of your written Exercise 2, beginning ¿De quién son estas plumas? Whose pens are these ? Esas plumas son mias Those pens are mine. In the first section change nuestra to nuestras and suya to suyas ; in the second mi to mis, nuestra to nuestras, and su to sus. Learn to give these sentences when you hear (or see) those of Exercise 2, and vice versa. Learn also to give them when you hear (or see) those of Exercise 1 and vice versa. 3. There is a third way of indicating ownership. It is used in selecting property, as for example in answer to the question ¿Cuál de estos lápices es el Which of these pencils is suyo? yours (his, hers, theirs) ? ? HOW TO THINK IN SPANISH. 67 The answers would be Este es el mio This one is (the one which is) mine , Este es el nuestro This one is ours Este es el suyo orel de V. This one is yours Este es el suyo or el de Vds. This one is yours (pl.) Este es el del señor M. This one is Mr. M’s. Este es el suyo This one is his Este es el de la señorita M. This one is Miss M.’s Este es el suyo This one is hers Este es el de los muchachos This one is the boys’ Este es el suyo This one is theirs Este es el de las muchachas This one is the girls’ Este es el suyo This one is theirs. Exercise. Write out three exercises analogous to the preceding and learn to say each in turn when one of the others is given. For ¿Cuáles (which ones) de estos lápices son los suyos? answer: Estos son los mios, los nuestros, los suyos, los del señor M., etc. , For ¿Cuál de estas plumas es la suya? answer: Esta es la mia, la nuestra, la suya, la del señor M., etc. For ¿Cuáles (which ones) de estas plumas son las suyas ? answer: Estas son las mias, las nuestras, las suyas, las del señor M., etc. 68 : HOW TO THINK IN SPANISH. DAILY ACTIONS. The essential requirement of this method is that you must actually perform the actions indicated below, when you say the words. Say the words audibly, so as to practice both tongue and ear. No English words must be allowed to come into your mind while you say the Spanish ones. If necessary, say the first sentence, for example, as follows: Saludo (per- forming the action) con la maño (looking at your hand). Go on in this way until you realize the fact that you can do without English. THE HAND.—LA MANO. Salute with your hand, saying at the same time: Saludo con la mano. which means: “I salute with my hand,” (literally: with the hand.) Raise your hand, and say: Levanto la mano. which means: “I raise my hand.” Hold up your hand, saying: Tengo la mano en el aire. which means: “1 hold up my hand,” (lit.-I hold the hand an the air.) Stretch (or hold) out your right hand, saying: Alargo la mano derecha. which means; “TI stretch out my right hand.” HOW TO THINK IN SPANISH. 69 Shut (or close) your left hand, saying: Cierro la mano izquierda. which means: “ I shut my left hand.” Repeat these actions and words until the latter are as easy for you to say as the corresponding English ones. The verb-ending o makes it unnecessary to use the Spanish word for I (yo). The preceding sentences are all answers to the question ¿Qué hace usted con la What are you doing with mano ? your hand? The best way to practice is to say the sentences aloud for five or ten minutes at a time several times a day. Much more will be accomplished in this way than by studying for an entire hour. Utilize your spare moments and study frequently, not long. THE NEXT STEP. Having inseparably associated the action with the corresponding Spanish expression, the next step is to vary this expression in accordance with the genius of the language. | Thus, for example, the simplest change would be not to repeat the noun la mano, the hand, but to substitute for it the pronoun la :— Saludo con la mano la levanto I raise it, la tengo en el aire T hold it up la alargo 1 stretch it out la cierro I shut it, > “orar” a 10 HOW TO THINK IN SPANISH. In practicing the list in this form, it is important that you should think of la mano when yow say la and not of any English equivalent. Of course you cannot help knowing that la means ¿t in these sentences, but you must not think of that when you say it. The connec- tion you should establish is between la and la mano. Say each sentence deliberately: la—levanto; la—tengo en el aire, ete., dwelling long enough on la to think of fa mano. This is not a small matter. If you neglect it, you will not learn to think in Spanish. You will observe at the same time that the Spaniards do not think their words in the same order as the © English. You can acquire their habits only by frequent practice. In the next place, learn how to say that you do not do any of the preceding things; thus: No saludo con la mano I don’t salute with my hand no levanto la mano — I don’t raise my hand no tengo la mano en el aire I don’t hold up my hand no alargo la mano derecha I don’t stretch out my right hand no cierro la mano izquierda. 1 don't shut my left hand. In practicing these negative sentences, it will help you to think them if you shake your head when you say no. Practice also: No saludo con la mano no la levanto I don’t raise it no la tengo en el aire I don’t hold it up no la alargo I don’t stretch it out no la cierro I don’t shut it. Remember to think of la mano when you say la. Under no circumstances allow yourself to think of English equivalents while you are saying the Spanish. HOW TO THINK IN SPANISH. 71 Next ask yourself the following» questions with the ' rising inflection of the voice: ¿Saludo con la mano? ¿Levanto la mano? 4 Tengo la mano en el aire? ¿ Alargo la mano derecha ? ¿ Cierro la mano izquierda? They mean, of course, “Do I salute with my hand?” “Do I raise my hand?” etc., or, which is the same thing in Spanish, “Am I saluting with my hand?” “Am 1 raising my hand?” etc. Observe that the arrangement of words in these ques- tions is the same as that of the original statements. That is the reason for writing and printing an inverted mark of interrogation before Spanish questions. Be sure to say each question as 1f you were actually asking ; otherwise you are not “thinking in Spanish.” Practice also the following negative questions, which mean “Don't I salute with my hand?” or “Am I not saluting with my hand?” ete. Say these also with a rising inflection, perform the action and shake your head when you say no. ¿No saludo con la mano? ¿No levanto la mano? ¿No tengo la mano en el aire? ¿No alargo la mano derecha? ¿No cierro la mano izquierda ? Finally practice them in the following form in which Ta is once more substituted for la mano. Ask yourself ¿No saludo con la mano? ¿No la levanto ? 79 HOW TO THINK IN SPANISH. ¿No la tengo en el aire? ¿No la alargo? ¿No la cierro ? You have now, to a certain extent, practiced oh the mechanism of the language, which has already enabled you to make about eight times as many sentences as those you started with. You will, however, need considerably more practice, not only to make all this come natural to you, but to enable you to apply it to other sentences. Now, as it would take a very thick book to work out each successive subject of conversation in the same full way, we must give names to the processes here shown. They were: . Substituting an objective pronoun (la for la mano.) . Making the noun sentences negative. . Making the pronoun sentences negative. . Asking a question with the noun. . Asking a question with the objective pronoun. . Asking a negative question with the noun. . Asking a negative question with the objective pro- noun. “IO Ot Aa 0 Ne Learn the following substitution : - Saludo con la mano . Saludo con ella I salute with tt. La represents la mano with a verb (la levanto); ella with a proposition (con ella). THE FIST.—EL PUÑO. Make a fist, saying at the same time: | ES Cierro el puño. which means: “I make a fist,” (Mt I close the fist.) HOW TO THINK IN SPANISH. 13 Threaten with your fist, saying: Amenazo con el puño. which means: “TI threaten with my fist,” (lit. with the fist.) Strike your other hand with your fist, saying Me doy con el puño en la otra mano. — which means: “TI strike my other hand with my fist,” (lit. I strike me with the fist in the other hand.) Open your hand, saying: Abro la mano. | which means: “I am opening my hand,” or “TI open my hand.” . Move your hand to and fro, saying: Muevo la mano de lado á lado. which means: “I move my hand to and fro,” (lit. from side to side.) \ Move your hand up and down, saying: Muevo la mano de arriba abajo. which means: “I move my hand up and down,” (lit. from above down.) Turn your hand, saying: Vuelvo la mano. which means: “I turn my hand over, or around.” Lower your hand, saying: Bajo la mano. which means: “I lower my hand.” PRACTICE. Objective pronoun. For el puño and all nouns of the el-class we must substitute lo ; thus > 71d HOW TO THINK IN SPANISH. lo cierro I close it and after a preposition, él; thus amenazo con él I threaten with it. Practice as directed :— Lo cierro, amenazo con él, me doy con él en la otra mano, la abro, la muevo de lado 4 lado, la muevo de arriba abajo, la vuelvo, la bajo. Negative Sentences. Practice as directed : — No cierro el puño, no lo cierro, no amenazo con el puño, no ame- nazo con él, no me doy con el puño en la otra mano, no me doy con él en la otra mano (no me doy con él en ella), no abro la mano, no la abro, no muevo la mano de lado á lado, no la muevo de lado á lado, no muevo la mano de arriba abajo, no la muevo de arriba abajo, no vuelvo la mano, no la vuelvo, no bajo la mano, no la bajo. Questions. Practice as directed: —¿Cierro el puño? ¿Lo cierro? ¿Amenazo con el puño? ¿Amenazo con él ? ¿Me doy con el puño en la otra mano? Can you make the other questions yourself? They differ from statements only by the rising inflection and by the punctuation. Alternate noun and pronoun sentences. Negative questions. Practice as directed: | ¿No cierro el puño? ¿No lo cierro? ¿No amenazo con el puño? ? No amenazo con él? Can you make the rest yourself? They differ from the preceding negative sentences only by punctuation and rising inflection. This practice is as indispensable as finger exercises are to the pianist or as the multiplication table is to the learner of arithmethic. Only in this way can we hope to accomplish in a reasonably short time what children learn by talking and listening all the time for three or four years. HOW TO THINK IN SPANISH. 75 nm Don’t say these sentences mechanically. Speak them deliberately and think the words as directed. THE HANDKERCHIEF.—EL PANUELO. Pull your handkerchief out of your pocket, saying: Saco mi pañuelo de mi bolsillo. which means: “T pull my handkerchief out of my pocket. » Drop (let fall) your hankerchief on the floor, saying: Dejo caer mi pañuelo al suelo. which means: “I drop my handkerchief on the floor.” Stoop down, saying: Me agacho or me inclino. which means: “I stoop down.” Pick up your handkerchief, saying: Recojo mi pafiuelo. which means: “I pick up my handkerchief.” Tie your handkerchief around your neck, saying: Me ato el pafiuelo al cuello. which means: “I tie my handkerchief around my neck,” (lit. to the neck.) When you untie it, say: Lo desato. which means: “I untie it.” Wave it, saying: Lo sacudo. which means: “I wave it.” Put your handkerchief in your pocket, saying: Meto mi pañuelo en el bolsillo. which means: “1 put my handkerchief in my pocket,” (lit. in the pocket.) 76 HOW TO THINK IN SPANISH. PRACTICE. Objective pronouns. Practice as directed, remembering that el pañuelo or mi pañuelo is represented by lo and él: —Lo saco de mi bolsillo, lo dejo caer al suelo, lo recojo, me lo ato al cuello, lo desato, lo' sacudo, lo meto en el bolsillo. Negative sentences. Practice as directed: — No saco mi pañuelo de mi bolsillo, no lo saco de mi bolsillo, no dejo caer mi pañuelo al suelo, no lo dejo caer al suelo, no me agacho, no me inclino, no recojo mi pañuelo, no lo recojo, no me ato el pañuelo al cuello, no me lo ato al cuello, no desato mi pañuelo, no lo desato, no sacudo mi pañuelo, no lo sacudo, no meto mi pañuelo en el blosillo, no lo meto en el bolsillo. Questions. Make them yourself, alternately using a noun (¿Saco mi pañuelo de mi bolsillo?) and a pro- noun (¿Lo saco de mi bolsillo?), and practice them as directed. The pronoun sentences require the most practice, because the order of words in them differs most widely from the one you are accustomed to. Negative questions. Make them yourself, alternating nouns and pronouns and practice them as directed. Examples: ¿No saco mi pañuelo de mi bolsillo? ¿No lo saco de mi holsillo ? THE PENKNIFE.—EL CORTAPLUMAS. Take out your penknife, saying : Saco mi cortaplumas. which means: “I take ont my penknife.” When you hold your penknife in your hand, say: Tengo mi cortaplumas en la mano. which means: “I hold (or I have) my penknife in my hand.” - mm e HOW TO THINK IN SPANISH. 77 Open your penknife, saying : > Abro mi cortaplumas. which means: “I open my penknife.” Sharpen your leadpencil, saying: Afilo mi lapiz. ' which means: “I am sharpening my leadpencil.” Cut a piece out of the newspaper, saying: Corto un párrafo del periódico. which means: “I am cutting a piece (or paragraph) out of the newspaper.” Shut your knife again, saying: Vuelvo á cerrar mi cortaplumas. which means: “I am shutting my knife again,” (lit. I return to shut.) Put your knife in your pocket again, saying: Vuelvo & meter mi cortaplumas en el bolsillo. which means: “I put my knife in my pocket again.” PRACTICE. Objective Pronouns. Practice as directed: —Saco mi cortaplumas, lo saco, lo tengo en la mano, lo tengo en — ella, lo abro, lo afilo, corto un párrafo del periódico, corto uno del periódico, vuelvo 4 cerrar mi cortaplumas, lo vuelvo á cerrar, lo vuelvo á meter en el bolsillo. Note the substitution of uno for un párrafo. Negative sentences. Form and practice as directed the corresponding negative sentences by beginning with no. Alternate nouns and pronouns; thus: — No saco mi cor- taplumas, no lo saco. Questions. Form and practice questions, alternating nouns and pronouns; thus: — ¿Saco mi cortaplumas ? ¿Lo saco ? 78 HOW TO THINK IN SPANISH. Negative questions. Form and practice negative ques- tions, alternating according to the patterns: — No saco mi cortaplumas? ¿No lo saco ? ANOTHER STEP. So far you have learned the use of twenty-one verbs, but they are all in the present tense and in the first per- son, yo. Now, as there are three persons in the singular, corresponding to I, you, he (or she), and three in the plural, corresponding to we, you, they, you can multiply your power of speaking by six if you learn the other persons. We shall next take up the third person singular. THIRD PERSON SINGULAR. To answer the question ¿Qué hace ese caballero con Whatis that gentleman do- la mano? ing with his hand? we must turn back again to the beginning and notice the changes. Imagine that you see the actions when you say the Spanish words. 1. Lá Mano. Ese caballero (that gentleman) saluda con la mano, ese caballero levanta la mano, ese caballero tiene la mano en el aire, ese caballero alarga la mano derecha, ese caballero cierra la mano izquierda. When the noun is not repeated, itis simply omitted without using any word for he. The pronoun él (he) is used chiefly for emphasis or when the meaning is not clear without it. Example Juan alarga la mano. John stretches out his hand. La cierra. He closes it. The same is true of ella, she. Example María alarga la mano. Mary stretchesout herhand. La cierra. | She closes it. HOW TO THINK IN SPANISH. 19 Consequently the natural way to say the preceding sentences is: — Ese caballero saluda con la mano, la - levanta, la tiene en el aire, la alarga y (and) la cierra. 2. El Puño. Ese muchacho (that boy) eierra el puño, amenaza con él, se da con él en la otra mano (he strikes himself with it in the other hand), abre la mano, la mueve de lado á lado, la mueve de arriba ‘abajo, la vuelve y la baja. - 3. El Pañuelo. Mi hermana (my sister) saca su (her) pañuelo de su bolsillo, lo deja caer al suelo, se agacha, se inclina (she bends herself), recoge su pañuelo, se ata el pañuelo al cuello, se lo ata al cuello, lo desata, lo sacude, lo mete en el bolsillo. | [=> From these examples learn two important facts : a). The verbs now end in a or e, and it is of the utmost importance that you should learn them accurately; because, if you put a on a verb that should end in e, or vice versa, the meaning will be changed, as you will see | hereafter. 6). That lo and la remain in the same place before the verb: | la cierro I close it (la mano) lo cierro I close it (el puño) la cierra he (or she) closes it lo cierra he (or she) closes it. 4. El Cortaplumas. Felipe (Phillip) saca su (his) corta- plumas, lo tiene en la mano, lo abre, afila su lápiz, corta un párrafo del periódico, vuelve á cerrar su cortaplumas, lo vuelve á meter en el bolsillo. Observe that su means both his and her. In sentences like the above when Felipe or mi hermana has just been mentioned, no misunderstanding is possible. In case, of ambiguity however, say Este es su lápiz de él This is his leadpencil Este es su lápiz de ella This is her leadpencil, ‘80 HOW TO THINK IN SPANISH. THE FINGER.—EL DEDO. Bend your finger back, saying: Empujo mi dedo hacia atrás. ‘which means: “I bend (lit. I push) my finger back.” Crook your finger, saying: Doblo mi dedo indice. which means: “1 crook my index finger.” Knock at the door with your finger, saying: Llamo 4 la puerta con mi nudillo. which means: “I knock at the door with my finger (knuckle).” Rap on the table with it, saying: Doy golpes en la mesa (con él). which means: “I rap on the table with it,” (lit. I give blows.) Knock on the window with it, saying: Doy golpes en la ventana (con 6)). which means: “I knock on the window with it.” Show the door, saying : Indico la puerta, or sefialo la puerta. which means: “I show the door.” Beckon with your finger (for some one to come), saying: Hago señas con el dedo á alguien para que venga. which means: “I am beckoning with my finger (for some one to come),” (lit. I make signs with the finger to some- body for that he should come.) Motion with your finger (for some one to go away), saying: Hago señas con el dedo á alguien para que se vaya. — HOW TO THINK IN SPANISH. 81 which means: “I motion with my finger (for some one to go away.)” ~ PRACTICE. 1. Say the sentences under El Dedo negatively. 2. Substitute lo for mi cedo and for mi dedo índice; la for la puerta; della for á la puerta; en ella for en la puerta and for en la ventana; con él for con mi nudillo and for con el dedo. 3. Say these pronoun sentences negatively. 4. Form questions whith nouns and with pronouns. 5 . Form negative questions with nouns and with pro- nouns. 6. Learn carefully : — Ese niño or esa niña (that child, masc. or fem.) empuja su dedo hacia atrás, lo dobla, llama á la puerta con su nudillo, da golpes en la mesa, da golpes en la ventana, indica la puerta, la señala, hace señas con el dedo á alguien para que venga y á otro para que se vaya. Mechanism of the third person singular. The third per- son is treated like the first, as may be seen from the fol- . lowing sentence and its eleven variations. Juanillo (6 Juanita) afila el Johnny (or Jenny) is sharp- ápiz ening the pencil J. lo afila J. sharpens it lo afila he or she sharpens it J. no afila el lápiz J. does not sharpen the pencil J. no lo afila J. does not sharpen it no lo afila - heorshe does not sharpen it ¿afila J. el lápiz ? does J. sharpen the pencil ? ¿lo afila J.? does J. sharpen it? 82 HOW TO THINK IN SPANISH. ¿lo afila? | does he or she sharpen it ? ¿no afila J. el lapiz? does n’t J. sharpen the pen- cil ? ¿no lo afila J.? does n’t J. sharpen it? ¿no lo afila? does n't he or she sharpen it These- sentences should be practiced deliberately, (Juanillo — lo— afila), dwelling long enough on lo to point to el lápiz, and on afila to think of the action. Instead of ¡afila J. el lápiz? you can also say ¿J. afila el lápiz? with the words in the same order as in the ori- ginal sentence. When itis necessary to distinguish between he and she, say él lo afila he is sharpening it ella lo afila she is sharpening it. Turn back to Third Person Singular, P. 79, and see how many of the above variations you can make on each of the sentences there given. This practice is equivalent to multiplying your command of Spanish by about twelve. THE CHAIR.—LA SILLA. Pick up a chair, saying: Levanto la silla del suelo. which means: “TI pick up the chair (from the floor.)” Carry it to the window, saying: Llevo la silla 4 la ventana. which means: “I carry the chair to the window.” Set it down by the window, saying: La coloco en el suelo cerca de la ventana. which means: “I set the chair down (on the floor) by the window.” HOW TO THINK IN SPANISH. 83 Sit down on the chair, saying: Me siento en la silla. which means: “I sit down on the chair,” (lit. I seat myself.) Roll the easy chair to the fireplace, saying: Hago rodar la poltrona cerca del fuego. which means: “I roll the easy chair to the fireplace ” (lit. I make it roll.) Move the chair to the wall saying : Empujo la silla hacia la pared. which means: “TI move the chair to the wall,” (lit. I push the chair towards the wall.) Push the rocking chair to the table, saying: Empujo la mecedora hacia la mesa. which means: “I push the rocking chair to the table.” (I shove.) | Rock in it, saying: Me mezo. which means: “I am rocking.” a When you have upset a chair, say: He volcado la silla. which means: “I have upset the chair.” PRACTICE. 1. Substitute la for la silla, la poltrona and la mecedo- ra ; en ella for en la silla ; cerca de ella for cerca de la ven- tana ; cerca de él for cerca del fuego ; hacia ella tor hacia la pared and hacia la mesa. | Also allí for dla ventana; and aquí for en el suelo. Point when you say these words. The last sentence will be la he volcado. 2. Make the other six varations as heretofore. 84 HOW TO THINK IN SPANISH. 3. Learn the following. El criado (man-servant) or la criada (maid-servant) levanta la silla del suelo, la lleva allí, la coloca aquí cerca de la ventana (if you are at the window; otherwise alli), se sienta en ella, hace rodar lu poltrona cerca del fuego, la hace rodar, la empuja cerca de la pared, empuja la mecedora hacia la mesa, se mece, la ha volcado. 4. Consult Mechanism of the third person singular, P. 81, and see how many variations you can make on the preceding sentences. - THE ARM.—EL BRAZO. THE FOOT.—EL PIÉ. THE HEAD.—LA CABEZA. Lift up your foot, saying : Levanto el pié. | which means: “I lift up (or raise) my foot,” (lit. the foot.) Stand on one foot, saying: Me tengo sobre un pié. * which means: “I am standing on one foot,” (lit. I hold myself.) Put your foot down, saying: Bajo el pié. which means: “1 put down my foot.” Bend your arm, saying : Doblo el brazo. which means: “I bend my arm,” (lit. the arm.) Lay several books on your arm, saying: Pongo varios libros sobre el brazo. which means: “I lay several books on my arm.” Carry the books to the window, saying: Llevo los libros á la ventana._ which means: “I am carrying the books to the window,” HOW TO THINK IN SPANISH, . 85 Shake your head, saying: Muevo la cabeza. which means: “I shake my head,” (lit. the head.) . Turn your head around, saying: Vuelvo la cabeza. which means: “I turn my head around.” Bow your head, saying: Bajo la cabeza. which means: “I bow (lower) my head.” Shrug your shoulders, saying: Me encojo de hombros. which means: “I shrug my shoulders,” (lit. I shrink my- self with shoulders.) PRACTICE. 1. Substitute lo for el pié, and for el brazo; la for la cabeza; allí for á la ventana ; sobre él for sobre el brazo. Instead of un pié, you can say uno ; thus, Me tengo sobre uno I am standing on one. Instead of los libros and varios libros, you can say los (them), the plural of lo (it) ; thus Los pongo sobre el brazo _ I lay them on my arm Los llevo allí I carry them there. Los occupies the same position as lo. 2. Make the other six variations. 3. Learn: — Alguien (somebody) levanta el pié, se tiene sobre un pié, baja el pié, dobla el brazo, pone varios libros sobre el brazo, los lleva á la ventana, mueve la cabeza, la vuelve, la baja, se encoge de hombros. 4. Consult Mechanism of the third pers. sing. and make as many variations on the preceding sentences as you can. 86 HOW TO THINK IN SPANISH, THE HANDS.—LAS MANOS. Put your hands together, saying : Acerco las manos una á otra. which means: “I put my hands together,” (lit. the hands.) Fold your hands, saying: Junto las manos. which means: “I fold my hands.” Take your hands apart, saying: Separo las manos. which means: “I take my hands apart,” or “Y separate my hands.” | Applaud with your hands, saying : Aplaudo. or doy palmadas. which means: “I applaud with my hands.” Cover your face with your hands, saying : Me cubro la cara con las manos. which means: “I cover my face with my hands,” (lit. I cover me the face.) Rub your hands, saying: Me restriego las manos. which means: “I rub my hands,” (lit. I.rub me the hands.) Warm your hands at the fire, or at the stove, saying: Me caliento las manos alfuego, or 4 la estufa which means: “I warm my hands at the fire, or at the stove.” Press your hands together, saying : Me aprieto las manos. which means: ‘‘I press my hands together.” Put your hands in your pockets, saying: Meto las manos en los bolsillos. _ which means: “TI put my hands in my pockets.” HOW TO THINK IN SPANISH. 87 PRACTICE. 1. For las manos substitute las (them), the plural of la. Las occupies the same place as la (las acerco, las junto, ete.). Learn the combination me la, me las and say in the fifth and sixth sentences: Me la cubro con las manos — Me las restriego. Substitute also con ellas for con las manos, and en ellos for en los bolsillos. 2. Make the other six variations in the first person. 3. Learn carefully: Su hijo (his or her son) or su hija (his or her daughter) acerca las manos, las junta, las sepára, aplaude, da palmadas, se cubre la cara con las manos, se la cubre con ellas, se restriega las manos, se las calienta, se las aprieta, las mete en los bolsillos, 4. Vary the sentences of 3. THIRD PERSON PLURAL. 5. Learn : — Esos muchachos (those boys) acercan las manos, juntan las manos, las sepáran, aplauden, dan pal- madas, se cubren la cara con las manos, se la cubren con ellas, se restriegan las manos, se las calientan, se las aprie- tan, las meten en los bolsillos. The verbs now end in». You can form the third per- son plural yourself, if you know the third person singular. All you have to do is to add n. There is only one excep- tion in the language (son, the plural of es). Se now means themselves or for themselves in addition to the meanings himself and herself which you learned before. You will observe also that the noun esos muchachos is neither repeated nor represented by a pronoun. Esos muchachos acercan las Those boys are bringing ” manos. their hands together. Juntan las manos. - They join their hands, 88 HOW TO THINK IN SPANISH, The pronoun for they (ellos, masc.; ellas, fem.) is used chiefly to avoid misunderstanding or for emphasis. The mechanism of the third perso”. vlural is exactly the same as that of the singular. Compare the following 12 sentences with those on P. 81. Esos muchachos (6 esas muchachas) afilan los lápices esos muchachos los afilan los afilan esos muchachos no afilan los lápices esos muchachos no los afilan no los afilan ¿ afilan esos muchachos los lápices ? _4los afilan esos muchachos ¿los afilan ? ¿no afilan esos muchachos los lápices ? ¿no los afilan esos muchachos ? ¿no los afilan ? Practice saying these sentences deliberately, thinking each word. Do not make the mistake of supposing that you can use these and similar sentences just because you know what they mean in English. You must accustom them to come to your mind in the various preceding arrangements; in other words, you must accustom yourself to think them in these ways. And that means to associate each word with the person, thing or action which it represents. Take your time to do it, and do it more than once a day for several days, until it becomes natural and easy. THE DRAWER.—EL CAJON Take your key out of your pocket, saying : Saco mi llave de mi bolsillo. which means: “I take my key out of my pocket. —_— o a HOW TO THINK IN SPANISH, 89 Put it in the keyhole, saying: La meto en el agujero de la llave. which means: “I put it in the keyhole,” (lit. in the hole of the key.) Turn it from left to right, saying: Doy vuelta 4 la llave de izquierda '4 derecha. which means: “1 turn it from left to right,” (lit. Igive the turn.) Unlock the drawer, saying: Abro el cajón. which means: “I am unlocking the drawer,” (lit. I open.) Pull it out, saying: Lo saco. which means: “I pull it out.” Take the papers from the table, saying Cojo los papeles de la mesa. which means: “I take the papers from the table.” Put them in the drawer, saying: Los meto en el cajón. which means: “I put them in the drawer.” Push the drawer in, saying: Cierro el cajón. which means: “I push the drawer in,” (lit. I shut.) Turn the key from right to left, saying: Doy vuelta 4 la llave de derecha á izquierda. which means: “I turn the key from right to left.” Lock the drawer again, saying: Vuelvo á cerrar el cajón con llave, which means: “T lock the drawer again,” (lit. I return to shut the drawer with key.) Pull out the key, saying: Saco la llave. which means: “1 pull out the key.” 90 HOW TO THINK IN SPANISH. PRACTICE. 1. Substitute la for la llave and mi Mave; lo for el cajón ; los for los papeles ; de él for de mi bolsillo; en él for en el agujero de la llave ; de ella for de ¿a mesa. For d la llave substitute LE (to it): Le doy vuelta I turn it; I give (to) it a turn. When a verb has two objects (I give a turn to the key, or I give the key a turn), the one with which tois or can be used is called the dative. Le represents the dative. Its place is before the verb. 2. Make the other six variations 3. Learn: —Mi padre (my father) or mi madre (my mother) saca su llave de su bolsillo, la mete en el agujero da la llave, le da vuelta de izquierda á derecha, abre el cajón, lo saca, coge los papeles de la mesa, los mete en el cajón, lo cierra, da vuelta á la llave (6 lo vuelve á cerrar), saca la llave. 4. Practice the different variations of the sentences of 3. 5. Learn: — Mis padres (my parents) sacan sus llaves de sus bolsillos, las meten en los agujeros de las llaves, les dan vuelta de izquierda á derecha, abren los cajones, los sacan, cogen los papeles de la mesa, los meten en los cajones, los cierran, dan vuelta 4 las llaves, (6 los vuelven á cerrar), sacan las llaves. Les (to them) is the plural of le. Mis is used instead of mi when the next noun is plural. Sus is the plural of su in the same sense. Mi padre, mis padres; su llave, sus llaves. Su, sus, therefore mean his, her or thetr, HOW TO THINK IN SPANISH. 91 Ifnecessary, say su llave de él his key sus llaves de él his keys su llave de ella her key sus llaves de ella her keys su llave de ellos their (masc.) key sus llaves de ellos their (masc.) keys su llave de ellas their (fem.) key sus llaves de ellas their (fem.) keys. 6. Turn back to the sentences under Third Person Singular P.79, and convert them into the plural. [men) Instead of ese caballero sa y esoscaballeros (those gentle- “ © esemuchacho “ esos muchachos (those boys) “« “ mihermana “ mis hermanas (my sisters) “ Felipe ““ Felipe y Pablo (Paul). The verbs all end in n; se, su sus remain unchanged. In 1 and 2 leave mano and puño in the singular; and in 3 and 4 change el pañuelo to los pañuelos and el cortaplumas los cortaplumas. A SHEET OF PAPER.—UNA HOJA DE PAPEL. Take a sheet of paper, saying: Cojo una hoja de papel. which means: “I take a sheet of paper.” Tear off a strip from it, saying : Le saco una tira. which means: “I tear off a strip from it.” Tear off another strip, saying: Le saco otra tira. which means: “TI tear off another strip from it.” Tear off two more strips, saying ; Le saco dos mas. which means: “I tear off two more from it.” 92 HOW TO THINK ÍN SPANISH. Fold what remains twice, saying : Doblo dos veces lo que queda. which means: “I fold up the remainder twice,” (lit. that which remains.) * Unfold it again, saying: Lo despliego or lo abro. which means: “T unfold it again.” Crumple it up, saying: Lo arrugo. which means: “I crumple it up.” Throw it away, saying: Lo tiro. which means: “I throw it away.” Make a hole in two strips with a pin, saying: Hago un agujero en dos tiras con un alfiler. which means: “I make a hole in two strips with a pin.” Pin them together, saying : Las prendo con un alfiler. which means: “I fasten them together with a pin.” Stick (or paste) the other two together with mucilage, saying: Engomo las otras, dos, which means: “I stick the other two together with mucilage.” Twist them up, saying: Las tuerzo. which means: “I twist them up.” Tear them up, saying: Las rompo. which means; “1 tear them up.” Throw the bits in the waste-basket, saying: Echo los pedazos en el canasto. which means: “I throw the bits in the waste-basket.” , l HOW TO THINK IN SPANISH, 93 PRACTICE. 1. Observe the extension of the meaning of le; here it means from it. The principle however is similar. The action of the verb saco extends to two objects, tira and hoja de papel. Tira is the direct object and le represents the other one. In the sentence Lo despliego, lo represents the phrase lo que queda. Substitute nouns for lo and las. Substitute una for una hoja de papel and for una tira; otra for otra tira; uno for un agujero and con uno for con un alfiler; los for los pedazos ; en él for en el canasto. 2. Learn:—El señor Suárez (Mr. Suárez) or la señora de Suárez (Mrs. Suárez) coge una hoja de papel, le saca una tira, le saca otra, le saca dos más, dobla dos veces lo que queda, lo despliega, lo abre, lo arruga, lo tira, hace un agujero en dos tiras con un alfiler, las prende con un alfifer, engoma las otras dos, las tuerce, las rompe, echa los pedazos en el canasto. 3. Say the same sentences in the plural, beginning: Mis amigos (my friends) cogen sendas hojas de papel. Sendas indicates that each person takes one. There is no similar English word. (Latin singulos). Use it only with a plural noun. Change le to les. 4. Turn to Practice 6 under El Dedo and change to the plural, beginning: Esos niños empujan su dedo hacia atrás. 5. Turn to Practice 3 under La Silla and change to plural, beginning: Los criados levantan las sillas del suelo. Then en ella becomes en ellas. 6. Turn to Practice 3 under El Brazo, etc. and change to the plural, beginning alternately with algunos (some) and otros (others). Leave pié, brazo and cabeza in the singular. 94 HOW TO THINK IN SPANISH. 7. Turn to Pratice 3 under Las Manos and change to plural, beginning: Sus hijos (his, her, or their sons) acercan las manos. Leave cara in the singular. THE SECOND PERSON. | c When you are studying alone, the only way of practicing the second person is to perform the action and address yourself, saying for example: Mr., Mrs. or Mis X, you are raising your hand, you are holding it out, ete. Then the sentences will assume the following form: 1, La Mano. Usted (you) saluda con la mano, usted la levanta, usted la tiene en el aire, usted alarga la mano derecha, usted cierra la izquierda. When addressing more than one person, say:—Ustedes (you) saludan con la mano, ustedes la levantan, ustedes la tienen en el aire, ustedes alargan la mano derecha, ustedes cierran la izquierda. The verbs have the same endings as for the third person singular and plural. Usted is commonly abbreviated V. or Vd., and ustedes, Vds. Pronounce these abbreviations usted, ustedes. 2. El Puño. V. cierra el puño, V. amenaza con él, V. se da con él en la otra mano, V. abre la mano, V. la mueve de lado á lado, V. la vuelve, V. la baja. Change to plural, 2, e, to what you would say in speaking to more than one person. Se remains the same. You have now learned the following meanings for se: himself, herself, themselves, yourself, yourselves. 3. El Pañuelo. V. saca su pañuelo de su bolsillo, deja caer su pañuelo al suelo, se agacha, se inclina, recoge su pañuelo or lo recoge, se lo ata al cuello, lo desata, lo sacude, lo mete en el bolsillo. HOW TO THINK IN SPANISH. 95 Here you will learn that it is not necessary to repeat usted in successive sentences ; Also that sw means your in addition to the other meanings given before. In case of ambiguity say Su pañuelo de V. ‘ Your handkerchief Sus pañuelos de V. Your handkerchiefs. Speaking to more than one person, say Su casa de Vds. Your house Sus casas de Vds. Your houges. [= The knowledge of the facts, that se, su, sus are used in the second person, and that the verb endings are the same as those of the third person, will not take the place of practice in associating these words with their new meanings. ‘Change the preceding sentences of Hl Pañuelo into the plural form. Mechanism of the second person. Learn the following patterns: 1. V. abre los ojos You open your eyes 2. V.los abre You open them 3. V. no abre los ojos You don't open your eyes 4. V.no los abre You don't open them 5. ¿Abre V. los ojos? Do you open your eyes? 6. ¿Los abre V.? Do you open them ? 7. ¿No abre V. los ojos? Don't you open your eyes? 8. ¿No los abre V.? Don’t you open them? Form the plural of these eight sentences by changing V. to Vds. and adding n to the verb. It is a very common form of speech to place V. and Vds. after the verb: t 96 HOW TO THINK IN SPANISH. 9. Abre V. los ojos You open your eyes 10. Los abre V. You open them 11. No abre V. los ojos You don’t open your eyes 12. No los abre V. You don’t open them Do the same with Vds. 4. Turn to El Cortaplumas, P.76, and say the sentences in the second person, imitating the above Patterns 1 and 9, singular and plural. 5. Turn to El Dedo and imitate Patterns 3 and 11 singular and plural. 6. Turn to La Silla and imitate Patterns 2 and 10, singular and plural. Se takes the place of me. Omit the last sentence. 7. Turn to El Brazo etc. and imitate Patterns 4 and 12, singular and plural. 8. Turn to Las Manos and imitate Pattern 6, singular and plural. 9. Turn to El Cajón and imitate Pattern 7, singular and plural. 10. Turn to Una Hoja de Papel and imitate Pattern 8, singular and plural. THE FAMILIAR FORM. There are three other words for you; namely, tu, vos and vosotros with its feminine vosotras. As their chief use isin the family circle and among very intimate friends, they are omitted from the regular practice of this book. When you have acquired the command of usted and ustedes, which are the only proper forms for you to use in speaking to Spaniards, you can easily acquire the others by a process to be explained hereafter. HOW TO THINK IN SPANISH. 97 A PACKAGE.—UN LIO. When you wish to make a package, say: Quiero hacer un lio. which means: “I will make a package, or I want to make a package.” When you have to make a package, say : Tengo que hacer un lio, or debo hacer un lio. which means: “I have to make a package, or I must make a package.” Take a (double) sheet of wrapping paper, saying: Cojo un pliego de papel de envolver. which means: “I take a double sheet of wrapping paper.* Spread it out, saying: Lo despliego. which means: “I spread it out. Lay the bundle on it, saying: Le pongo el paquete encima. which means: “I lay the bundle on it,” (lit. I put to tt the bundle on top.) Cut off a strip with the scissors, saying: Le corto una tira con las tijeras. which means: “1 cut off from it a strip with the scissors.” Wrap up the bundle, saying: Envuelvo el paquete. which means: “I wrap up the bundle.” Tie a string around it, saying: Lo ato con cordelillo. which means: “I tie a string around it.” Make a knot, saying: Le hago un nudo. which means: “I make to it a knot.” 98 HOW TO THINK IN SPANISH. Cut off the ends of the string, saying: Corto las puntas del cordelillo. which means: “I cut off the ends of the string.” Write the address on the package, saying: Escribo las señas sobre el lio. which means: “I write the address on the package.” PRACTICE. 1. Substitute uno for un lío, for un pliego de papel de envolver and for un nudo; una for una tira; con ellas for con las tijeras; con él for con cordelillo ; sobre él for sobre el lío; las for las puntas del cordelillo and for las señas. > If lo is substituted for el paquete in the sentence Le pongo el paquete encima, or in any other sentence containing le or les, these latter must be changed to SE: Se lo pongo encima ; literally: I put it (lo=el paquete) —to it (se=le=pliego de papel) — on top (encima). Familiarize yourself with this new se by saying the sentence slowly, pointing to the objects as you say se - lo and then performing the action pongo encuma. Repeat this important practice several times. Another example can be obtained from the sentence Le saco una tira, in which le refers to una hoja de papel. Substituting la for una tira, we have se la saco. From it (se=le=una hoja de papel) —it (la=tira) — 1 tear off (saco). Point to the objects, as you say se, la, and perform the action as you say saco. Do it several times. If the preceding sentences contained the plural nouns paquetes, tiras, we should obtain the combinations se los, se las. HOW TO THINK IN SPANISH. 99 It is in the position and the arrangement of these pronouns that Spanish differs most widely from English. Hence the necessity of the above practice in thinking them. For further practice see under El Perro, P. 112. 2. Learn the following questions : —¿Quiere V. hacer un lío? ¿Tiene V. que hacer un lío? ¿Debe V. hacer un lio? ¿Coge V. un pliego de papel de envolver? ¿Lo des- pliega V.? ¿Le pone V. el paquete encima? ¿Le corta V. una tira con las tijeras ? 4, Envuelve V. el paquete? ¿Lo ata V. con cordelillo? ¿Le hace V. un nudo? ¿Corta V. las puntas del cordelillo? ¿Se las corta V.? ¿Escribe V. las señas sobre el lío ? 3. Say these questions with Vds. 4. Say the original sentences in the 34 pers. sing. beginning: Mi primo or mi prima (my cousin) quiere hacer un lío. | 5. Say them in the plural beginning: Mis primos, my cousins. FIRST PERSON PLURAL. There are two words in Spanish for we. Men and boys say nosotros, and women and girls nosotras. When both sexes are comprised, nosotros is used. With a verb these pronouns are generally omitted unless they are emphatic. We must turn back once more to the beginning, perform the actions again, and use the “editorial we”, if practicing alone. Observe and learn the changes in the verbs and pronouns. 1. Mano. (Nosotros 6 nosotras) saludamos con la mano, levantamos la mano, tenemos la mano en el aire, alarga- mos la mano derecha, cerramos (not cierramos) la mano izquierda. 100 HOW TO THINK IN SPANISH. 2. Puño. Cerramos el puño, amenazamos con él, nos damos con el puño en la otra mano, abrimos la mano, movemos (not muevemos) la mano de lado á lado, la vol- vemos, la bajamos. : _ 8. Pañuelo. Sacamos nuestros pañuelos de nuestros bolsillos, dejamos caer nuestros pañuelos al suelo, nos agachamos, nos inclinamos, los recogemos, nos atamos el pañuelo al cuello, nos lo atamos al cuello, lo desatamos, lo sacudimos, lo metemos en el bolsillo. Mechanism of the first person plural. From these exam. ples learn that a) The verb ends in amos, emos or imos ; b) The vowels ie, ue which were used in previous verb forms in emphatic syllables, are now e and oin unemphatic positions; | c) Nos, ourselves or to ourselves, takes the place of me; d) Nuestros, which is the plural of nuestro, our, takes the place of mis, the plural of mi. . These sentences admit of the usual variations : Abrimos los ojos, los abrimos, no abrimos los ojos, no los abrimos. ¿Abrimos los ojos? ¿Los abrimos? ¿No abrimos los ojos? ¿No los abrimos ? To save space, the verbs only are given for the succeeding topics. Say the entire sentence in every case as you perform the action. 4. Cortaplumas. Sacamos, tenemos, abrimos, afilamos, cortamos, volvemos. 5. Dedo. Empujamos, doblamos, llamamos, damos, indicamos, señalamos, hacemos. 6. Silla. Levantamos, llevamos, colocamos, sentamos, hacemos, empujamos, mecemos, hemos. * 7. Brazo. Levantamos, tenemos, bajamos, doblamos, po- nemos, llevamos, movemos, volvemos, bajamos, encogemos. HOW TO THINK IN SPANISH. 101 8. Manos. Acercamos, juntamos, separamos, aplaudi- mos, damos, cubrimos, restregamos, calentamos, apreta- mos, metemos. 9. Cajón. Sacamos, metemos, damos, abrimos, cogemos, cerramos, volvemos. 10. Hoja de Papel. Cogemos, sacamos, deblamos, desplegamos, abrimos, arrugamos, tiramos, hacemos, prendemos, engomamos, torcemos, rompemos, echamos. 11. Lio. Queremos, tenemos, debemos, cogemos, des- plegamos, ponemos, "cortamos, envolvemos, atamos, ha- cemos, escribimos, l CONJUGATION. You have now learned the following verb forms: yo bajo meto sacudo nosotros, nosotras bajamos metemos sacudimos Vd., él, ella baja mete sacude Vds., ellos, ellas bajan meten sacuden. If it were not for the three varieties of the first person plural, we might have arranged all the preceding verbs in two classes or conjugations. The first person plural shows that there are three. It is customary to group verbs under a form called the infinitive and say, for example, that we have above the present tense of the verbs bajar, meter and sacudir, (to lower, to put, to shake). The infinitive is an exceedingly useful form, because it is contained in numerous locutions, and because it enables us to derive many of the other verb forms, If you know the first person plural of any verb, you can always obtain the infinitive, by changing amos to ar, emos to er and imos to tr. \ 102 HOW TO THINK IN SPANISH. Exercise. Take the preceding list of verbs in the first person plural and change them into the corresponding infinitives. There are only three exceptions : hemos, we have haber, to have somos, we are ser, to be vamos, we go ir, to go. Conversely, if you have the infinitive, you can form the first person plural. If, therefore, the infinitive is given in addition to the first person singular of the verbs of subsequent sentences, you can form all the persons of the present tense by learning the following process 1. Given cerrar and cierro; required the other per sons. Answer: — Cerrar indicates by its termination ar that the other endings are amos, a, an (as in bajamos, baja, bajan), and also gives us the 1% pers. plur. cerramos, Cierro gives us the stem cierr to which a and an must be added ; thus we get cierra and cierran. 2. Given volver and vuelvo ; required the other persons. Answer: — Volver shows that the endings are emos, e, en, (as in metemos, mete, meten), and gives us the 1* pers. plur. volvemos. Vuelvo gives us the stem vuelv for the endings e and en ; thus we obtain vuelve, vuelven, 3. Given seguir and sigo ; required the other persons. Seguir shows that the endings are imos, e and en (as in sacudimos, sacude, sacuden), and gives us seguimos. Sigo gives us the stem sig which must be written sigu before e and en to preserve the same sound of theg. Thus we have sigue, siguen. 4. Given hacer and hago, to find the other persons. Answer: — Here we have a consonant change instead of a vowel change. Theg is foreign to the infinitive stem hac. In such cases all the other perso: s are derived by r HOW TO THINK IN SPANISH. 103 adding the proper set of endings (indicated by the infini- tive ending) to the infinitive stem. Thus we get hacemos, hace, hacen. Itis of course desirable that your power of varying the verbs should not be confined to the few you have studied, but that it should extend to all the verbs of the language. The following exercise contains nearly all varieties, some of them having very peculiar first persons. Follow the process just described. Itis purely mechanical and independent of the meaning of the verb. Exercise. Given the following infinitives and first persons singular, to find the other persons. Desplegar, despliego. Perder, pierdo. Torcer, tuerzo. Probar, pruebo. Jugar, juego. Huir, huyo. Dormir, duermo. Servir, sirvo. Poner, pongo. Caber, quepo. Poder, puedo. Conducir, conduzco. Querer, quiero. Traer, traigo. Salir, salgo. Caer, caigo. Asir, asgo. Errar, yerro. Reir, rio. Erguir, yergo or irgo. Coger, cojo. Oler, huelo. Sentir, siento. The change from torcer to tuerzo and from coger to cojo does not introduce any foreign consonant sound. Itis made to preserve the same sound. The h of huelo and the y of huyo are not regarded as consonant changes. Only ten verbs (not counting compounds) cannot be derived in this way. Ser, to be, soy somos es son Estar, to be, estoy estamos está están Ir, to go, voy vamos va van Dar, to give, doy damos da dan Saber, to know, 86 sabemos sabe saben Haber, to have, he hemos ha han Tener, to have, tengo tenemos __ tiene tienen Venir, to come, vengo venimos viene vienen Decir, to say, digo decimos dice dicen Oír, tohear, digo oimos oye oyen. 104 HOW TO THINK IN SPANISH, ” | | THE DOOR.—LA PUERTA. When you are seated on a chair, say : Estoy sentado en una silla. (A woman or a girl should say sentada.) which means: “TI am sitting on a chair.” Get up from the chair, saying: Me levanto de la silla. which means: “TI get up from the chair.” Go to the door, saying : Voy á la puerta. which means: “I go to the door.” Put your hand on the door-knob, saying : Pongo la mano en el botón. which means: “I put my hand on the door-knob.” Take hold of it, saying: Lo cojo. which means: ‘I take hold of it.” Turn it, saying: Le doy vuelta. which means: “1 turn it round.” (lit. I give turn to tt.) Pull the door open, saying: Tiro de la puerta y la abro. which means: “TI pull the door and open it.” Look out, saying: Saco la cabeza. which means: “I look out,” (lit. I put or stick my head out.) Shut the door again, saying: Vuelvo á cerrar la puerta. which means: “I shut the door again.” (lit. I return to shut.) Go back to your place, saying: Vuelvo & mi sitio. “4 which means: “I go back to my place.” io Mees) HOW TO THINK IN SPANISH. 105 Sit down, saying: Me siento. which means: “I sit down.” PRACTICE. a 1. The infinitives corresponding to the first persons singular used in La Puerta are estar, levantar, ir, poner, coger, dar, tirar, sacar, volver and sentar. Say the sentences in all the persons of the present tense. In the first sentence say sentados or sentadas in the plural. Reflexive verbs. — Verbs like me levanto, me siento are called reflexive verbs, the action being reflected back to the subject: I seat myself, we seat ourselves, you seat yourself etc. Example: Me siento Juan se sienta Nos sentamos Maria se sienta V. se sienta Los muchachos se sientan Vds. se sientan Las muchachas se sientan. THE WATCH.—EL RELOJ DE BOLSILLO. When you hear it strike ten, for example, say: Oigo dar las diez. which means: “I hear it strike ten.” Pull out your watch, saying: Saco mi reloj. which means; “I pull out my watch.” , o 106 HOW TO THINK IN SPANISH. Hold it to your ear, saying: Me lo pongo al oído. which means: “I hold it to my ear,” (lit. I put it to me to the ear.) Listen to hear whether it is going, and say: Escucho si anda 6 si está parado. which means: “I listen to hear whether it is going, or whether it has stopped.” See what time it is, saying: Veo que hora es. which means: “I see what time it is.” Compare it with the clock, saying: Lo comparo con el reloj (de pared). which means: “I compare it with the clock.” Set it, saying: Lo pongo & la hora. which means: “TI set it,” (lit. I put it to the hour.) Put it in your pocket again, saying: Vuelvo á metérmelo en el bolsillo. which means: “1 put it in my pocket again,” (lit. [ return to put it to me in the pocket.) Take it to the watchmaker’s, saying: Lo llevo á casa del relojero, which means: “I take it to the watchmakers.? PRACTICE. The infinitives corresponding to the first persons used in Reloj de Bolsillo, are: oir, sacar, poner, escuchar, ver, comparar, poner, volver, llevar. Say the sentences in all the persons of the present tense. In deriving the verb ver, the forms vee, veen and veemos are contracted to ve, ven, vemos. HOW TO THINK IN SPANISH. 107 HOW TO USE THE INFINITIVE. We have had the following examples of the use of infinitives in our sentences: 1. Dejo caer mi pañuelo. 2. Vuelvo á cerrar mi cortaplumas, 3. Quiero hacer un lio. 4. Tengo que hacer un lio. From these examples may be seen that the infinitive is joined to another verb sometimes directly as in the first and third, and sometimes by the aid of some little word like que or 4. Sometimes de, en, con, para are used. You will have to learn by experience in each case. The following directions will serve as a guide. Example I. When you know a sentence containing an infinitive, like Quiero hacer un lio, you can use itas a pattern in which you can make two kinds of substitution. 1. Instead of quiero, you can use any other part of the verb querer and say Queremos hacer un lio. ¿Quiere V. hacer un lio? Juan no quiere hacer un lio, ete. So far you know only the present tense of querer, but these remarks apply equally to the other tenses. 2. The original sentence or “ Pattern” shows that the infinitive hacer is joined directly to quiero; hence it will be proper for you to join any other infinitive to quiero in like manner and say, for example, 108 HOW TO THINK IN SPANISH. Quiero saludar con la mano Quiero levantar la mano Quiero tener la mano en el aire Quiero alargar la mano derecha Quiero cerrar la mano izquierda, and what is true of quiero is also true for any other part of the verb querer. (== When practicing in this way, be careful to keep the meaning of the repeated word in mind. Example II. The sentence, Vuelvo a cerrar mi cortaplumas, shows that the verb vuelvo requires á before an infinitive; hence we must say Volvemos á cerrar nuestros cortaplumas ¿Vuelven Vds. á cerrar sus cortaplumas ? ¿ Vuelve Pedro 4 cerrar su cortaplumas? ete. and | Vuelvo á saludar con la mano Vuelvo á levantar la mano Vuelvo á tener Ja mano en el aire, ete, Example III. The sentence, Tengo que hacer un lio, gives rise to | ¿Tenemos que hacer un lio? ¿No tiene Carlos que hacer un lio? Vds. tienen que hacer un lio, ete. and to Tenemos que saludar con la mano Tengo que levantar la mano Tengo que tener la mano en el aire, ete., Tengo que volver á saludar, ete. HOW TO THINK IN SPANISH. - . 109 Practice in these substitutions will enormously in- crease your power of forming sentences. Spaniards do this unconsciously. You must do it consciously until it becomes a habit. _ Objective Pronouns. If la (it) is to be substituted for la mano, in the sentences Quiero levantar la mano, Vuelvo 4 levantar la mano, Tengo que levantar la mano, it may be placed before the first verb: ‘ la quiero levantar, la vuelvo 4 levantar, la tengo que levantar, or better after the infinitive and affixed to it Quiero levantarla, Vuelvo 4 levantarla, Tengo que levantarla. / To avoid confusion, we shall confine our practice to the second way. All the other objective pronouns (las, lo, los, le, les, me nos, se) are treated in the same way as la. Hence every infinitive sentence will give rise to the usual number of variations; as for example: Tengo que levantar la mano, tengo que levantarla, no tengo que levantar la mano, no tengo que levantarla, ¿tengo que levantar la mano? ¡tengo que levantarla? ¿no tengo que levantar la mano? ¿no tengo que levantarla ? As you can do the same thing in the other persons of tener, you are now enabled to make from 48 to 56 variations for each infinitive sentence. Exercise. 1. Learn the following sentences so that you can say those of the second column when those of 110 the first are given. HOW TO THINK IN SPANISH. If it is required, for example, to begin the sentence Afilo el lápiz with Quiero (I will or I want to), the answer is: Quiero afilar el lápiz. Lo afilo Afilo los lápices Los afilo Abro la mano La abro Abro las manos Las abro Cojo un pape Lu saco una tira Le pongo un paquete enci- ma Se lo pougo encima Quiero afilarlo Quiero afilar los lápices Quiero afilarlos Quiero abrir la mano Quiero abrirla Quiero abrir las manos Quiero abrirlas Quiero coger un papel Quiero sacarle una tira Quiero ponerle un paquete encima Quiero ponérselo encima. 2. Begin the same sentences with Vuelvo d. 3. Begin the following sentences with Tengo que (1 have to), tenemos que, ete. Me inclino Nos inclinamos V. se inclina Vds. se inclinan Juan se inclina Ana se inclina Los muchachos se inclinan Las muchachas se inclinan Tengo que inclinarme Tenemos que inclinarnos V. tiene que inclinarse Vds. tienen que inclinarse Juan tiene que inclinarse Ana tiene que inclinarse Los m. tienen que inclinarse Las m. tienen que inclinarse 4. Begin the same sentences with Vuelvo á, volve- mos d, etc. 5. Begin the following sentences with Vuelvo d, volve- mos d, ete. Me ato el pañuelo al cuello Me lo ato al cuello Vuelvo á atarme el pañuelo al cuello Vuelvo á atármelo al cuello HOW TO THINK IN SPANISH. 111 Nos lo atamos al cuello' Volvemos 4 atárnoslo al cuello V. se lo ata al cuello V. vuelve á atárselo al cuello Vds. se lo atan al cuello Vds. vuelven á atárselo al cuello Juan se lo ata al cuello Juan vuelve á atárselo al cuello Los niños se lo atan al cue- Los niños vuelven á atár- llo selo al cuello 6. Begin the same sentences with Quiero, queremos, ete. THE CAT.—EL GATO. When you call the cat, say to yourself: Llamo el gato. which means: “I am calling the cat.” Lift her up from the floor, saying: Lo cojo del suelo. which means: “TI lift her up from the floor,” (lit. him.) Take her on your lap, saying: Me lo pongo sobre las rodillas. which means: I take her on my lap,” (lit. I put him to me on the knees.) Stroke her back, saying: Lo acaricio. which means: “I stroke her,” (lit. Aim.) Play with her, saying: Juego con él. which means: “ I am playing with her,” (lit. him.) Let her jump down, saying: Lo dejo saltar al suelo. which means: “I let her jump down,” (lit. I let him jump to the floor.) 112 HOW TO THINK IN SPANISH. ] Feed her, saying: Le doy de comer. which means: “I feed her,” (lit. I give him to eat.) PRACTICE. The plural of the first persons used in El Gato are: llamamos, cogemos, ponemos, acariciamos, jugamos, dejamos, damos : what are the infinitives ? 2. Say the sentences in all the persons of the present tense. 3. Begin all the sentences with the useful word Pienso I intend, changing the verbs into infinitives according to the pattern: Pienso llamar el gato. 4. The infinitive of pienso is pensar. How would you say “Do you intend to....?” and finish with the various preceding actions.—How would you say “We don’t intend to.... etc.” ? _ THE DOG.—EL PERRO. When you are whistling for the dog, say to yourself: Llamo al perro or silbo al perro. which means: “I am whistling for the dog.” Throw a ball, saying : Le echo una pelota. which means: “I throw him a ball.” Make him fetch it, saying Le hago traérmela. which means: “I make him fetch it (to me.) ” Tell him to fetch it, saying: Le digo que me la traiga. which means: “I tell him to fetch it,” (lit. that he [should] Jetch it to me.) HOW TO THINK IN SPANISH. 113 Make him give a paw, or “shake hands,” saying : Hago que me dé la pata. which means: “I make him give a paw,” (lit. I make that he give me the paw.) Tell him to stand on his hind feet, saying: Le digo que se tenga en pié. which means: “1 tell him to stand on his hind feet.” (lit. that he hold himself on foot.) Tell him to beg, saying: Le digo que pida. which means: “I tell him to beg,” (lit. that he beg.) Put his collar around his neck, saying : Le pongo el collar. which means: “I put his collar around his neck,” (lit J put to him the collar.) Take the chain in your hand, saying: Cojo la cadena. which means: “I take the chain (in my hand).” Take the dog out walking, saying: Le llevo á paseo. which means: “I take him out for a walk.” Make him jump over your cane, saying: Le hago saltar por encima del bastón. which means: “I make him jump over my cane.” Let him run, saying: Lo suelto. which means: “I let him loose.” PRACTICE. 1. The infinitives are llamar, silbar, echar, hacer, decir, poner, coger, llevar, soltar. Say the sentences in all the persons of the present tense. | ” 114 HOW TO THINK IN SPANISH. 2. Begin all the sentences with the useful expression Voy á, I am going to, changing the first persons into infinitives according to the pattern: Voy a llamar al perro. - For the other persons of the verb ir see P. 103. How would you say: Are you going to call the dog? They are not going to call the dog. We are going to call the dog. Say all the sentences in these three ways. Two PRONOUNS. When a verb has two objects, as in the sentence Echo la pelota al perro, it is worth while to devote especial attention to the pronouns which may be substituted. To insure your thnking these little words and not merely translating them or saying them inattentively, go through the mo- tions of throwing an imaginary ball to an imaginary dog, pointing whith the other hand to the ball when you say la pelota or la and to the dog when you say al perro, le or se. In this way say deliberately: Echo la pelota al perro La echo al perro Le echo la pelota Next suppose there is more than one dog and say in the same way: Echo la pelota á los perros La echo á los perros Les echo la pelota Se la echo. Imagining more than one ball, say Echo las pelotas al perro Las echo al perro Le echo las pelotas Se las echo HOW TO THINK IN SPANISH, 115 and also Echo las pelotas 4 los perros Las echo á los perros Les echo las pelotas Se las echo. In the same way use an imaginary bone (el hueso) and bones (los huesos), substituting lo for la and los for las in the preceding sentences. The same pronouns are affixed to infinitives and require practice in that position also. When you have practiced the preceding sentences a number of times, you can combine infinitive practice with them, by dividing the time of the action. Just before each action say voy d with the infinitive, and during the action say the corres- sponding present tense as before; alternating for example: Voy á echar la pelota al perro—echo la pelota al perro —Voy á echarla al perro—la echo al perro—Voy á echarle la pelota—le echo la pelota—Voy á echársela—se la echo. Do this with all the preceding sentences, acting out each one. THE BOOK.—EL LIBRO. Go to the book-case, saying : Voy al estante (de libros). which means: “JI am going to the book-case.” Select a book, saying : Escojo un libro. which means: “I pick out (select or choose) a book.” Take it out, saying: Lo saco. which means: “I take it out.” 116 HOW TO THINK IN SPANISH. Go to the window with it, saying: Me lo llevo á la ventana. which means: “I go to the window with it,” (lit. I carry me tt to the window.) Sit down by the window, saying : Me siento cerca de la ventana. which means: “I sit down by the window.” Lay the book on your knee, saying: Me pongo el libro sobre la rodilla. which means: “I lay the book on my knee,” (lit. I lay me the book on the knee.) Take your spectacles out of the case, saying : Saco los espejuelos del estuche. which means: “I take my spectacles out of the case.” Wipe the glasses with your handkerchief, saying: Limpio los espejuelos con mi pañuelo. which means: “I wipe the glasses with my handkerchief.” Put your spectacles on, saying: Pongo los anteojos (or espejuelos). which means: “I put on the spectacles.” Open the book, saying: Abro el libro. which means: “I open the book.” Turn over the leaves, saying: Hojeo. which means: “I turn over the leaves.” Look for a passage, saying: Busco un trozo. which means: “ I am looking for a passage.” HOW TO THINK IN SPANISH. 117 When you have found it, say : Lo he encontrado (or hallado). which means: “I have found it.” If you cannot find it, say: No lo puedo encontrar, or no puedo encon- trarlo. which means: “TI cannot find it.” Read the book, saying: Leo el libro. which means: “I am reading the book.” Skip a paragraph, saying: Salto un párrafo. which means: “I skip a paragraph.” Shut the book, saying: Cierro el libro. which means: “I shut the book.” Put it back in the book-case, saying: Lo vuelvo al estante. which means: “I put it back in the book-case.” PRACTICE. 1. Infinitives: Ir (see P. 103), escoger, sacar, llevar, - sentarse (to seat oneself), poner, limpiar, abrir, hojear, buscar, haber, poder, leer, saltar, cerrar, volver. Say the sentences in all the persons of the present tense. For the sake of variety say the second personsas questions. 2. Begin all with No puedo (I cannot). Pattern: No puedo ir al estante. Omit the 13th, 3. Begin them with ¿ Puede V....? (Can you ?) 4. Alternate infinitive sentences beginning Voy á with the sentences as they stand, saying the former just before 118 HOW 'TO TEZNK IN SPANISH. and the latter during the action. Carefully think out the sentences: Voy 4 llevármelo 4 la ventana Me lo llevo á la ventana. FUTURE TENSE. The combination voy á with the infinitive expresses future actions and is very much used. There is however a regular future tense, also in common use, which we shall take up next. This tense was originally formed by adding to any infinitive, as for example sacar, the verb he, hemos, V. ha, Vas. han, ellos han, ellas han. Thus were obtained the forms sacar he, sacar hemos, sacar ha, sacar han, or as they are now spelled | sacaré, sacaremos, sacará, sacarán. In the same way we obtain meteré meteremos sacudiré sacudiremos meterán sacudirán meterá sacudirá and you can do the same with any infinitive in the language, if you can remember the peculiarities of the following 12 verbs, which are the only ones that present any irregularity. 1. Caber. Cabré cabremos cabrá cabrán 2. Haber. Habré habremos habrá habrán 3. Querer. Querré querremos querrá querrán 4. Poder. * Podré podremos podrá podrán 5. Saber. Sabré sabremos sabr& sabrán 6. Hacer. Haré haremos hará harán 7. Decir. Diré diremos dirá dirán 8. Salir. Saldré saldremos saldrá saldrán 9. Valer. Valdré valdremos valdrá valdrán 10. Poner. Pondré pondremos pondrá pondrán 11. Tener. Tendré tendremos tendrá tendrán 12. Venir. Vendré vendremos vendrá vendrán HOW TO THINK IN SPANISH. 119 No. 1 means to be contained and No. 9 to be worth. The first seven aresimply shortened (cabré for caberé etc.) and the other five insert d. Exercises. 1. Turn to El Pañuelo, P. 75, and change to the first person of the future tense. The first sentence will be Sacaré mi pañuelo de mi I shall take my handker- bolsillo. chief out of my pocket. You simply substitute the new verb-form for the old one. All the other words preserve the same relative position. | 2. Turn to El Cortaplumas, P. 76, and change to the first person plural of the future tense. The first sentence will be ] Sacarémos nuestros corta- We shall take out our pen- plumas. knives. | 3. Turn to La Silla, P.82, and say the sentences after the pattern ¿Levantará V. la silla del Will you (=are you going suelo ? to) pick up the chair? 4, Turn to. Las Manos, P. 86, and imitate the pattern ¿No acercarán Vas. lasma- Will you not (are you not nos? going to) bring your hands together? 5. Turn to Una Hoja de Papel, P. 91, and imitate the pattern: Los niños cogerán hojas de papel. The Mechanism of the future tense is exactly the same as for the present. Each person gives the same number of variations. Example: Cogeré el libro —lo cogeré — no cogeré el libro — no lo cogeré — ¿cogeré el libro? — ¿lo cogeré? — ¿no cogeré el libro? — ¿no lo cogeré ? 120 HOW TO THINK IN SPANISH. EXPRESSIONS OF FUTURE TIME. Learn the following sentences. Iré en seguida. * Iré inmediatamente. Pronto vendrá. La próxima vez no lo haré, Un dia se arrepentirá. En adelante tendré más cui- dado. Luego lo sabremos todo. Mañana en 8 dias volverán. Mañana por la mañana se lo enviaré á Vd. Mañana por la tarde iremos á paseo. Mañana por la noche nos quedaremos en casa. Pasado mañana estaré en Sevilla. De hoy en 3 dias le pagaré á V. De hoy en 8 dias podremos estar de vuelta. Lo harán el lúnes que viene. Estaré listo la semana que viene. Las elecciones tendrán lu- gar el mes que viene. ¿Irá V. & España el invierno que viene ? El año que viene daremos la vuelta al mundo. En una hora podré ayudarle I will go directly. I will go immediately. He will come soon. Neat time Vl not do it. Some day he will repent. In future (henceforth) I shall be more careful. Then we shall know it all. A week from to-morrow they will come back. To-morrow morning I will send it to you. To-morrow afternoon weshall take a walk. To-morrow evening (or night) we shall stay at home. The day after to-morrow I shall be in Seville. In 8 days 1 shall pay you. In a week we can (we shall be able to) be back. They will do it next Monday. I shall be ready next week. The elections will take place next month. Are you going to Spain next winter ? Nextyear we shall go around the world. In an hour 1 can (I shall be able to) help you, HOW TO THINK IN. SPANISH. 121 En 5 minutos estaremos lis- In 5 minutes we shall be tos. ready. A las 6 le llamaré 4 V. At 6 o'clock I shall cali you. Vendrá cuanto antes. He will come as soon as possible. WRITING.—ESCRIBIR. Take your pen in your hand, saying: Tomo la pluma en la mano. which means: “I take my pen in my hand.” Dip it in the ink, saying : La mojo en la tinta. which means: “1 dip it in the ink.” Fill it, saying: La lleno. which means: “TI am filling it.” Hold it between the thumb and the middle finger, saying: La tengo entre el dedo pulgar y el de en medio. which means: “TI hold it between the thumb and the middle finger.” Press on it with the first finger, saying: Apoyo el índice. which means: “I press on it with the index finger.” y Begin to write, saying: ' Empiezo á escribir, or principio á escribir, or comienzo á escribir. which means: “I begin to write.” Make a blot, and then say: He echado un borrón. which means: “I have made a blot.” 122 HOW TO THINK IN SPANISH. Absorb it with blotting paper, saying : Lo seco con papel secante. which means: “I absorb it with blotting paper.” Make a mistake, and say: Me he equivocado. which means: ‘I have made a mistake.” Erase the word with your penknife, saying : Borro (or raspo) la palabra con mi corta- plumas. which means: “I am scratching out the word with my penknife.” Continue to write, saying: Sigo escribiendo. which means: “I continue writing.” Look over what you have written, saying: Vuelvo á leer lo que he escrito. which means: “I am looking over what I have written,” (lit. I return to read that which I have written.) Correct it, saying: Lo corrijo. which means: “I am correcting it.” Make a clean copy, saying: Lo pongo en limpio. which means: “I am making a clean copy.” Stop writing, saying: Dejo de escribir. which means: “I stop writing.” Wipe your pen, saying: Limpio la pluma. which means: “I wipe my pen.” Lay it down, saying: La dejo sobre la mesa. which means: “I lay it down,” (lit. I leave it on the table.) HOW 'TO THINK IN SPANISH. 123 Take it out of the penholder, saying: La saco del portaplumas, which means: “I take it out of the penholder.” Throw it away, saying: La tiro, which means: “I throw it away.” PRACTICE. 1. The infinitives are tomar, mojar, llenar, tener, apoyar, empezar, principiar, comenzar, haber, secar, bo- rrar, raspar, seguir, volver, corregir, poner, dejar, limpiar, sacar, tirar. Say the 3¢ pers. sing. present, beginning mi "abuelo (grandfather) toma la pluma en la mano. 2. Alternate the future (mi abuelo tomará) with the sentences you have just said. In this and the following exercises omit the 7 and the 9h, , Tomaré V. la pluma en la mano? ¿Quiere V. tomar la pluma en la mano ? The first question means: “Are you going to take ete.?” The second is a request: “Will you take etc. ? ” or “Are you willing to take ete. ?” 4. Alternate the two patterns 0 Vamos á tomar la pluma en la mano Tomaremos la pluma en la mano. These two patterns have exactly. the same meaning. 5. Begin all the sentences with the useful word Necesito, I need to, according to the pattern Necesito tomar la pluma en la mano. The infinitive is necesitar. How would you say the sen- tences so as to begin with the phrase: “ Don’t they need to....1” Also: “You don’t need to (you need not) ete.” a we 1924 HOW TO THINK IN SPANISH. WRITING A LETTER.—ESCRIBIR UNA CARTA. Sit down at your desk, saying: Me siento á mi escritorio. which means: “I take a seat at my desk.” Pull out the upper left hand drawer, saying: Saco el primer cajón de la izquierda. which means: “1 am pulling out the upper (most) left hand drawer.” Take out some letter-paper, saying: Saco papel de cartas. which means: “I take out (some) letter-paper.” Try your pen on a scrap of paper, saying : Pruebo la pluma sobre un pedazo de papel. which means: “I am trying my pen on ascrap of paper.” Date the letter, saying: Pongo la fecha á la carta. which means: “TI date the letter.” (lit. I put the date to the letter.) Begin it, saying: La empiezo, or la principio, or la comienzo. which means: “I begin it.” Stop to think, saying: . Me paro para reflexionar. which means: “I am stopping to think.” Get up from the chair, saying: Me levanto de la silla. which means: “I get up from the chair. Walk up and down, saying : Doy vueltas por el cuarto. which means: “I am walking up and down the room,” (lit. I give turns about the room.) HOW TO THINK IN SPANISH. 125 Sit down again, saying : Vuelvo á sentarme. which means: “I sit down again,” (lit. I return to seat myself.) Write rapidly, saying: Escribo con rapidez, which means: “I am writing rapidly,” (lit. with rapidity.) Finish the letter and say : He acabado la carta. which means: “I have finished the letter.” Sign it, saying: La firmo or le echo la firma. which means: “I am signing it or I apply to it the sig- nature.” When you have written a letter to a firm, say, for example : He escrito una carta á los Srs. (señores) A. y Cia. (compañía). which means: “I have written a letter to Messrs. A. & Co.” Blot it off, saying : La seco. which means: “I am blotting it off.” Wait till:it is dry, saying: Espero á que se seque. which means: “lam waiting till it is dry,” (lit. till it dry itself.) Read it over, saying: Vuelvo á leerla, which means: “I read it over.” Cross out a word, saying: Tacho una palabra. which means: “I cross out a word.” 126 HOW TO THINK IN SPANISH. Supply an omission, saying: Intercalo una palabra. | which means: “I insert a word.” Fold up the letter, saying: Pliego la carta. which means: “I fold up the letter.” Put it in an envelope, saying: La meto en un sobre. which means: “I put it in an envelope.” Seal it, saying: La cierro. which means: “I seal it.” Write the address on it, saying: Le pongo el sobre or el sobrescrito. which means: “I write the address on it.” Put a stamp on it, saying : Le pongo el sello. which means: “I put on a postage-stamp.” Carry it to the corner, saying : La llevo á la esquina. which means: “I carry it to the corner.” Stop before the letter-box, saying : Me paro delante del buzón. which means: “I stop before the letter-box.” Lift up the lid, saying: Levanto la tapa. which means: “I lift up the lid.” Throw the letter in, saying: : Echo la carta. which means: “I throw the letter 3 in.” Drop it in, saying: La meto adentro. which means: “1 drop it in,” (lit. I put it within.) HOW TO THINK IN SPANISH. 127 PRACTICE. - 1. Infinitives: — Sentarse, probar, empezar, princi- piar, comenzar, pararse, levantarse, dar, escribir, firmar, secar, esperar, tachar, intercalar, plegar. Alternate the three patterns Nos sentaremos á nuestro escritorio, Nos sentamos á nuestro escritorio, Acabamos de sentarnos á nuestro escritorio. The last one means: “We have just seated ourselves at our desk.” Omit the 12't and the 14th in these exercices. 2. Begin all the sentences with the useful expression Hay que, it is necessary, according to the pattern Hay que sentarse al escri- Itis necessary to (one must) torio sit down at the desk, which may mean, according to circumstances : — “ I must sit down at the desk,” or “you must sit down at your desk” ete. : Change me to se and mi to the article el, la, los, las. 3. When you mean to be more definite as to who must, use tengo que I must or I have to, and the other parts of tener with que. Imitate the pattern Tendrá V. que sentarse ásu You will have to sit down escritorio. | at your desk. 4. Begin with debo, 1 ought to, following the pattern | Debo sentarme á mi escritorio. The infinitive is deber, How would you begin the same sentences with: “Ought we notto....? IMPERATIVE. | When studying the present tense, you were cautioned to be accurate in giving the verbs their proper termina. tions. You will presently begin to appreciate the reason for this caution. 128 HOW TO THINK IN SPANISH. The endings in the second person of the present tense were _ (saltar) (meter) (sacudir) V. salta mete sacude Vds. saltan meten sacuden. If now you change the vowels of the termination and say ¡ salte V.! ¡ meta V.! ¡sacuda V.! ¡salten Vds.! ¡metan Vds. | ¡sacudan Vds, ! you obtain the imperatives jump! put! shake! In other words, infinitives in ar have imperatives in e, en, while the others have imperatives in a, an. Add these endings to thestem ofthe first person singular : First Person. Pongo. Digo, Veo. Cierro, Vuelvo. Salgo, Imperative. Ponga V. Diga Y. Vea V. Cierre Y. Vuelva V. Salga V. Pongan Vds. Digan Vds. Vean Vds. Cierren Vds. Vuelvan Vds. Salgan Vds, There are only five exceptions to learn: Infinitive Estar Ser Dar Ir Saber First Pers. estoy soy doy voy 86 Imperative esté Y. sea Y. dé VY. vaya V. sepa V. estén Vds. sean Vds. den Vds. vayan Vds. sepan Vds. Turn back once more to La Mano, and tell some one to perform the actions; thus: Salude V. con la mano, levante V. la mano, tenga V. la mano en el aire, alargue V. la mano derecha, cierre V. la mano izquierda. Speaking to more than one person, say : Saluden Vds. con la mano, levanten Vds. la mano, etc. Mechanism of the Imperative. Learn the following sentences carefully as patterns : Cierre V. la mano. Shut your hand. Ciérrela V. Shut it. HOW TO THINK IN SPANISH. 129 No cierre V. la mano. Dov't shut your hand. No la cierre V. Don’t shut it. Cierre V. las manos. Shut your hands. Ciérrelas V. Shut them. No cierre V. las manos. Don't shut your hands. No las cierre V. Don't shut them. In the negative command, the pronouns occupy the usual place before the verb; but in the affirmative, they are affixed. Make 8 similar sentences beginning Abra V. el cortaplumas Open your penknife. Practice also, carefully thinking the pronouns: Eche V. el hueso al perro Throw the bone to the dog échele V. el hueso throw the bone to him no le eche V. el hueso don't throw the bone to him écheselo V. throw it to him no se lo eche V. don't throw it to him. Lleve V. esta caja á mi tio Take (carry) this box to my uncle. llévesela V. take it to him no se la lleve V. don’t take it to him. Deme V. esa pluma. Give me that pen démela V. give it to me no me la dé V. don’t give it to me. Tráiganos V. ese libro Bring us that book tráiganoslo V. bring it to us no nos lo traiga V. don't bring it to us. Exercise. 1. Turnto El Cajón, P. 88, and say the sentences in the imperative, beginning: — Saque V. su llave de su bolsillo. 2. Turnto Una Hoja de Papel, P. 91, and follow the pattern : No coja V. una hoja de papel. 3. Un Lio, P. 97. Pattern: Cojan Vds. un pliego de papel de envolver. Omit the first two. 130 HOW TO THINK IN SPANISH. 4. La Puerta, P. 104. Pattern: No se levanten Vds. de las sillas. Omit the first. 5. El Gato, P. 111. Alternate: Llame V. el gato and No llame V. el gato. REQUESTS. The following sentences illustrate the usual formulas for a polite request : 1. Sirvase V. venir ac& 2. Sirvanse Vds. venir ac& 3. Hágame V. el favor de venir acá Do me the favor to come 4, Háganme Vds. el favor here de venir acá 5. Tenga V. la bondad de venir acá Have the kindness to come 6. Tengan Vds. la bondad here. de venir acá. | Please come here These sentences will serve as patterns in which any other infinitive phrase may be substituted for venir acd. By placing no just before venir, you obtain the nega- tive “ Please don't come here.” Exercises. Imitate the preceding patterns as follows : No. 1 in El Cajón (Sírvase V. sacar su llave etc.). No. 2 in Una Hoja de Papel (Sirvanse Vds. coger etc.). No. 3 in Un Ino (Hágame V. el favor de coger etc.). No. 4 in La Puerta (Háganme Vds. el favor de levan- tarse etc.). No. 5 in El Gato (Tenga V. la bondad de llamar etc.). No. 6 in El Libro, P. 115, (Tengan Vds. la bondad de ir al estante). Omit the 13 and 14th, . HOW TO THINK IN SPANISH, 131 IN THE MORNING.—POR LA MAÑANA. When you open your eyes, say: Abro los ojos. which means: “I open my eyes.” On waking up at 6 o’clock, for example, say: Me he despertado á las seis. ' which means: “I have waked up at 6 o’clock.” Pull out your watch from under your pillow, saying: Saco mi reloj de debajo de la almohada. which means: “I pull my watch from under the pillow.” See if it is time to get up, saying: Veo si es hora de levantarse. which means: “I am looking to see whether it 3 is time to get up.” . See if it is time for you to get up, saying: Veo si es hora de levantarme. which means: “I see if it is time for me to get up.” Stay in bed a little longer, and say: Me quedo en la cama un poco más tiempo. which means: “I stay in bed a little longer,” (lit. little more time.) When you think of getting up, say: Estoy pensando en levantarme. which means: “I am thinking of getting up.” Rub your eyes, saying: Me restriego los ojos, or me froto los ojos. which means: “I rub my eyes.” Stretch yourself, saying: Me desperezo. which means: “I stretch myself.” Sit up in bed, saying: Me incorporo. which means: “I raise myself to a sitting posture.” 132 HOW TO THINK IN SPANISH. Throw back the covers and get up, saying: Echo atrás las sábanas y me levanto. which means: “I throw back the covers and get up.” Go to the wash-stand, saying: Voy al lavabo. which means: “I go to the wash-stand.” Pour water out of the pitcher into the basin, saying: Echo agua de la jarra en la jofaina. which means: “I am pouring water out of the pitcher into the basin.” Wash your face, saying: Me lavo la cara. which means: “I wash my face.” Take a bath, saying : Tomo un baño. which means: “I take a bath.” Turn on the water, saying : Abro la llave de agua. which means: “I turn (or open) the faucet (or stop-cock.)” Let the water run until the bath-tub is half full, saying : Dejo correr el agua hasta que el baño esté medio lleno. which means: “1 let the water run until the bath-tub is half full.” Get in, saying : Entro. which means: “TI get in.” Bathe, saying: Me baño. which means: “TI bathe (myself.)” Dry yourself with a towel, saying: Me enjugo con una toalla. which means: “I dry myself with a towel.” HOW TO THINK IN SPANISH, 133 Dress yourself, saying: Me visto. which means: “I dress myself.” Look at yourself in the looking glass, saying: Me miro en el espejo. which means: “I look at myself i in the looking glass.” Comb your hair, saying: Me peino. which means: “ I comb my hair.” Make a part (or parting), saying: Me hago la raya. which means: “I make a part.” Brush your hair, saying: Me acepillo el pelo, or el cabello. which means: “I brush my hair.” _ Shave yourself, saying: ' Me afeito. which means: “1 shave myself.” Lather your face with the brush, saying: Me enjabono la cara con la brocha de afeitar. which means: “I lather my face with the brush.” | Take your razor from its case, saying: Saco mi navaja de afeitar de su estuche. which means: “1 take my razor out of its case.” Strop it on the strop, saying: La afilo sobre la correa or sobre el cuero. which means: “I strop it on the strop.” y Use it, saying : La uso. which means: “I am using it.” Wipe it off, saying: La limpio. which means: “I wipe it off.” 134 HOW TO THINK IN SPANISH, Put it away, saying: La pongo en su sitio. which means: “I put it away,” (lit. in tés place.) Clean your finger nails, saying: ‘ Me limpio las uñas. which means: “I am cleaning my finger nails.” Cut them, saying: Me las corto. which means: “TI cut them.” PRACTICE. 1. New Infinitives: — quedarse, desperezarse, incor- porarse, lavarse, entrar, bañarse, enjugarse, vestirse, mirarse, peinarse, acepillar, afeitarse, enjabonarse, usar, limpiar. Say the sentences in the second person singular of the present tense, putting V. after the verb; as Abre V. los ojos, you open your eyes. Omit the second and the seventh sentence in this and the following exercises. 2. Say the sentences in the imperative. Pattern: Abra V. los ojos, open your eyes. 3. Say the first 15 sentences beginning with the useful expression Trate V. de, try. Pattern: Trate V. de abrir los ojos, try and open (try to open) your eyes. : 4. Say the rest of the sentences beginning with the useful expression Estoy para, I am about to. Pattern : Estoy para entrar, | am about to get in. 5. Begin a dozen or more of the sentences with Acabo de, I have just ; as, Acabo de abrir los ojos, I have just opened my eyes. PERFECT TENSE. We have had the following examples of the perfect tense. - HOW TO THINK IN SPANISH, 135 He volcado la silla. Lo he encontrado. Lo he hallado. He echado un borrón. Me he equivocado. Vuelvo á leer lo que he escrito. He acabado la carta. He escrito una carta á los Srs. A. y Cia. Me he despertado & las seis. These examples show that the perfect tense is compo- sed of he, I have, (the present of the auxiliary verb haber), and another verb-form. The latter is called the past par- ticiple. With the exception of about a dozen verbs and their compounds, you can derive all past participles from the infinitive; thus, Infinitives volcar meter sacudir Past Participles volcado metido sacudido The ending ar changes to ado, and er and tr to ido. Conversely, if you know any participle ending in ado you can derive the infinitive; but when you meet one in ido, you must walt for further information. The exceptions alluded to are Abrir to open abierto opened cubrir to cover cubierto covered morir to die muerto died hacer to make ordo hecho made, done decir to say dicho said poner to put puesto put ver to see visto seen volver to turn vuelto turned disolver to dissolve disuelto dissolved imprimir to print impreso printed romper to break roto (rompido) broken freir to fry frito (freido) fried. escribir to write escrito written. 136 HOW TO THINK IN SPANISH. Turn to El Pañuelo, P. 75, perform the action and then say: — He sacado mi pañuelo de mi bolsillo, he deja- do caer mi pañuelo al suelo, me he agachado, me he incli- nado, he recogido mi pañuelo, me he atado el pañuelo al cuello, lo he desatado, lo he sacudido, he metido mi pañuelo en el bolsillo. Observe that the new compound 'verb-form occupies the same place as the original simple one: me agacho lo desato me he agachado lo he desatado. This gives you the key to the ‘‘Mechanism” of the perfect tense. The two parts (he agachado) are treated as though they were one word. Nothing is inserted between them. The same is true of the other persons: He volcado, hemos volcado, V. ha volcado, Vds. han volcado, Juan ha volcado, los niños han volcado. Mechanism of the Perfect Tense. It will suffice to shew the variations of one person. Learn them as patterns. Juan ha volcado la silla John has upset the chair Juan la ha volcado John has upset it Juan no ha volcado la silla John has not upset thecha Juan no la ha volcado John has not upset it ¿Ha volcado Juan la silla? ¿Juan ha volcado la silla? Has John upset the chair? ¿La ha volcado Juan ? Has John upset it? ¿No ha volcado Juan la silla? Has n’t John upset the iJ uan o ha volcado la chair? _ silla ¿No la ha volcado Juan? ¿Juan no la ha volcado? Has n’t John upset it? Say the same sentences with V. In each case put Y, in the place of Juan. HOW TO THINK IN SPANISH. 137 Exercises. 1. Turnto El Cortaplumas, P. 76, perform the actions indicated and say the appropriate sentence in the perfect tense after each one, beginning with : — He sacado mi cortaplumas. 2. Turnto La Silla, P. 82, and say the sentences as questions according to the pattern: — ¡Hemos levantado las sillas del suelo? 3. Turn to El Cajón, P. 88, and imitate : — ¡ Ha saca- do V. su llave de su bolsillo ? 4, Turn to El Libro, P. 115, and imitate: ¿No han ido los estudiantes (students) al estante ? Learn the following additional patterns for the use of pronouns in the perfect tense. ¡No le ha enviado á V. mi Has not my father sent you padre el libro? the book ? ¿No se lo ha enviado mi pa- Did n't my father send it to dre? | you? No me lo ha enviado He has not sent it to me. No nos lo ha enviado He has not sent it to us. Change these sentences to correspond to libros instead of libro ; to caja ; to cajas ; to á Vds. instead of á V.; to mis amigos instead of mi padre. EXPRESSIONS OF TIME USED WITH THE PERFECT TENSE. Learn the following sentences. Ahora (or ya) he acabado mi Now I have finished my tarea. task, Esta vez lo han cogido. This time they have caught m. Hoy no lo hemos visto. To-day we have not seen im. Esta mañana me he levan- This morning I have risen tado tarde late. 138 Esta tarde han escrito mu- chas cartas. ¿Adónde han ido esta no- che? ¿Dónde ha estado V. esta semuna ? Este mes ha llovido mucho. Este verano no hemos via- jado. Este año no han venido. En mi vida he visto cosa semejante. HOW TO THINK IN SPANISH, This afternoon they have written many letters. | Where have they gone this evening (or to-night) ? Where have you been this week ? It has rained much this month. This summer we have not travelled. They have not come this year, Never in my life have I seen such a thing. The first two examples are illustrations of speaking just after actions; but the others all contain expressions whose peculiarity is, that the period of time in which the action ocurred is still unfinished and therefore present at the time of speaking. When the time does not extend into the present, (yesterday, last week), the perfect tense cannot be used. The proper tense (pretérito histórico) will be explained farther on. Make yourself familiar with the preceding sentences. Caution. When an action begun in the past extends into the present time, such as “I have waited here for an hour,” which implies “I am still waiting,” the present tense is used in Spanish : — Hace una hora que espero aqut, lit. It makes an hour that I am waiting here. Hace quince dias que no le veo, I have not seen him for a fortnight. AT A MEAL.—DURANTE LA COMIDA. When you sit down to the table, say: Me siento á la mesa. which means: “I sit down to the table.” A ee ee — a “4 HOW TO THINK IN SPANISH. 139 On moving up your chair, say: Me acerco á la mesa. which means: “I move up my chair,” (lit. I approach myself.) | | When you are going to ask a blessing, say: Ahora pediré la bendición. which means: “TI shall now ask a blessing.” Unfold your napkin, saying: Despliego or abro mi servilleta. which means: “I unfold my napkin.” Put it on your lap, saying: Me la pongo sobre las rodillas, which means: “I put (or lay) it on my lap.” Cut off a piece of meat with the knife, saying: Corto un pedazo de carne con el cuchillo. which means: “1 cut off a piece of meat with the knife.” Carry it to your fnouth with the fork, saying: Me lo llevo á la boca con el tenedor. which means: “I carry it to my mouth with the fork.” When you have chewed and swallowed it, say: Lo he mascado y tragado. which means: “I have chewed and swallowed it.” Butter your bread, saying: Unto mi pan con mantequilla. which means: “I butter my bread,” (lit. I spread my bread with butter.) | When you have bitten off a piece and eaten it, say: He mordido un pedazo y me lo he comido. which means: “I have bitten off a piece and eaten it.” Pour some cream from the cream-pitcher into your coffee, saying: Echo crema del jarro en mi café. 140 HOW TO THINK IN SPANISH. which means: “I pour some cream from the cream- pitcher into my coffee.” Put a lump of sugar in it from the sugar-bowl, saying: Le echo un terrón de azúcar del azucarero. which means: “1 put a lump of sugar in it from the sugar-bowl.” Stir it with a tea-spoon, saying: Le doy vueltas con la cucharilla. which means: “I stir it with a tea-spoon,” (lit. I give tt turns.) Taste a spoonful, if it is too hot, saying: Pruebo una cucharada para ver si está muy caliente. which means: “I taste a spoonful to see whether it is too hot.” While you are waiting for it to cool off, say: Aguardaré á que se enfrie. which means: “1 will wait till it cools off.” Taste if it is sweet enough, saying: Lo pruebo para ver si está bastante dulce. which means: “I taste it to see whether it is sweet enough.” Take another lump of sugar, saying: Tomo otro terrón de azúcar. which means. “I take another lump of sugar.” When you have finished your cup, say : He tomado una taza de café. which means: “I have taken a cup of coffee.” When you have passed the salt to your neighbor, say: He pasado la sal & mi vecino. which means: “I have passed the salt to my neighbor” (if a gentleman). e HOW TO THINK IN SPANISH. 141 Sprinkle some salt on your meat, saying: Echo sal 4 mi carne. which means: “I am sprinkling some salt on my meat.” Peel an apple and cut it in two, saying: Pelo una manzana y la corto en dos. which means: “I peel an apple and cut it in two.” Offer one half to your neighbor, and then say: He ofrecido la mitad á mi vecina. which means: “I have offered one half to my neighbor” (if a lady). Dip your fingers in the finger-bowl, saying: Mojo los dedos en el enjuage (el lavadedos). which means: “I dip my fingers in the finger-bowl.” Wipe your mouth with the napkin, saying: Me limpio la boca con la servilleta. which means: “I wipe my mouth with the napkin.” Fold it up and put it in the ring, saying: La doblo y la pongo en la anilla. which means: “I fold it up and put it in the ring.” Move back your chair, saying: Aparto la silla or me aparto de la mesa. which means: “I move back my chair.” Get up from the table, saying Me levanto de la mesa. which means: “I get up from the fable.” PRACTICE. 1. New Infinitives. Sentarse, acercarse, pedir, mascar, tragar, untar, morder, (Present: muerdo), comer, probar, aguardar, pasar, pelar, ofrecer, (Present: ofrezco), mojar, apartar. Alternate the first persons singular of the future tense, the present tense, and the perfect tense. Say, for example, 142 HOW TO THINK IN SPANISH Before the action Me sentaré á la mesa, While performing the action Me siento á la mesa, After the action Me he sentado 4 la mesa. Do this with each sentence. Omit the 15th, 2. Do the same in the first person plural: Nos senta- remos 4 la mesa—nos sentamos á la mesa—nos hemos sentado á la mesa. 3. Say the sentences in the imperative. Pattern: Siéntense Vds. á la mesa. No se sienten Vds. 4 la mesa. 4. Begin each sentence with the useful word Qui- siera, I should like to. Pattern: Quisiera sentarme á la mesa, 1 should like to sit down to the table. 5. Begin the first 15 sentences with the useful ex- pression Tengo ganas de, I feel like (I have a mind to). Pattern: Tengo ganas de sentarme á la mesa, 1 feel like sitting down to the table. Begin the rest with ¿ Tiene V. ganas de....? Do you feel like....? om RESULTS OF ACTIONS. The result of the action “I have upset the chair” is “The chair is upset.” In Spanish such results are expressed as follows. He volcado la silla La silla está volcada V. ha volcado el tintero (ink- El tintero está volcado stand) Han escrito las cartas Las cartas están escritas La modista ha hecho losves- Los vestidos están hechos. tidos. The last three mean: The inkstand is upset, the letters are written, the dresses are made (done). Observe that the verb estar is used with the participle and that the endings of the participle vary. « HOW To THINK IN SPANISH, 143 Learn the following Los vestidos no están he- The dresses are not made chos (done) , Están hechos los vestidos ? or Are the dresses made? ¿Los vestidos están hechos ? ¿No están hechos los vesti- dos? or ¿Los vestidos no están he- chos ? Learn the following results of the actions of reflexive verbs. Me he equivocado. — Result: Estoy equivocado, I am mistaken. A woman or a girl should say Estoy equivo- cada. Nos hemos vestido.—Result : Estamos vestidos or vestidas, we are dressed. ¿Se ha levantado V.?—Result: ¿Está V. levantado ? Are you up? To a woman or a girl you should say ¿Está V. levantada ? | ¿Se han acostado Vds ?—Result: ¿Están Vds. acostados (or speaking to women or girls acostadas)? Are you in bed ? Juan se ha despertado.—Result: Juan está despertado, John is awake. Ana se ha despertado.—Result: Ana está despertada. La vela se ha apagado.—Result: La vela está apagada, the candle is out. Los muchachos se hán escondido.—Result: Los mucha- chos están escondidos, the boys are hidden (hiding). Las muchachas se han escondido.—Result: Las mucha- chas están escondidas. Learn also the following results of actions on persons. Me ha engañado (deceived) Estoyengañadoorengañada Nos han satisfecho (satis- Estamos satisfechos or sa- fied) tisfechas 4 Are not dresses made? 144 ¿Le han herido 4 V.? (woun- ded) | ¿La han herido 4 V. ¿Les ha asustado 4 Vds.? (frightened) Le ha muerto 4 Diego (kill. ed). See Appendix, Note7. La han preso á Carmen (arrested) Les ha castigado á mis pri- mos (punished) Les han enterado á mis pri- HOW TO THINK IN SPANISH. ¿Está V. herido? ¿Está V. herida? ¿Están Vds. asustados? or asustadas Diego está muerto. Carmen está presa. Mis primos están castigados Mis primas están enteradas. mas (informed). The sentences in the second column mean:—I am deceived, we are satisfied, are you wounded? are you (pl.) frightened? Diego is dead. Carmen is arrested. My cousins (masc.) are punished. My cousins (fem.) are informed. Exercise. Convert the sentences of Escrilir, P. 121, Escribir una Carta, P. 124, and Por la manana, P. 131, into the perfect tense and give the result of such actions as admit of it. THE PASSIVE VOICE. In all the preceding sentences that contain parts of the verb estar, attention is called to the state of the subject resulting from an action, and not to the action itself. None of these sentences are in the passive voice. - In the passive voice attention is called to the action of which the subject of the sentence is the object; as for example: La silla ha sido voleada The chair has been upset Las cartas han sido escritas The letters have been writ- ten He sido enganado (enga- I have been deceived hada) HOW TO THINK IN SPANISH, 148 Hemos sido asustados (asus- We have been frightened. tadas). Such sentences may be continued by stating by whom or what the action is performed. Los vestidos han sido he- The dresses have been made chos por la modista by the dressmaker. Mis primos han sido casti- My cousins have been pu- gados por su padre. nished by their father. The preceding verb form, which is called the perfect tense of the passive voice, is composed of he, hemos, V. ha, Vds. han, él ha, ellos han, the past participle sido of the verb ser, to be, and the past participle of the principal verb. The latter undergoes changes of ending. The other tenses of the passive voice are also formed by the aid of the verb ser and past participles. El arco-iris es causado porla Therainbow is caused by the refraccién de los rayos so- refraction of the solar lares en las gotas de lluvia. rays in the rain-drops. ¿ Seremos bien recibidos ? Shall we be well received ? ts The passive voice is comparatively rare in Spanish, so rare indeed that beginners are advised not to use it until they have heard and read. a good deal of Spanish. The following are the usual Spanish ways of avoiding the passive voice. PASSIVE. SUBSTITUTE. 1. America was discovered by Columbus discovered Ame- Columbus rica. She was seriously wounded. She received serious wounds. 2. | He was accused of treason Theyaccused him of treason. I am waked regularly at 6. They wake me regularly at 6, 146 Air is composed of two gases How is that done? That is easily remedied These chemicals are used in photography This tool is a called a gouge These fans are moved by electricity This work was formerly done by boys. HOW TO THINK IN SPANISH, Air composes itself of two gases. How does that do itself? That can remedy itself easily. These chemicals nse them- selves in photography. This tool callsitselfa gouge. These fans move themselves by electricity. This work formerly did itself by boys. The first way consist simply in finding some active equivalent; the second, in using the impersonal “ they” which does not refer to any definite person; and the third and most important, in changing the passive into a reflexive verb. _ | The impersonal “ you,” as in “How do you do that?” is not used in Spanish. ¿Cómo hace V. eso? means: How do you (the person to whom 1 am speaking) do that? The impersonal way “How do you do that?” which means “How does anybody do that?” or “ How is that done?” is ¿Cómo se hace eso? The reflexive form is a very useful device for express- ing actions without mentioning who or what does them. For example ¿ Cómo se hace un lio? How do you do up a pack- age ? Se coge un pliego de papel de envolver, se despliega el papel, se pone el paquete encima del papel, se corta una tira con las tijeras, se envuelve el paquete, se ata el paquete con cordelillo, se hace un nudo, se cortan las puntas del cordelillo, se escriben las señas sobre el lio. HOW TO THINK IN SPANISH. 147 Think simply of the actions when you say se coge, se despliega, etc. When the objects of these actions are expressed by pronouns, the latter occupy the usual place after se. Before substituting pronouns, learn the useful intro- ductory words Primero first enseguida next luego then después afterwards . por último finally. Carefully think out your pronouns as objects of the actions in the following sentences. Primero se coge un pliego de papel de envolver, luego se lo despliega, en seguida se le pone el paquete encima, después se le corta una tira con las tijeras, luego se en- vuelve el paquete, en seguida se lo ata con cordelillo, despues se le cortan las puntas y por último se escriben las señas sobre el lio. Answer the following questions : 1. ¿Cómo se escribe una carta? P. 124. Omit the sentences containing verbs which are already reflexive and omit the possessive pronouns in order to avoid suggesting any definite person. Use el, la, los, las instead. 2. ¿Qué se hace por la mañana? P. 131. AN EVENING ENTERTAINMENT. UNA TERTULIA. Imagine yourself present at an evening entertainment, and making the following observations. Tocan or Se toca la campanilla, which means: “ The bell is (being) rung.” Levantan or Se levanta el telón, which means: “ The curtain is being raised.” 148 HOW TO THINK IN SPANISH. Se pronuncia un discurso, which means: “ A speech is being made.” Abren or Se abre el piano, which means; “The piano is being opened.” Se toca una sonata, which means: A sonata is being played.” Declaman or Se declaman poemas, which means: Poems are being declaimed.” Se canta una canción, which means: “A song is being sung.” Bajan or Se baja el telón, which means: “The curtain is being let down.” Pasan or Se pasan refrescos, which means: “ Refreshments are being handed round.” PRACTICE. 1. Change into the future tense. The first sentence will be Tocarán la campanilla or Se tocará la campanilla, 2. Use va d and van á. The first sentence will be Van á tocar la campanilla or Se va á tocar la campanilla, They are going to ring the bell, or the bell is going to be rung. 3. Change to the perfect tense; as 8 Han tocado or Se ha tocado la campanilla. IN THE STREET.—EN LA CALLE. When you start for home, say to yourself: Me voy á casa ahora. which means: “I am going home now.” On going up Broadway, say : Subo por Broadway. which means: “I am going up Broadway.” HOW TO THINK IN SPANISH. 149 On going down Fifth Avenue, say: Bajo por la Quinta Avenida. which means: “I am going down Fifth Avenue.” {f you have forgotten something, say : Se me ha olvidado algo; volveré por ello. which means: “I have forgotten something; I will go back and get it,” (lit. something has forgotten ttself to me.) On walking past the Post Office, say: Estoy pasando por en frente del correo. which means: “I am walking past the Post Office.” When you turn to the right, say: Doy vuelta á la derecha. which means: “I turn to the right.” When you turn to the left, say: Me dirijo á la izquierda. which means: “I turn to the left,” (lit. I direct myself.) When you turn a corner, say : Doblo una esquina. which means: “I turn a corner.” When you go across the street, say: Atravieso la calle. which means: “I go across the street.” When you walk along the street, say : Ando por la calle. which means: “I am walking along the street.” When you stop before a shop window, say: Me paro en frente de un escaparate. which means: “I stop before a shop window.” When you look at the things, say: Estoy mirando los objetos. which means: “TI am looking at the things.” 150 HOW TO THINK IN SPANISH, When you stop at a crossing, say: Me paro al llegar al cruzado. which means : “I am stopping on arriving at the crossing.” While you are waiting for a wagon to pass, say: Aguardo á que pase este carro. which means: “TI am waiting until this wagon is past.” When you have saluted a friend, say: He saludado á mi amigo x. (See App., Note ?. which means: “I have saluted my friend X.” When you have taken your hat off, say : Me he quitado el sombrero. which means: “1 have taken off my hat.” When you want to quicken your pace, say to yourself: Me apresuraré. which means: “1 will hurry up.” When you wish to overtake a gentleman, say: Quiero alcanzar 4 ese señor. ‘(See App., Note 7). which means: “I want to overtake that gentleman.” When you open your umbrella, say: Abro mi paraguas. which means: “1 open my umbrella.” When you jump over a gutter, say : Salto el arroyuelo or el arroyo. which means: “I jump over the gutter.” When you motion to a car-driver, say : Hago sefias al cochero. which means: “I am motioning to a car-driver,” (lit. I make signs.) When you get into the street car, say: Entro en el tranvia. which means: “I am getting into the street car.” ae . HOW TO THINK IN SPANISH. 151 - When you pay the conductor, say to yourself : Pago al cobrador (or conductor). - which means: “I pay the conductor.” When you get a bill changed, say: Cambio un billete de banco. which means: “1 get a bill changed.” When you put the fare in the box, say : Deposito el precio (de carrera) en la caja. which means: “I put the fare in the box.” When you take a seat, say: Me siento. which means: “ I sit down.” When you give your seat to a lady, say: Cedo mi asiento á una señora. which means: “I give my seat to a lady.” When you hold on to the strap, say: Me agarro á la correa. which means: “I am holding on to the strap.” When you have told the conductor to stop, say : He dicho al cobrador que pare. which means: “I have told the conductor that he should stop.” When you get out, say to yourself: Me apeo. which means: “TI get off.” On arriving at your house, say: He llegado á mi casa. which means: “I have arrived at my house.” As you go up the steps, say: Subo la escalera. which means: “I am going up the steps.” 152 HOW TO THINK IN SPANISH. When you put the key in the keyhole, say: Meto la llave en el agujero. which means: “TI put the key in the keyhole.” Turn from left to right, and say: Doy vuelta de izquierda á derecha. , which means: “I turn from left to right.” Or when you unlock the door, say: Abro la puerta. 3 which means: “TI unlock the door.” Open it and go in, saying: La abro y entro. which means: “I open it and go in.” Shut it behind you, saying: La cierro detrás de mí. which means: “I shut it behind me.” Hang your hat on the hatrack, saying: Cuelgo mi sombrero en la percha. which means: “I hang my hat on the hatrack* | Go up stairs to your room, saying : | Subo á mi cuarto. | which means: “I go up stairs to my room.” Brush your clothes, saying : Me cepillo la ropa or los vestidos. which means: “I brush my clothes.” Change your clothes, saying: Me cambio la ropa. which means: “I change my clothes.” Rest yourself and wait for the dinner bell, saying: Estoy descansando hasta que toque la cam panilla para la comida. which means; “I am taking a rest till the dinner bell rings.” HOW TO THINK IN SPANISH. PRACTICE. 1. New Infinitives. Olvidarse, dirigirse, atravesar pararse, aguardar, saltar, pagar, cambiar, depositar, ce- der, agarrarse, apearse, colgar, cepillar, descansar. Alternate according to the three patterns :—Me iré á casa ahora — me voy 4 casa ahora —me he ido á casa ahora. Omit the 4th, 5th, 12th and last. 2. Alternate the first 20 in the same way beginning with ese caballero. Omit, 4, 5 and 12. 3. Alternate the last 20 in the same way beginning nuestros amigos. Omit the last. 4. Alternate the first 20 in the form of commands and requests. Patterns:—Váyase V. á casa ahora—Sir- vase V. irse á casa ahora. Omit 4, 5 and 12. 5. Begin the last 20 with the useful expression Apresúrese V. a, hurry up and.... Pattern :—Apre- súrese V. d irse ú cusa ahora, Hurry up and go home now. Learn the following variations. Se me ha olvidado algo I have forgotten something se nos ha olvidado algo we have forgotten some- thing you have forgotten some- thing you (pl) have forgotten se le ha olvidado algo á V. se les ha olvidado algo á Vds. se le ha olvidado algo (á él) se les ha olvidado algo (á ellos) se le ha olvidado algo (á ella) se les ha olvidado algo (4 ellas) something he has forgotten something they (m.) have forgotten something she has forgotten something they (f.) have forgotten something. The literal translation is: Something has forgotten itself to me, to us, to him etc. 154 . HOW TO THINK IN SPANISH. FORMA PROGRESIVA DEL PRESENTE. The sentences Estoy pasando por en frente del correo, Estoy mirando los objetos, Estoy descansando hasta que toque la campanilla illustrate the Progressive Form of the Present Tense. It is made up of estoy and of course estamos, V- está, Vds. están, él (or ella) está, ellos (or ellas) están, and a new verb-form called el gerundio. The gerundio is derived from the infinitive as follows: Infinitive Gerundio meter metiendo sacudiendo. sacudir The ending ar is changed to ando, and the endings er, ir to tendo. The latter, which 1s pronounced yendo is also written yendo when a vowel precedes. Examples: huyendo, atribuyendo, trayendo, cayendo, creyendo, oyendo; and from ir we get the gerundio yendo. The only irregularities are in the following verbs which change eto ¢ and o to u in the root: INFINITIVE. GERUNDIO. Sentir to feel sintiendo feeling herir to wound hiriendo § wounding advertir § to take or give notice advirtiendo taking or giving notice hervir to boil hirviendo boiling erguir to erect irguiendo _ erecting regir to govern rigiendo governing pedir to ask for pidiendo _ asking for servir to serve sirviendo serving ' seguir to follow siguiendo following ceñir to girdle ciñendo girdling reir to laugh riendo laughing decir to Bay diciendo saying venir to come viniendo coming vestir to dress vistiendo dressing dormir to sleep durmiendo sleeping morir to die muriendo dying poder to be able pudiendo being able. ” HOW TO THINK IN SPANISH. 155 The gerundio ciñendo ends in endo instead of tiendo because the Ñ makes the ¢ unnecessary. For a similar reason bullir makes bullendo No irregularities accompany the ending ando. Exercise. What are the gerundios corresponding to the verbs used in Por la mañana, Durante la Comida and En la Calle? Mechanism of the Forma Progresiva. Observe that the pronouns may be affixed to the gerundio or else placed before estoy, estamos, está, están; also that the subject may come between the auxiliary and the gerundio. Learn the following sentences as patterns. Pepe está mirando el cuadro P. no está mirando el cuadro ¿Está P. mirando el cuadro ? ¿No está P. mirando el cua- dro? P. está mirándolo or P. lo está mirando P. no está mirándolo or P. no lo está mirando ¿Está P. mirándolo? or ¿Lo está P. mirando ? ¿No está P. mirándolo? or ¿No lo está P. mirando ? Joe is looking at the picture J. is not looking at the picture Is J. looking at the picture? Is n't J. looking at the picture? J. is looking at it. J. is not looking at it Is J. looking at it? Is n’t J. looking at it? Exercise. 1. Make similar sentences substituting los objetos for el cuadro, and los for lo. 2. Do the same with la pintura (painting) and la. 3. Do the same with las nubes (clouds) and las. 4. Make similar sentences beginning .Los niños están haciendo cometas, the children are making kites. The proper pronoun is los. 5 Do the same with Estamos leyendo el cartel, we are reading the placard. \ 156 HOW TO THINK IN SPANISH. Learn the following patterns with two pronouns. Pedro me está enseñando su álbum P. está enseñándomelo or P. me lo está enseñando P. está enseñándonoslo or P. nos lo está enseñando P. está enseñándole á V. su álbum, or P. le está enseñando 4 V. su álbum | P. está enseñándoselo á V.or P. se lo está enseñando á V. P. está enseñándoles 4 Vds. su álbum, or P. les está enseñando á Vds. su álbum P. está enseñándoselo 4 Vds. or P. se lo está enseñando á Vds. P. está enseñandole (4 él, & ella) su álbum, or P. le está enseñando (4 él, 4 ella) su álbum P. está enseñándoles (á ellos, á ellas) su álbum, or P. les está enseñando (á ellos, 4 ellas) su álbum P. está enseñándoselo (á él, á ella, á ellos, á ellas) or P. se lo está enseñando (á él, á ella, á ellos, á ellas). Peter is showing me his album , P. is showing it to me P. is showing it to us P. is showing you his album P.is showingit to you (sing.) P. is showing you (plur.) his album — P. is showing it to you (plur.) P. is showing him or her his album P. is showing them his al. bum P. is showing it to him, to her, to them (m. and f.). Exercises. 1. Make similar sentences with sus graba- dos (his engravings) and los, instead of su álbum and lo. 2. Substitute su colección de mariposas (his collection of butterflies) and la. BAe. HOW TO THINK IN SPANISH. 151 3. Substitute sus mariposas and las. 4. Make similar sentences beginning Mis amigos están explicándome el juego, my friends are explaining the game to me. 5. Make similar sentences beginning El mecánico me está construyendo una máquina, the mechanic is building me a machine. Learn the following patterns for reflexive verbs. Me estoy lavando or estoy lavándome nos estamos lavando or estamos lavándonos V. se está lavando or V. está lavándose Vds. se están lavando or Vds. están lavándose Miguel se está lavando or Miguel está lavándose ellos se están lavando or ellos están lavándose With two pronouns: Me estoy lavando la cara estoy lavándomela or me la estoy lavando estamos lavándonosla or nos la estamos lavando V., 61 or ella está lavándo- sela or sé la está lavando Vds., ellos or ellas están la- vándosela or se la están lavando I am washing myself we are washing ourselves you are washing yourself you are washing yourselves Michael is washing himself they are washing themselves I am washing my face Iam washing it: we are washing it you are washing it; he or she is washing it you (pl.) or they are wash- ing it. Exercises. 1. Substitute las manos and las for la cara and la. 158 HOW TO THINK IN SPANISH. 2. Make similar sentences beginning with Estoy po- niéndome el sombrero, I am putting on my hat, and the pronoun lo. | 3. Do the same with Estoy poniéndome los guantes (gloves), and los. 4. Do the same with Me estoy quitando el sobretodo, los zapatos, la gorra, las medias, 1 am taking off my overcoat, shoes, cap, stockings —and the appropriate pronouns. KS Do not neglect the preceding exercises if you wish to acguire a command of the language in a reason- ably short time, and do not fail to think the objective pronouns when you practice. You have now had all the positions in which they occur. Subsequent verb-forms will offer nothing new in this respect. The following is a good rule to remember: Objective pronouns may be affixed to the infinitive, the gerundio, and the imperative used affirmatively. They precede all other verb forms. The simple present tense has frequently been translat- ed heretofore by the English progressive form; as paso, I am passing; miro, I am looking; descanso, I am resting. The forma progresiva now under consideration may take its place in describing actions that are not momentary. Turn to El Libro, P. 115, perform the actions slowly enough to make the progressive form appropriate and say the sentences in the first person singular. Note.—The first sentence must be left unchanged. Estar, from the Latin stare, originally meant to stand ; hence it does not combine well with yendo, going.—The second sentence will be :—Estoy esco- giendo un libro. Omit also the 13th and 14th. Turn to Una Hoja de Papel, P. 91, and say the senten- ces according to the pattern:—Estamos cogiendo una hoja de papel. HOW TO THINK IN SPANISH. | 159 GOING TO BED.—IR Á ACOSTARSE. When you go up to your room, say: Subo á mi cuarto. which means: “1 go up to my room.” When you feel around for the matches, say : Estoy tentando á ver si encuentro los fós- foros. (Present: tiento). which means: “I am feeling around for the matches,” (lit. to see if I find.) When you strike a match, say: Enciendo un fósforo. which means: “I am striking a match,” (lit. I light a match.) When you turn on the gas, say; Abro la llave del gas. which means: “I turn on the gas.” When you light it, say : Lo enciendo. which means: “I am lighting it.” When you close the blinds, say: Cierro las persianas or las celosias. which means: “I am closing the blinds.” When you pull down the shade, say: Bajo el trasparente or la cortina, which means: “I pull down the shade.” When you lock the door, say: Cierro la puerta con llave or echo llave á la puerta. which means: “I lock the door.” 160 HOW TO THINK IN SPANISH. When you wind up your watch, say: Doy cuerda á mi reloj. which means: “1 wind up my watch.” When you put it under your pillow, say: Lo meto bajo mi almohada. which means: “I put it under my pillow.” When you undress, say: Me desnudo. which means: “ I am undressing.” When you put on your night shirt, say: Me pongo la camisa de noche. which means: “I put on my night shirt.” When you are going to kneel down and say your prayers, say : Ahora voy 4 arrodillarme para rezar. which means: “I will now kneel down and pray.” When you pull back the bed covers, say: Abro la cama. which means: “ 1 pull back the covers,” (lit. I open the bed.) When you open the window, say: Abro la ventana. which means: “ I open the window.” When you turn down the gas, say: Bajo el gas. which means: “I turn down the gas.” When you turn out the gas, say: Apago el gas. which means: “I turn out the gas,” (lit. I extinguish.) When you blow out the lamp, say : Apago la lampara. which means: “I blow out the lamp.” When you get into bed, say : Me meto en la cama. which means: “1 get into bed.” HOW TO THINK IN SPANISH. 161 When you cover yourself up, say: Me cubro. which means: “I cover myself up.” _ When you shut your eyes, say: Cierro los ojos. which means: “I shut my eyes.” Before going to sleep, say: Voy ahora á dormir y soñar que tengo un millón. which means: “TI will now go to sleep and dream I had a millon.” PRACTICE. New Infinitives. Encender, desnudarse, apagar. 1. Alternate according to the patterns Voy á subir á mi cuarto l am going to go up to my room Estoy subiendo á mi cuarto Iam going up to my room Acabo de subir á mi cuarto. I have just gone up to my room. With verbs of motion like subir, you can use voy instead of estoy and say: Voy subiendo a mi cuarto. 2. Alternate according to the patterns Estoy parasubir4micuarto J] am about to go up to my room Empiezo á subir 4 micuarto I begin to go up to my room Sigo subiendo 4 mi cuarto Ikeepon going (or coming) up to my room Dejo de subir 4 mi cuarto. Istop going up to my room. 3. Begin each sentence except the second with the useful word desearía, I should like, according to th pattern: Desearía subir 4 mi cuarto. | Desearía has the same meaning as quisiera, 162 HOW TO THINK IN SPANISH. PRETÉRITO HISTÓRICO. The following examples contain expressions of time completely past, like yesterday, last year. With such expressions a new verb form must be learned. As there is no English tense which exactly corresponds, a Spanish name is here given to it. Its use is very simple. It expresses actions and events that happened in the past, but not actions that were going on when others happened. In other words, it differs from the English past, or imperfect tense in not being applicable to actions in progress (1 wrote=was writing when you came in). Ahora mismo estuvo aquí. . Le ví hace poco, or le vi poco ha, or hace poco que le vi. Rato ha que le ví. Le ví 5 minutos ha. Les escribí ayer. Se lo envié ayer por la ma- ñana, por la tarde. Llegaron anoche. ¿La visitó V. anteayer ? (or antes de ayer). La visité 3 dias ha, 8 dias ha, 3 meses ha, un año ha. Fueron á Madrid el lúnes pasado, la semuna pasada, el mes pasado, el otoño pa- sado, el año pasado. ¿Qué sucedió en enero, en 1808, el dos de mayo, al dia siguiente (or al otro dia)? He was here just now (a mo- _ment ago). - - I saw him a short time ago. I saw him a while ago. 1 saw him 5 minutes ago. I wrote to them yesterday. I sent it to them yesterday morning, afternoon. They arrived last night (or yesterday evening). Did you visit her the day before yesterday ? I visited her 3 days ago, a week ago, 3 months ago, a year ago. | They went to Madrid last Monday, last week, last month, last fall, last year. What happened in January, in 1808, on the second oj May, on the next day? HOW TO "HINK IN SPANISH. 163 Volvió 4 verme á poco rato, He came back tó see me a á los 5minutos, á las 2 little while afterwards, 5 horas, á los 2 dias, á los minutes after, 2 days after, pocos dias, ú los 6 meses ; a few days after, 6 months or else after. Volvió & verme poco rato ' después, 5 minutos después, 2 horas después, etc. Momentos después se apagó A few moments later the la luz. light went out. En esto acertó á pasar la At that moment the queen reina. happened to pass Ent: nces la muchacha dejó Thenthegirl stopped crying. de llorar. The pretérito histórico is formed from the infinitive as follows : INFINITIVE. PRETÉRITO HISTÓRICO. yo nosotros V. Vds. él ellos Bajar Bajé bajamos bajó bajaron bajó bajaron Meter Metí metimos metió metieron metió metieron Subir Subí subimos subió subieron subió subieron When ¿ comes between two vowels, it changes to y : Caer Cai caímos cayó cayeron cayó cayeron ' Leer Leí leímos leyó leyeron leyó leyeron Oir Oi oímos 0yó oyeron oyó oyeron Huir Kui huímos huyó huyeron huyó huyeron The letters 7, ll do not require 7 after them before another vowel. Tañer Tani tañimos tañó ktañeron tañó tateron Ballir Bulli bullimos bulló bulleron bulló bulleron There are more irregularities in this tense than in any other. As these same irregularities reappear in other tenses, it will be to your advantage to master them as soon as possible. They are of three kinds: 164 HOW TO THINK IN SPANISH. 1. Many verbs change e to 1 as follows. INFINITIVE. PRETERITO HISTORICO. | yo nosotros V.,él Vds. ellos Servir to serve Servi servimos sirvió sirvieron Sentir tofeel Sentí sentimos sintió sintieron Seguir to follow Seguí seguimos siguió siguieron Reir to laugh Rei reímos rió rieron Vestir todress Vesti vestimos vistió vistieron Repetir to repeat Repetí repetimos repitió repitieron Pedir toaskfor Pedí pedimos pidió pidieron 2. A few verbs change o to u as follows. Dormir to sleep Dormí dormimos durmió durmieron Morir todie Mori morimos murió murieron 3. The following very important verbs are formed according to a different system. Observe the absence of accents. Haber to have Hube hubimos hubo hubieron Tener to have Tuve tuvimos tuvo tuvieron Contener to contain Contuve contuvimos contuvo contuvieron Obtener - to obtain Obtuve obtuvimos obtuvo obtuvieron Estar to be Estuve estuvimos estuvo estuvieron Andar to walk Anduve anduvimos anduvo anduvieron Caber to becontainedin Cupe cupimos cupo cupieron Saber to know Supe supimos supo supieron Poder to be able Pude pudimos pudo pudieron Poner to put Puse pusimos puso pusieron Componer to compose Compuse compusimos compuso compusieron Exponer toexpose Expuse expusimos expuso expusieron Conducir to conduct Conduje condujimos condujo condujeron Traer to bring Traje trajimos trajo trajeron Decir to say Dije dijimos dijo dijeron Hacer to make Hice hicimos hizo hicieron Satisfacer to satisfy Satisfice satisficimos satisfizo satisficieron Querer to wish Quise quisimos quiso quisieron Venir to come Vine vinimos vino vinieron Ser to be Fuí fuimos fué fueron Tr to go Fuí fuimos fué fueron HOW TO THINK IN SPANISH. 165 To which may be added Dar to give Di dimos dió dieron A glance at the meanings of these verbs will show how necessary it is to know them. Mechanism. The mechanism of the pretérito histórico is the same as that of the present tense. * Ema trajo el vestido ayer Emma brought the dress yesterday lo trajo ayer she brought it yesterday no trajo el vestido ayer she did not bring the dress yesterday no lo trajo ayer sho did not bring it yester— ay ¿trajo Ema el vestido ayer! o did Emma bring the dress ¿Ema trajo el vestido ayer? yesterday ¿lo trajo ayer ? - did she bring it yesterday ? ¿no trajo el vestido ayer? didn't she bring the dress yesterday ? ¿no lo trajo ayer ? did n't she bring it yester- ay. The other objective pronouns occupy the same position as lo. Turn to Por la mañana, P. 131, and answer the question ¿Qué hizo V. ayer por la What did you do yesterday mañana? morning ? Begin each sentence with ayer or ayer por la mañana. Turn to En la Calle, P. 148, and answer the question ¿Qué hicieron sus amigos What did your friends do de V.en la calle el juéves in the street last Thurs- pasado ? day ? Begin each sentence with el juéves pasado or any other expression of time completely past. Turn to Ir á Acostarse, P. 159, and answer the question 166 HOW TO THINK IN SPANISH. ¿Qué hicimos al írá acos- What did we do on going tarnos anoche? to bed last night? Begin each sentence with anoche or some other suitable expression of time. ' The following historical events will afford further practice in the use of this important tense. ALGUNOS SUCESOS HISTÓRICOS. En 753 antes de Jesucristo In 753 B. C. took place the tuvo lugar la fundación foundation of Rome. de Roma. En 100 antes de J.C. nació In 100 B.C. Julius Cesar Julio César. was born. En 507 después de J. C., In 507 A. D. the Visigoths los visogodos invadieron á ‘invaded Spain. España. (See App., Note”). 732. Carlos Martel derrotó (defeated) á los sarracenos en la batalla de Poitiers é impidió (prevented) la conquis- ta de Europa por el mahometismo. 1066. Guillermo el Conquistador ganó (won) la bata- lla de Hastings y se apoderó (took possession) del trono (throne) de Inglaterra. 1314 41320. Escribió Dante la Divina Comedia. 1429. Juana de Are venció (vanquished) á los ingleses en Orleans. Dos años después fué quemada por bruja (was burned for a witch) en Ruán (Rouen). 1435. Guttenberg, en Estrasburgo, inventó el arte de imprimir (printing) libros con letras movibles. 1492. Cristóbal Colón salió (set out) del puerto (por de Palos en España, atravesó (crossed) el océano y descu- brió la isla de San Salvador. Los moros (Moors) de Granada se rindieron (surrender- ed) 4 Fernando 6 Isabel y tuvieron que mudar (change) de religión 6 pasar al Africa. 1519 4 1535. Hernán Cortes conquistó (conquered) 4 México y Pizarro sometió (subdued ) el Perú. . - PT taa] we HOW TO THINK IN SPANISH. 167 1616. Murieron (died) Shakspeare y Cervantes. 1648. A la terminación de la guerra de treinta años (thirty years war) se concluyó el tratado (treaty) de Westfalia. 1765. Watt inventó la máquina de vapor (steam engine). 1776. Las colonias de Norte América declararon su independencia de Inglaterra. 1789. Empezó la revolución francesa. 1793. Fueron procesados, condenados y decapitados (tried, condemned and beheaded) el rey Luís XVI de Fran cia y su esposa María Antonieta. 1799. Bonaparte fué nombrado (appointed) primer cónsul de Francia. 1804. Bonaparte tomó (assumed) el título de Napo- león 1 (primero), emperador de Francia y reinó (reigned ) sobre España, Holanda, Suiza y la Confederación Germé- nica. 1815. Se verificó (took place) la batalla de Waterloo. Las potencias aliadas (allied powers) tomaron á París. Napoleón fué destronado y desterrado (dethroned and exiled) & la isla de Santa Elena, donde murió en 1821 á la edad de 52 años. 1830. Se inauguró el primer ferrocarril (railroad). 1838. Fué coronada (crowned ) la reina Victoria. 1861. Principió la guerra civil en los Estados Unidos con el bombardeo y toma del fuerte Sumter. Cuatro años después, el generál Lee se rindió con todo su ejército (army) y entregó (gave up) su espada (sword) al general Grant. 1865. El presidente Lincoln fué asesinado. 1871. Los alemanes (Germans) vencieron 4 los fran- ceses después de una guerra de solo siete semanas. Thiers fué elegido (elected) presidente de Francia. 168 HOW TO THINK IN SPANISH. La ciudad de Chicago fué destruida (destroyed) casi (almost) completamente por un incendio (fire) que devastó una superficie (area) de unas (some) 34 millas cuadradas (square miles) ; 17,450 edificios resultaron quemades (were - burned), y las pérdidas (losses) se estiman en 196 millones . de pesos; 250 personas perecieron (perished). NoTE.—The present tense is often substituted for the pretérito histórico in historical writing and in conversation. .A good exercise would be to write out the preceding events in the present tense and then change them back again into the pretérito. ADDITIONAL EXPRESSIONS OF TIME. - The following expressions of time are common to past, present and future actions. Al amanecer, al anochecer At daybreak, at nightfall Por la mañana, porla tarde, In the morning, in the af- por la noche ternoon, at night. Á medio dia, á media noche At noon, at midnight Temprano, tarde Early, late Antes, después Before, after Nunca or jamás Never En mi vida Never in my life Rara vez Rarely, seldom A veces or algunas veces Sometimes Ya....ya 07 Ora....ora Sometimes (one thing) — sometimes (another) De cuando en cuando Once in a while De vez en cuando From time to time Á menudo Often Frecuentemente Frequently Por lo regular, or usual- Usually mente Constantemente Constantly De contínuo, or continua- Continually mente 5 . 14 * - Ls De ‘ . HOW TO THINK IN SPANISH. Siempre Eternamente Cada hora Diariamente or cada dia Semanalmente or cada se- mana Mensualmente or cada mes Annalmente or cada año Todos los dias Todo el dia . De dia en dia De una vez Al propio tiempo Entretanto or en el interín Un dia sí y otro no Á principios del siglo Á mediados del año Á fines del mes Á la una. Á las seis. 169 Always Eternally Hourly Daily Weekly Monthly Yearly - Every day All day, the whole day From day to day At once, at one time At the same time Meanwhile, in the mean time Every other day About the beginning of the century About the middle of the year About the end of the month At one o’clock At six o’clock. TRAVELING.—VIAJAR. When you take up the newspaper, say: Cojo el periódico. which means: “ I take up the newspaper.” When you look for the time table of the railroad, say : Busco la guía de trenes. . which means: “1 am looking for the time table of the railroad.” When you are trying to find out when the next train leaves for Washington, say : Estoy buscando cuando sale el primer tren para Washington. 170 HOW TO THINK IN SPANISH. which means: “I am trying to find out when the next train leaves for Washington.” When you are packing your.trunk, say: Estoy haciendo mi maleta. which means: “I am packing my trunk,” (lit. making.) On putting your things in it, say: Estoy empaquetando mi ropa. which means: “I am putting my things in.” On locking it, say: La cierro con llave. which means: “I am locking it.” On fastening a strap around it, say: Le echo la correa. which means: “I am fastening a strap around it. When you are going out to order an expressman, say: Salgo 4 buscar un expreso. which means: “I am going out to order an expressman.” When you walk to the depot, say : Ando á la estación. which means: ‘I am walking to the depot.” - If you ride (drive), say: Voy en coche á la estación. which means: “lam driving to the depot.” As you are walking to the ticket office, say: Ahora voy & comprar un billete para Wash- ington. which means: “I will now buy a ticket to Washington.” On going to have your baggage checked, say : Ahora voy & hacer facturar mi equipaje. which means: “1 will now get a check (or receipt for baggage),” (lit. have my baggage registered.) When you go into the waiting room, say: Entro en la sala de espere.. which means: “I am going into the waiting room.” HOW TO THINK IN SPANISH. | 171 While waiting for the door to be opened, say : Espero á que se abra la puerta. which means: “I am waiting until the door is opened, ” (Lit. open itself.) When you are going to the train, say: Voy al tren. which means: “Tam going to the train.” As you get in, say: Subo al tren. which means: “I am getting in, or aboard.” When you sit down and look out of the window, say: Estoy sentado y miro por la ventana. (A woman or a girl should say sentada.) which means: “I am sitting down and looking out of the window.” When you watch your fellow travellers, say : Observo á mis compañeros y compañeras de viaje. (See Appendix, Note 7). which means: “I am observing my fellow travellers.” Before reading your paper, say: Ahora voy á leer el periódico. : which means: “I am going to read the paper now.” When you go to the smoking car, say: Voy al coche de fumar. which means: “I am going to the smoking car.” When you feel like taking a nap, say: Tengo ganas de descabezar (or deechar) un sueño. which means: ‘I feel like taking a nap.” When the train stops, say: El tren para. which means: “The train is stopping.” When you get out of the car, say: Me apeo. which means: “TI am getting out.” 172 HOW TO THINK IN SPANISH. When you have hired a cab, say: He alquilado un coche or un simón. which means: “I have hired a cab.” When you have given your baggage check to the driver, say: He dado mi placa * al cochero. which means: “I have given my check to the driver.” When you are seated in the cab, say: Voy al hotel en coche. which means: “I am driving to the hotel.” If you take a street car, say: Tomo el tranvia. - which means; “I take the street car.” PRACTICE. New Infinitives. Salir, apearse, empaquetar, alquilar. 1. Select appropiate expressions of past time from the examples on P. 162, to use with the preceding sen- tences when changed into the pretérito histórico; as for example: Ayer 4 las 6 de la mañana cogí el periódico. 2. Say the same sentences in the third person, beginn- ing for example: Ayer á las 6 de la mañana mi padre cogió el periódico. 3. Begin each sentence with the useful expression No quise, I did not wish to and use words indicating time; as for example: Anoche no quise coger el periódico. 4. Begin the same sentences with the useful phrase Se negó á, he refused to; as for example: Anoche se negó , á coger el periódico. * Placa is the Mexican term for a baggage check. In Spain they give receipts, billetes. HOW TO THINK IN SPANISH. 173 GOING TO SCHOOL.—IR A LA ESCUELA. When you strap up your books, say : Ato mis libros con una correa. which means: “I strap up my books,” (lit. £ tie my books with a strap.) When you put your books in your satchel, say : Meto mis libros en mi cartera. which means: “I put my books in my satchel.” When you take them under your arm, say: ] Los llevo bajo el brazo or debajo del brazo. which means: ‘I take (carry) them under my arm.” When you carry them in your hand, say: Los llevo en la mano. which means: “I carry them in my hand.” When you start out, say: Salgo. which means: “I am starting out.” As you go along the street, say: Voy por la calle. which means: “I am going along the street.” When you have forgotten something, say: He olvidado algo. . which means: “TI have forgotten something.” When you turn back, say: Doy vuelta. which means: “1 turn back or around,” (lit. I give a turn.) When you go back to get it, say: Vuelvo por ello. which means: ‘“‘I turn back again to get it.” , (For actions in the street see “In the Street.”) 174 HOW TO THINK IN SPANISH. When you hurry up so as not to be too late, say : Me apresuro para no llegar tarde. which means: “I hurry up so as not to come too late,” - (lit. to arrive late.) When you run, say: Corro or voy corriendo, which means: “ I am running.” If you stop for your friend, say: Voy por mi amigo. which means: “I stop for my friend. ” (By calling at his house). PRACTICE. New Infinitives. Apresurarse, correr. 1, Change to pretérito histórico, using expressions of time; as for example: El viérnes pasado até mis libros con una correa, 2. Imitate the pattern: ¿.Ató V. ayer sus libros con una correa ? 3. Begin with some expression of time and the useful phrase Se puso 4, he began to; as for example: Hace una hora que mi hermanito se puso á atar sus libros con una correa, My little brother began an hour ago to strap up his books, Omit the 7% sentence. IN SCHOOL.—EN LA ESCUELA. When you go in, say: Entro. which means: “TI am going in.” When you take off your hat, say: Me quito el sombrero. which means: “I take off my hat. HOW TO THINK IN SPANISH. 115 When you hang it on the hook, say: Lo cuelgo en el gancho or en la percha. which means: “TI hang it on the hook, or on the rack.” . When you go up stairs, say: Subo la escalera. which means: “I am going up stairs,” When you go in the class room, say : Entro en la clase. which means: “I enter the class room.” When you salute the teacher, say :- _ Saludo al maestro. (See Appendix, Note 7. which means: “I salute the teacher.” When you go to your place, say: - Voy á mi sitio. which means: “I go to my place.” When you lay your books on your desk, say: Pongo mis libros sobre mi pupitre. which means: “I lay my books on my desk.” When you unstrap them and take them out, say: Desato mis libros y los saco. which means: “I unstrap (undo) them and take them out.” When you sit down, say: Me siento. which means: “TI sit down.” When you are sitting still and are quiet, say: Estoy en mi asiento quieto y callado. which means: “I am sitting still and quiet.” When you are going to learn a piece by heart, say: Ahora voy 4 aprender este trozo de memoria. which means: “I will now learn this piece by heart.” 176 HOW TO THINK IN SPANISH. When you are going to write an essay (a composition), say: Ahora voy á escribir un ejercicio. which means: “I am now going to write an essay.” When, you take it to the teacher for correction, say: Se lo llevo al maestro para que lo corrija. which means: “I take it to the teacher for correction,” (lit. for that he may correct it.) When you are going to do your examples, say: Ahora sacaré mis cuentas. which means: “ I will do my examples now.” When you are going to translate your exercise, say. Ahora voy á traducir mi tema. which means: “I shall now translate my exercise.” When you sharpen your lead-pencil, say : Afilo mi lápiz. which means: “I am sharpening my lead-pencil.” When you are drawing a picture, say: Estoy dibujando or estoy haciendo un dibujo. which means: “lam drawing a picture.” When jou are going to study your history, say: Voy á estudiar ahora mi lección de historia, which means: “I am going to study my history now.” When you are going to learn German, say: Voy á aprender el alemán. whieh means: “I am going to learn German.” When you are going to prepare for examination, say: Me voy á preparar para los exámenes. which means: “I am going to prepare for examination.” When the teacher says: “Read to the class,” say to yourself : Tengo que leer en voz alta, which means: “TI am to read to the class,” (lit. in a loud voice.) | y. HOW TO THINK IN SPANISH. 177 When the teacher says: “Go to the board,” say to yourself : Tengo que ir á la pizarra or al _ence- rado. _ Which means: “TI am to go to the blackboard.” When the teacher says: “ Pay attention,” say: Tengo que prestar atención. which means: “I am to pay attention,” (lit. to lend.) When the teacher wishes you to be quiet, say to your- self: Tengo que estarme callado. which means: “TI am to be quiet.” When the teacher wishes you to recite, say to yourself: Tengo que dar mi lección, which means: “I am to recite my lesson.” Before asking permission to go out, say to yourself: Pediré permiso al maestro para salir. which means: “I will ask the teacher for permission to go out.” Before asking permission to speak to your neighbor, gay: Pediré permiso para hablar á mi vecino (or if a girl, vecina.) which means: “1 will ask permission to speak to my neighbor.” When you eat your lunch, say to yourself : + Tomo mi merienda. 'which means: “I am eating my lunch.” When about to play ball, say: Voy á jugar 4 la pelota. which means: “I am going to play ball.” When you have thrown the ball, say: He botado la pelota. which means: ‘I have thrown the ball.” 178 HOW TO THINK IN SPANISH. When you have caught the ball, say : He cogido la pelota. which means: “I have caught the ball.” When you have missed the ball, say: Se me ha escapado. which means: “1 have missed the ball,” (lit. tf has escaped itself from me.) When you are going to the gymnasium, say: Voy á ejercitarme en el gimnasio. which means: “TI am going to the gymnasium to exercise.” When you collect your things, say : Estoy recogiendo mis cosas. which means: “I am collecting my things.” When you strap them together, say: Las ato con la correa. which means: “I am strapping (tying) them together.” When you get up and walk out, say: Me levanto y salgo. which means: “I get up and walk out.” When you go down stairs, say: Bajo la escalera. which means: “1 go down stairs.” When you put on your hat, or your cap, say: Me pongo el sombrero or la gorra. which means: “1 put on my hat, or my cap.” When you go home, say: Voy á casa. which means: “I am going home.” PRACTICE. New Infinitives. Colgar, desatar, dibujar, botar, reco- ger, traducir (Pres. traduzco). HOW TO THINK IN SPANISH. 179 1. Tell some one to do all the actions again; as for example: Vuelva V. á entrar, Come (or go) in again. 2. Tell some one to stop doing the actions; as for example: Deje V. de entrar, Stop coming (or going) in. 3. Begin with ¿Puedo....? May I....? as for example: ¿Puedo entrar ?, May I come (or go) in? 4. Begin with Tuve que, I had to; as Tave que en- trar, Y had to come (or go) in. 5. Say the sentences in the pretérito histórico, using expressions of time; as for example: La semana pasada entré. 6. Do'the same in the third person singular; as for example: Mi amigo entró hace una hora. 7. Do the same in the third person plural; as for example: Anteayer los discípulos (scholars) entraron. je The next four subjects, Sewing, At the Sewing Machine, Going to Market and Muking a Call may be utilized in making a general review of verb-forms. The new infinitives are: Prender, desenvolver, romper, enhebrar, hilvanar, rematar. Devanar, ajustar, arreglar, seguir, alzar. Mirarse, abotonar, mandar, pesar, contar (cuento). Apearse, despedirse. Useful patterns for infinitive phrases : Tratemos de hacerlo. Let us try to do it. Debiera V. hacerlo. You ought to do it. Iba á hacerlo. I was going to do it. SEWING.—COSER. When you pin the goods together, say: Prendo la tela con alfileres. which means: “TI fasten the goods together with pins.” 180 HOW TO THINK IN SPANISH. When you take a spool of thread, say: Oojo un carrete de hilo. which means: “I take a spool of thread.” When you unwind a piece, say: Desenvuelvo una hebra de hilo. which means: “I unwind a needleful of thread.” When you break it off, say: La rompo. which means: “I break it off.” When you thread your needle.” Enhebro la aguja. which means: “I thread the needle.” When you put the thread in the eye of the needle, say : Paso el hilo por el ojo de la aguja. which means: “TI put the thread in the eye of the needle.” When you pull it through, say: Tiro de él. which means: “TI pull it (through).” When you make a knot in one end, say: Le hago un nudo en una punta. which means: “I make a knot in one end.” When you put on your thimble, say: Me pongo el dedal. which means: “I put on my thimble.” When you have stuck your finger, say: Me he picado el dedo. which means: “I have stuck my finger.” When you stick the needle in the material, say: Meto la aguja en el material. which means: “I stick the needle in the material.” When you press it through with the thimble, say : La empujo con el dedal. which means: “TI press it through with the thimble,” (lit. I push.) HOW TO THINK IN SPANISH. 181 When you pull the thread through the material, say : Paso el hilo por el material. which means: “I pull the thread through the material,” (lit. I pass.) When you baste, say Hilvano or estoy hilvanando. which means: “I am basting.” When you sew on your new dress, say: Coso (or estoy cosiendo) mi vestido nuevo. which means: “lam sewing on my new dress.” When you make a seam, say: Hago una costura. which means: “I am making a seam.” . When you fasten off the thread, say: Remato la puntada. which means: “I am fastening off the thread,” (lit. the stitch.) AT THE SEWING MACHINE.—A LA MAQUINA DE COSER. When you sit down to the machine, say: Me siento 4 la maquina de coser. which means: “I sit down to the sewing machine.” When you clean it, say: La limpio. which means: “T am cleaning it.” When you oil it, say: "Le doy aceite. which means: “I am oiling it.” When you let it run rapidly, say: La hago correr con rapidez. which means: “I am running it rapidly,” (lit. I make it run.) 182 HOW TO THINK IN SPANISH. When you wipe off the excess of oil, say: Le limpio el aceite sobrante. which means: “I am wiping off the superfluous oil.” When you wind the bobbin, say: Estoy devanando el carrete. which means: “I am winding the bobbin.” When you put it in place, say: Lo pongo en su lugar. which means: “TI put it in its place.” When you adjust the tension, say: Ajusto la tensión. which means: “I adjust the tension.” When you regulate the length of the stiten, say Arreglo el largo de la puntada. _ which means: “I regulate the length of the stitch.” When you put in a new needle, say: Le pongo una aguja nueva. which means: “1 put in a new needle,” (lit. I put to tt.) When you change the needle, say : Le cambio la aguja. which means: “I change the needle.” When you fasten it with the screw, say: La aprieto con el tornillo. which means: “1 fasten it with the screw.” When you push the material under the needle, say: Paso la tela debajo de la aguja. which means: “I push the material under the needle.” When you let down the presser-foot, say : Bajo el pisa-costura or pisa-tela. which means: “I let down the presser-foot.” When you place your feet on the treadle, say : Pongo los piés sobre el pedal. which means: “I place my feet on the treadle.” HOW TO THINK IN SPANISH. . 183 When you turn the wheel, say: Doy vuelta á la rueda. which means: “I am turning the wheel,” (lit. Z give a turn.) When you start the machine, say : Hago andar la máquina. which means: “I am starting the machine,” (lit. I make the machine to go.) When you begin to sew, say: Empiezo á coser. which means: “TI begin to sew.” When you continue to sew, say: Sigo cosiendo. which means: “TI continue to sew.” When you stop sewing, say: Dejo de coser. which means: “I stop sewing.” When you lift the presser-foot, say : Alzo (or levanto) el pisa-costura. which means: “I lift the presser-foot.” When you take out your work, say: Saco la obra or la labor. which means: “I am taking out the work.” When you cut off the threads, say : Corto las hebras or los hilos. which means: “I cut off the threads.” GOING TO MARKET.—IR A LA PLAZA. When you are getting ready to go to market, say: Me estoy arreglando para ir 4 la plaza. which means: “Tam getting ready to go to market.” 184 HOW TO THINK IN SPANISH, When you go in front of the looking glass, say: Me pongo delante del espejo. which means: “I place myself before the looking glass.” When you look at yourself in the glass, say: Me miro al espejo. - which means: “Iam looking at myself in the glass.” When you put on your hat, say: Me pongo el sombrero. which means: “TI put on my hat.” When you. fasten it with a hat-pin, say: Lo prendo con un alfiler. which means: “I fasten it with a bonnet pin.” When you put on your veil, say: Me pongo el velo. which means: “I put on my veil.” When you put on your gloves, say: Me pongo los guantes. which means: “I am putting on my gloves.” When you button them up, say: Los abotono. which means: “I am buttoning them.” When you take your pocket book in your hand, say: Cojo mi portamonedas en la mano. which means: “I take my pocket book in my hand.” When you start, say: Me voy. which means: “TI am starting off.” When you are going to the butcher's, say: Voy á la carnicería. which means: “I am going to the butchers.” When you have ordered a roast, say: He mandado traer un asado. which means: “I have ordered a roast,” (lit. ordered to bring.) HOW TO THINK IN SPANISH. 185 While waiting till he cuts it off and weighs it, say: Espero á que lo corte y lo pese. which means: “I am waiting till he cuts it off and weighs it.” When you have paid him, say: . Se lo he pagado. which means: “I have paid him for it,” (lit. I have paid at to him.) If you have given him a bill, say: Le he dado un billete de banco. which means: “TI have given him a banknote.” When you have got your change, say: He recibido el cambio. - which means: “I have got the change.” When he has changed your bill, say: Me ha cambiado el billete. which means: “ He has changed my bill.” When you have counted the change and put it in your pocket, say: He contado el cambio y me lo he metido (or puesto) en el bolsillo. which means: “I have counted the change and put it in my pocket.” When you are going to the grocer’s, say: Voy á la tienda de comestibles. which means: “I am going to the grocer’s.” When you are going to the green-grocer’s, say: Voy 4 la tienda de verduras. which means: “I am going to the green-grocer’s.” When you have ordered what you need, say: He mandado traer lo que necesito. which means: “I have ordered what I need,” (lit. I have ordered to bring.) * 186 HOW TO.THINK IN SPANISH, >, if you had it charged, say: Lo he hecho cargar en cuenta. which means: “1 have had it charged.” When you return home, say: Vuelvo á casa. which means: “I am returning home.” MAKING A CALL.—HACER UNA VISITA. ~ When you are about to tell the driver where to go, say: Diré al cochero adonde debe dirigirse. which means: “TI will tell the driver where to go,” (lit. Whither he ought to dixect himself.) When you get into the carriage, say: Subo al coche. which means: “lam getting in.” When you are seated, say: Estoy sentada. (A man should say seniado.) which means: “I am sitting down.” When you slam the door, say : Cierro la portezuela de golpe. which means: “1 slam the door,” (lit. I shut... with blow.) While looking out of the window, say : Miro por la ventana... which means: “TI am looking out of the window. On turning a corner, say: Doblamos una esquina. which means: “ We are turning a corner.” On turning out for a wagon, say : Nos desviamos para dejar pasar un carro. which means: “ We are turuing out for a wagon,” (lit. to let pass.) HOW TO THINK IN SPANISH. 187 On arriving at the house, say : Hemos llegado á la casa. which means: “ We have arrived at the house.” When the carriage stops, say : Paramos. which means: “We are stopping.” When you get out, say: Me apeo. which means: “I am getting out.” When you go up the steps, say : Subo la escalera. which means: “I am going up the steps. ” When you ring the bell, say: Tiro de la campanilla, or toco la campanilla. which means: “I am ringing the bell.” While waiting for the servant to open, say: Espero & que la criada abra la puerta. which means: “I am waiting uutil the servant opens the door.” Before asking the girl, say: Preguntaré 4 la doncella si la señora A. está en casa. which means: “1 will ask the girl if Mrs. A. is in.” When you have given her your card, say: Le he dado mi tarjeta, which means: “I have given her my card.” When you step in, say: Entro. which means: “I step in.” , When you go in the parlor, say: Entro en la sala. which means: “I am going into the parlor.” 188 HOW TO THINK IN SPANISH. When you take a seat, say: Me siento. which means: “I take a seat.” While waiting for Mrs. A., say: Espero á que baje la señora A. which means: “I am waiting till Mrs. A. comes down.” When you have taken leave, say: Me he despedido. which means: “I have taken leave.” ‘When you go out of the door, say: Salgo por la puerta. which means: “I am going out of the door.” When you go down the steps, say: Bajo la escalera. which means: “I am going down the steps.” When you get into the carriage, say: Subo al coche. which means: “I am getting into the carriage.” When you are driving home, say: Voy & casa en coche. which means: “TI am driving home.” CONNECTING SENTENCES, SHORT STORIES. - - CURRENT PHRASES. $“ HOW TO THINK IN SPANISH, 189 CONNECTING SENTENCES. Simple sentences, which contain one subject and one verb, such as those studied hitherto, may be joined to- gether by means of conjunctions, interrogative words and relative pronouns. CONJUNCTIONS. Learn the following examples illustrating the use of conjunctions, so that you can supply the connection when the component simple sentences are given. i 1. Fué á la ventana y la He went to the window and abrió. opened it. 2. Tuvimos que levantarnos We had to get up early and temprano é ir á la ciudad. go to town. Use é when the next sound is 1. 3. Lleve V. esta carta al Take this letter to the post- correo, Ó échela en el bu- office or throw it in the zón. letter box. 4. Saque V. una patente, ú Take out a patent, or others otros le anticiparán. - will get ahead of you. Use ú when the next sound is o. 5. He buscado el dedal en I have looked for the thim- todas partes, pero no ble everywhere, but I puedo encontrarlo. cannot find it. 190 HOW TO THINK IN SPANISH. Sometimes mas (without accent) is used instead of pero. 6. No salí ayer sino (or I did not go out yesterday, sino que) me quedé en but staid in bed. la cama. Use sino after any negative clause when no verb follows; as, No lo hizo él, sino su hermano; but when an- other verb follows, use sino only when the two statements form a contrast. When they do not form a contrast, use pero: No salt ayer, pero no importa (but it does not matter). 7. Ayer estudió muchoyes- Yesterday I studied a great eribi varias cartas; ade- deal and wrote several más trabajé un poco en letters; besides I worked a mi jardín. little in my garden, 8. Besides the words primero, después, etc. given on P. 147, actions are sometimes enumerated as follows: Primeramente mi perro In the first place my deg no estaba en el cuarto was not in the room cuando fué mordido el whenthecomplainant was querellante; en segundo lugar no muerde nunca; en tercer lugar no tiene dientes, y en cuarto lu- bitten; secondly he never bites ; thirdly he has no teeth; and fourthly 1 ha- ven’t any dog (at all). gar no tengo ningún perro. 9. Ó vendrá esta tarde 6 nos enviará un telegrama. Hither he will come this afternoon or he will send us a telegram. Our friend neither came nor did he even send us a telegram. He not only showed me the way but also accompanied me to where the roads Cross. : 10. Ni vino nuestro amigo ni nos envió siquiera un telegrama. 11. No solo me indicó el camino. sino (or sino que) me acompañó hasta la encrucijada. HOW TO THINK IN SPANISH. 191 12. Ya sea que noescribió Whether he did not write 6 ya sea que se perdió or whether the letter was la carta, lo cierto es que lost, it is certain that I no la recibí. did not receive it. Que. ' The conjunction que is perhaps the most important connecting word in the language, because it forms, as it were, the link between outward actions and the thoughts, the emotions, and the will. In the following examples, the important thing to learn are the introductory phrases which precede que. Each one of them may be joined to an almost unlimited number of sentences by means of que. 1, Le digo á V. que es una IJ tell you that it is a shame. vergiienza. Learn the examples : so that you can supply the intro- ductory clause when the other one is given, as Given: Es una vergiienza. Required: Le digo á V. que es una vergiienza. 2. Mi padre dice que vendrá My father says (that) he will dentro de media hora. come within half an hour,” Que cannot be omitted like that. Of course numerous similar phrases can be made by using other parts of the verb decir and other subjects. The same is true of the verbs of the other introductory phrases given below. 3. Confieso que hemos sido JI confess that we have been engañados. deceived. 4. Admito (or concedo) que I admit that I have made a me he equivocado. mistake. 5. Es verdad que se lo he I¢ is true that I promised it prometido. to him 6. Les aseguro 4 Vds. queno J assure yor that I will tell lo diré & nadie. | nobody. 192 HOW TO THINK IN SPANISH. 7. Sabemos que no puede ser. We know that is cannot be. 8. Es cierto que nolo volve- Jt is certain that he will not rá á hacer. do it again. 9. No cabe duda que hemos There is no room for doubt ganado una gran victoria. that we have gained a great victory. 10. No dudo que tiene V.ra- J haveno doubt you are right. zon. 11, Estoy seguro de ello. TI am sure of it. Estoy seguro de que no ha JI am sure that he did not querido ofendernos. mean to offend us. [> Observe here a common peculiarity. The phrase estoy seguro is followed by de before a noun or a pronoun, just as I am sure is followed by of before tt. While in English of is omitted when tt is replaced by a clause be- ginning with that, de is frequently retained in Spanish. The prepositions d, en etc. are treated in the same way. 12. Es probable que tendre- It is probable that we shall mos mañana buen tiempo. have good weather to- morrow 13. ¿No le parece 4 V. que Does n't it seem to you ( Don't va á llover? you think) that 1t 1s going to rain? A mi me parece que tiene V. JI think (that) you are right. razón.—Me parece que sí, —I think so. —1 think —Me parece que no. not. It is very common to double the pronoun: á mí me parece, 4 nosotros nos parece, 4 V. le parece, á Vds. les parece, á él le parece, á ella le parece, á ellos les parece, á ellas les parece (it seems to me, to us, to you etc.). 15. Parece que no se puede Tf seems that 1s cannot be remediar. helped. 16. ¿Ha olvidado V. que Have you forgotten that we estamos comprometidos have an engagement for para las dos? two o’clock? HOW TO THINK IN SPANISH. 193 17. ¿No se acuerda V. de Don't you remember that I quele devolví el libro hace . returned the book to you tres dias ? three days ago? 18. Esque estoy muy ocu- The fact is that 1 am too pado para hacer visitas. busy to make calls. 19. Apuestoá queese hombre J’ll bet that man is coming viene á pedirme dinero. to ask me for money: It is very common to leave out the word apuesto. 20. Á que caerá. PU bet he will fall. PRESENTE DEL SUBJUNTIVO. The imperative given on P. 127 was in reality a part of a tense to which we shall give a Spanish name in order to avoid confounding it with an English tense of similar name with which it has little in common. The imperative (go home, come back to-morrow) is one way of expressing the will or desire of the speaker; but there are numerous other ways, as for example : Quiero que V. vaya á casa. I want you to go home. Deseo que vuelva V. ma- I desire you to come back ñana. to-morrow. Es preciso que esperen Vds. You must (it is necessary un momento. for you to) wait a minute. The English way is to use an infinitive (to go, to come, to wait a minute); the Spanish way is I wish that you (would) go home I desire that you (should) come back to-morrow It is necessary that you (should) wait a minute. The verbs V. vaya, V. vuelva, Vds. esperen are in the Pre- sente del Subjuntivo which has the same form as the Imper- ative on P. 128. Review the Imperative and then make yourself familiar with the preceding way of expressing will and desire by practicing the following exercises. Exercises. 1. Turn to Escribir una carta, P. 124, and begin each sentence with the words Quiero que. Pattern : 194 HOW TO THINK IN SPANISH Quiero que sesiente V. á su escritorio (I wish you to sit down at your desk). 2. Turn to Por la mañana, P. 131, and imitate the pattern: Deseo que abra V los ojos (I want you to open your eyes) with the first 15 sentences. With the rest imitate: Es preciso que tomen Vds. un baño (you must take a bath). The other persons. In the Presente del Subjuntivo we are not confined to the second persons as in the impera- tive. Learn the following examples of all the persons. Es preciso que tome un baño I must take a bath es preciso que tomemos un we must take a bath baño. es preciso que tome V. un you (sing.) must take a bath año. es preciso que tomen Vds you (plur.) must take a bath un baño es preciso que Pepetome un Joe must take a bath año es preciso que tome un baño he must take a bath es preciso que tomen un they must take a bath. baño. The literal meaning is: It is necessary that I should take a bath, that we should, that you should, etc. In case of ambiguity the pronouns yo, él, ella, ellos, ellas may be used before or after the verb (que yo tome, or que tome yo, etc.). Derivation. You can easily form the presente del subjuntivo from the imperative. Examples: IMPERATIVE. PRESENTE DEL SUBJUNTIVO. * Que yo quenosotros queV.orqueél que Vds. or que ellos Tome V. tome tomemos tome tomen Meta meta metamos meta metan Suba V. suba subamos suba suban The endings have the same vowel as in the imperative. HOW TO THINK IN SPANISH. 195 Cierre V. cierre cerremos cierre cierren Vuelva V. vuelva volvamos vuelva vuelvan Verbs like cerrar and volver, which change eand o to te and ue, return to e and o in syllables that are not emphatic. The only exceptions occur in verbs like sentir and dormir which sometimes change eto ¿and o to u (compare Gerundio, P. 154, and Preterito Histórico, P. 164). Sienta V. sienta sintamos sienta sientan Duerma V. duerma durmamos duerma duerman Exercises. 3. Turn to Una Hoja de Papel, P. 91, and imitate the pattern : ¿Quiere V. que (yo) coja una hoja de papel? by beginning each sentence with ¿Quiere V..... and using the first pers. sing. of the presente del subjuntivo. \ Learn also the useful equivalent He de: ¿ He de coger una hoja de Am I to (=do you want me papel ? to) take a sheet of paper? Imitate this pattern with the same sentences. 4, Turn to El Libro, P. 115, and imitate the pattern: ¿Quiere V. que vayamos al estante ? Also ¿Hemos de ir al estante ? 5. Turn to Escribir, P. 121, and imitate: ¿Es preciso que los muchachos tomen la pluma en la mano? Omit 7 and 9. ADDITIONAL EXAMPLES. The presente del subjuntivo is a very important feature not only of the literary language but also of every-day Spanish, and it should be thoroughly mastered. Attention is called to the fact that it reverses the vowel of the present indicative ending, having a in the place of e and e in the place of a. Take the verb estudiar for an example: El maestro dice que Rita Theteachersaysthat Maggie estudia con diligencia studies diligently. El maestro dice que Rita Theteachersaysthat Maggie estudie con diligencia, should study diligently. 196 _ HOW TO THINK IN SPANISH. The following examples contain numerous useful phrases expressing or implying will or desire. They should be practiced until it becomes natural to use the presente del subjuntivo after them. 1. El general manda que se cierren las puertas á las 9. 2. Mi padre dice que no va- yamos allí. 3. Dispondré que los coches estén aquí al amanecer. 4, Les obligaré á que acep: ten. 5. Se empeñan en que coma- mos con ellos. 6. Ella se opone á que sus ni- ños jueguen con los míos. 7. El maestro ha prohibido que subamos la escalera corriendo. +8. Voy & impedir que se haga daño. 9. Es menester que descanse un rato. | 10. Es necesario quetrabaje- mos dia y noche. 11. Está bien que le dé V. su retrato. 12. Importa que envie V. este lio cuanto antes. 13. Es tiempo (de) que vol- vamos á casa. 14. Prefiero que el mucha- cho no lea ese libro. 15. Mejor es (or más vale) que nos quedemos en casa. The general commands that - the gates be closed at 9. My father says that we should not go there. 1 will arrange to have the carriages here at day- break, 1 will oblige them to accept. They isist on our dining with them. She objects to her children’s playing with mine. - The teacher has forbidden our running upstairs. lam going to prevent him from hurting himself. I must rest a while (it is necessary). We must work day and night. It 1s proper for you to give him your photograph. It is important that you should send this package as soon as possible. It is time for us to go home. I prefer that the boy should not read that book. It¡s better for us to stay at home. HOW TO THINK IN SPANISH. 197 16. Les aconsejo 4 Vds. que I advise you not to expose no se expongan á ese pe- yourselves to that danger. igro. | 17. Le pediré que me com- I will ask him to compose me ponga un poema para la a poem for the wedding. boda. 18. Martín y Compañía pi- Martin & Co. ask us to send den que les enviemos en them at once one hundred seguida cien pacas de al- bales of cotton. godón. 19. Mi padre me ha pedido My father has asked me to que le dé á V. memorias give you his regards. de su parte. Three examples are given to show the use of pedir, to ask a person to do something. Preguntar means to ask a question for the sake of the reply. 20. Señor doctor, mi madre Doctor, my mother requests le ruega & V. que venga 4 you to come and see her verla cuanto antes. as soon as possible. 21. Permitame V. que vea Allow me (permit me) to see su programa — que le haga your programme—to ask una pregunta—que le pida you a question—to ask a un favor. favor of you. 22. Déjeme V. que salga— Let me go out—sit down a que me siente un ratito— little while—help you. que le ayude. LET US. The first person plural of the presente del subjuntivo corresponds to the common phrase let us. Thus, subamos means “let us go upstairs” ; volvamos á casa, let us return home ; enviémosle el dinero, let us send him the money. This form may be regarded as a kind of imperative in which the speaker includes himself in the command. With reflexive verbs the s is dropped when nos is appended, as sentémonos, let us sit down; apresurémonos, - - 198 HOW TO THINK IN SPANISH. let us hurry up ; vistámonos, let us dress ourselves; no nos sentemos, let us not sit down. | The verb ir differs from the presente del subjuntivo (vayamos) by having vamos, let us go; vámonos, let us go away. There is no other exception. LET. Frequently let introduces a kind of imperative which does not mean permit or allow like No. 22. Examples: ¡ Qué muera! Let him die! ¡Que venga en seguida! Let him come at once! ¡Que me dejen en paz! Let them let me alone! ¡Que se abran las puertas! Let the doors be opened! The idea is that quiero or deseo is understood before such sentences. Exercise. Every one of the 22 sentences which precede implies an imperative. In 1 we may imagine that the general said: Que se cierren las puertas, or Cierren Vds. las puertas ; in 3 some one may have said: Cocheros (drivers), estén Vds. aquí al amanecer; in 8: No se haga V. daño. Find the imperative corresponding to each sentence end write it down. Then try to recompose the original or similar sentences from your imperatives. Other Uses. The presente del subjuntivo has several other uses. I. It follows expressions of emotion, such as gladness, sorrow, hope, fear, surprise, indignation. 1. Me alegro de que V. esté I am glad that you are rest- restablecido. ored to health. 2. Siento que su padre de V. Iam sorry that your father esté enfermo. is sick, 3. Espero que no sea así. I hope it is not so. 4 Temo que le engañen. I fearthey are decelvinghim, HOW TO THINK IN SPANISH. . 199 5. Tengo miedo & que nos I am afraid he will surprise sorprenda. us. 6. Extraño que viva aún. T am surprised that he still ives. 7. Es una lástima que suce- It is a pity that such things dan cosas semejantes. (should) happen. 8. Es unavergienza que ten- Jtis a shame that we have gamos calles tan sucias. such dirty streets. II. It is used in speaking of imagined persons and things. Thus, in the sentence “I am looking for a man who can speak Latin,” the man mentioned is a mere creation of the speaker’s mind. He is not a real person. Now, the Spanish idea is, that of such persons (and things) no positive assertions can be made. Hence they put the clause “who can speak Latin” into the presente del sub. juntivo and say 1. Busco un hombre que sepa hablar latin. Compare this with Mi maestro sabe hablar latin. My teacher can speak Latin. There are frequent occasions in actual life for observ- ing this distinction. 2. Voy á comprar un reloj Iam going to buy a watch que indique los segundos. which indicates the sec- onds. 3. Quisiera ir 4 un país en I should like to go to a donde se pegue la saluden country where health is lugar de la enfermedad. catching instead of disease. 4. No estoy acostumbrado I am not used to have any- & que nadie juegue con- body trifle with me. migo. 5. No lo daré sino 4 quien I will not give it except to lo merezca. one who deserves it. 6. No hay quien lo dude. Thereis noone who doubts it. The idea expressed in the last three examples by nobody, not—anybody, no one, belongs to the category of 200 HOW TO THINK IN SPANISH. “imagined persons.” Something, nothing, are similarly treated. 7. Si Vds. reparan en algo If you notice anything that que no sea de su gusto, ts not to your liking, men- diganlo. tion it. 8. Nada diré que puedaofen- I shall say nothing that can derle. (might) offend him. 9. No hay mal que cien años There is noill that lasts for- dure. ever. III. The idea of uncertainty, which is involved in statements about imagined persons and things, is the foundation of so large a number of expressions that only a few examples can be given. The rest must be left to observation and practice. 1. ¿Espera V. que llegue hoy Do you expect your brother su hermano? to arrive to-day ? 2. Dudo que llegue. I doubt whether he will arrive. 3. Quizás (or tal vez) sea así. Perhaps it is so. 4 Haré lo que pueda. 1 will do what 1 can. 5. Haga V. lo que quiera. Do what you will. The uncertainty which attaches to the future is often expressed in the Spanish language by the use of the presente del subjuntivo as in some of the above examples. Other examples will be found under the conjunctions cuando, mientras. hasta que, antes que, etc. PERFECTO DEL SUBJUNTIVO. The presente del subjuntivo corresponding to He, hemos, ha and han is Haya, hayamos, haya “ hayan. When combined with the perfect participle, the latter forms give us the perfecto del subjuntivo which is used in the same way as the presente. HOW TO THINK IN SPANISH. 201 Learn the following examples. 1. Perdone V. que (yo) haya Pardon me for coming late venido tarde. (that 1 have come late). 2. Niego que lo hayamos I deny that we have done it. hecho. 3. Me alegro de que V. haya I am glad that you have sido nombrado secretario. been appointed secretary. 4. Siento que Vds. no hayan Iam sorry you did not re- recibido la invitación. ceive the invitation. 5. Es una lástima que no Itisa pity that he has not haya venido. come, 6. No creo que ella haya di- 1 don't believe that she said cho eso. that. | 7. Hs muy extrañoque hayan It is very strange that they obrado asi. have acted so. 8. Temo que hayan sidosor- I fear they have been sur- prendidos. prised. Cuando. Learn the following sentence: Cuando Hegué & casa ano- When I arrived at home che, encontré un telegra- last night, I found a des- ma de mi socio. patch from my partner. In such sentences the clause with cuando can frequently be replaced by an infinitive with al: 1. Al llegar 4 casa anoche Onarriving home last night, encontré un telegrama. I found a telegram. 2. Al bajarse el telón todos When the curtain fell, all aplaudieron. applauded. 3. Al ver al policia los mu- On seeing the policeman, chachos se escondieron. the boys hid themselves. Exercise. Change 2 and 3 so as to begin with cuando, when. 202 HOW TO THINK IN SPANISH. FORMA PROGRESIVA DEL PASADO, In the sentence:—“ Last night when we went home, we saw a fire,” the verb went may be changed to were going, but saw cannot be changed to were seeing. Try both substitutions separately and note the effect. It follows that there are two ways of representing past occurrences; that we are not always particular to make the distinction in English; but that we use the past tense (went, saw, wrote, came) both for actions in progress and for those which are not. In Spanish this distinction is always made and thereis a special tense for actions in progress which we shall call forma progresiva del pasado. It is formed from the infinitive. INFINITIVE. FORMA PROGRESIVA DEL PASADO. yo nosotros V.orél : Y. or ellos Cerrar cerraba cerrábamos cerraba cerraban Meter metía metíamos metía metían Subir subía subíamos subía subían Infinitives change the ending ar to aba etc.; and er and ir to fa ete. There are only three exceptions: Ser era éramos era eran Ver veia veíamos veía veían Ir iba íbamos iba iban Be careful to emphasize the proper syllable, especially in the first person plural. Exercises. 1. Form the first person singular of all the verbs used in Por la Mañana, P. 131. 2. Form the first person plural of all the verbs used in Viajar, P. 169. 3. Begin all the sentences of El Gato, P. 111, with HOW TO THINK IN SPANISH, 203 the words Cuando vino mi amigo, when my friend came, and change the verbs. Pattern : Cuando vino mi amigo, (yo) When my friend came, I was llamaba el gato. | calling the cat. 4. Begin all the sentences of El Libro, P. 115, with Cuando volvió mi padre and use the first person plural as in the pattern: Cuando volvió mi padre, When my father came back, íbamos al estante de li- wewere going to the book bros. case. | 5. Turn to Escribir, P. 121, and begin each sentence with the useful phrase iba á, I was going to. Pattern: Iba á tomar la pluma en la I was going to take my pen mano. in my hand. 6. Turn to Ir á la escuela, P. 173, and begin with Pensaba, 1 intended to. Pattern: Pensaba atar mis libros con I intended to strap up my una correa. books. 7. Turn to En la Escuela, P. 174, and begin with Solía, I used to. Pattern: Solía entrar. I used to go in. The forma progresiva itself is also used to express customary actions : Cuando vivía en Paris, me When I was living (used to levañtaba todos los dias 4 live)in Paris, I used to get las 7, tomaba el desayuno up every day at 7, (used en micuarto. leía el perió- to) take my breakfast in dico, visitaba los museos my room, (used to) read etc. the paper, (used to) visit the museums etc. The following expressions of time naturally accom- pany this form. Años atrás lo hacían así. Years ago they used to do it that way 204 HOW TO THINK IN SPANISH. Antes or antiguamente usa- Formerly they used oil to ban aceite para alumbrar. — light with. Había vez y vez un rey. Once upon a time there was | a king. Another Way. Progressive action in the past may also be expressed by means of estaba, estábamos, estaban with the gerundio ; as Estaba escribiendo cuando 1 was writing when yon entró V. came in. Review the Forma Progresiva del Presente, P. 154, and change estoy, está, estamos, están, into estaba, estábomos, estaban in all the examples. With verbs of motion use iba, ibamos, etc.; as Iba subiendo la escalera or I was going up stairs. subía la escalera. Exercise. Turn to Durante la Comida, P. 138, and imitate the pattern : Estaba sentándome 4 la I was sitting down to the mesa. table. Learn the following sentence. Estaba durmiendo la siesta; I was taking an afternoon de repente me despertó un nap, suddenly a terrible ruido terrible. noise awakened me. NoTE. When uncertain future time is referred to, use the pre- sente and perfecto del subjuntivo with cuando. Le pagaré á V. cuando I will pay you when 1 come vuelva. back Cuando llegue el momento When the time comes we debemos estar listos. — ought to be ready. Cuando vea V, 4 su padre When you see your father dele esta carta. give him this letter. Cuando V. haya sacado sus When you have done your cuentas enséñemelas. examples, show them to me. ; HOW ‘TO THINK IN SPANISH. 205 Compare these sentences by way of eontrast with the following examples, in which the present indicative is used, because the idea of uncertain future time is not involved. Cuando no tengo dinero no When [ have no money I puedo pagar. cannot pay. | Está de muy mal humor He isin a very bad humor cuando está enfermo. when he is sick. Después que. Learn the following patterns: 1. Poco después que su pa- dre de V. se hubo mareha- do, un mandadero trajo este lio. 2. Poco después que su pa- dre de V.se marché, un mandadero trajo este lio. Shortly after your father had gone away, a messen- ger brought this package. Soon after your father went away, a messenger brought this package. These examples show that después que is used either with the pretérito histórico (se marchó) or with its compound (se hubo marchado). The latter we shall call PRETÉRITO COMPUESTO. The pretérito compuesto consists of the pretérito histórico of haber (hube, hubo, hubimos, hubieron) joined to a parti- ciple. Después que hube visto la procesión, tomé el tren para Barcelona. Después que hubo dicho esto, desapareció. Después que hubimos pasa- do el rio, preguntamos por el camino. ¿ Qué hicieron Vds. después que hubieron llegado al hotel ? After I had seen the proces- sion, 1 took the train for Barcelona. After she had said that, she disappeared. After we had crossed the river, we asked our way. What did you do after you had arrived at the hotel ? 206 HOW TO THINK IN SPANISH. There are several other ways of expressing the same thought: 1. Using the simple pretérito as in the second pattern. 2. Substituting cuando for después que. 3. Omitting después and putting the participle before que. Pattern: Visto que hube la procesión, tomé el tren para Barcelona. 4. Using después de with the infinitive. Pattern : Des- pués de ver la procesión, tomé el tren. 5. Using después de with the compound infinitive (haber+ participle). Pattern: Después de haber visto la procesión, tomé el tren. 6. Omitting haber from the last pattern and making the participle agree with the noun: Después de vista la procesión, tomé el tren. 7. Using the gerundio with en. Pattern : En viendo la procesión, tomé el tren. 8. Using habiendo with a participle. Pattern: Ha- biendo visto la procesión, tomé el tren. Exercises. Imitate these patterns with the other examples given on the preceding page. Further practice can be had by combining the senten- - ces of El Libro, Ir á Acostarse, Una Tertulia, Por la Ma- ñana, ete.; as for example: Después que fuí al estante, escogí un libro; después que escogí el libro, lo saqué. In the same way combine the 34 and 4t, the 4 and 5* ete, omitting such as do not make good sense. NOTE. The pretérito compuesto is used only after cuando, des- pués que and a few other conjunctions given in the following pages. When there is no conjunction, the auxiliary had is habia: Me lo había dicho, pero no He had told me so, but 1 lo creí, did not believe it, — HOW TO THINK IN SPANISH. 207 Si. Next to que the most useful conjunction is si, Learn the following examples. Si V. no puede comer con Jf you cannot dine with us, nosotros, envíenos un te- send us a telegram. legrama. Si el muchacho ha rotoel If the boy has broken the vidrio, tiene que pagarlo. window pane, he must pay for it. Si Vds. no se levantan en If you do not get up at once seguida perderán el tren. (unless you get up), you -will miss the train. Si la niña estuvo en el baile If the girl was at the In- de la infanta, nos escribi- fanta's ball, she will write rá una carta interesante. us an interesting letter. CONDITIONAL SENTENCES. In English it is a very common form of expression to say that “somebody would do thus and so” under certain conditions; as for example :—“ My brother would buy this house, ¿f he could raise the money.” Observe that we may infer from this, that the condition, “if he could raise the money,” is not realized; in other words, that he cannot raise the money. The following examples will show that there is a special kind of sentence for such expressions. The Spanish verb form corresponding to would buy is called the conditional mood, and the condition if he could raise, on which it depends, is expressed by si with the imperfecto del subjuntivo. Thus, the above sen- tence would be: Mi hermano compraría esta casa, si pudiese juntar el dinero. Two new verb forms must therefore be learned. 208 HOW TO THINK IN SPANISH. CONDITIONAL MOOD. Review the future tense, P. 118. Then, to derive the new form, change the future endings é emos á dn into ía Samos ta fan. Examples: 4 FUTURE. CONDITIONAL. yo nosotros Vd., él Vds., ellos. Compraré. Compraria compraríamos compraría comprarfan. Meteré. Metería meteríamos metería meterían. Subiré. Subiría subiríamos subiría subirían. There is no exeeption. Be careful to emphasize the proper syllable, especially in the first person plural, Exercise. Form the conditional corresponding to the 12 verbs on P. 118. IMPERFECTO DEL SUBJUNTIVO. Review the pretérito histórico, P. 162, especially the third person singular. Then, to derive the first person singular of the imperfecto del subjuntivo, proceed as follows. 1. Change the ending ó (accented) to ase: PRETÉRITO 31 SINGULAR. IMPERF. SUBJ. 1% SINGULAR. él compró - Si yo comprase él bajó Si yo bajase él amenazó ¿si yo amenazase 2. Change the ending o (unaccented) to iese: él supo si yo supiese él estuvo sl yo estuviese él quiso Si yo quisiese HOW TO THINK IN SPANISH. 209 3. Change the ending w to tese: él metió si yo metiese él subió si yo subiese él sirvió - si yo sirviese él durmió si yo durmiese él dió 81 yo diese Apparent exceptions are the verbs having d (accented) instead of id because ¿ is unnecesary after y, 7, ll, (see P. 163). In these, 6 changes to ese: él cayó sl yo cayese. The same is true of j before unaccented o, as in dijo, - condujo, trajo, which make dijese, condujese, trajese. The only real exception is él fué si yo fuese Exercise. Turn to Pretérito Histórico and form the first person singular of the new tense corresponding to all the verbs given on pages 162 to 168. | Having formed the first person singular, the other | persons are as follows : Si nosotros comprásemos, si V. comprase, si Vds. com- prasen, si él comprase, si ellos comprasen. Si nosotros supiésemos, si V. supiese, si Vds. suptesen, si él supiese, si ellos supiesen. Si nosotros cayésemos, si V. cayese, si Vds. cayesen, si él cayese, si ellos cayesen. Be careful to emphasize the proper syllable, especially in the first person plural. Exercises. 1. Turn to Escribir, P. 121, and change to the conditional. Pattern: Tomaría la pluma en la ma- Ishould take my pen in my no, si V. lo quisiese. hand, if you wished it. Finish each sentence with si V. lo quisicse. 2. Turn to Escribir una Carta, P. 124, and imitate 210 HOW TO THINK IN SPANISH. the pattern: Nos sentaríamos á nuestros escritorios si Vds. lo quisiesen. Omit 7 and 9. | 3. Turn to Por la Mañana, P. 131, and change to the imperfecto del subjuntivo, beginning each sentence with si and finishing each sentence with the question ¿qué diría V.? Pattern: Si abriese los ojos, ¿qué diría V.? If I opened my eyes, what would you say? 4, Turn to Ir d Acostarse, P. 159, and imitate the pattern: Si subiésemos 4 nuestro cuarto, ¿qué harían Vds? Omit the last sentence. If we went up to our room, what would you do? ADDITIONAL EXAMPLES. 1. ¿Iría V. si yo fuese ? 2. ¿Si V. fuese rico, soco- rrería á los pobres ? 3. Si estuviese en su lugar no haría eso. | 4. Oiríamos mejor si no hu- biese tanto ruido en la calle. 5. ¡Qué haría V. si estuvie- se en Madrid y no supiese hablar español ? 6. Si el vaso cayese en el suelo ¿qué sucedería ?— Se rompería. 7. No podría, aun si qui- slese, 8. No querría aun si pu- diese. 9. ¿Qué me daría V. si le dijese un secreto ? Would you go, if I went? If you were rich, would you help the poor? If I were in his place, I should not do that. We should hear better, if there were not so much noise in the street. What would you do, if you were in Madrid and did not know how to speak Spanish ? If the glass fell on the floor, what would happen ?—1t would break. I could not even if I would. I would not even if I could. What would you give me if I told you a secret ? HOW TO THINK IN SPANISH. 211 10. Si hiciese eso, nunca se If he did that, she would lo perdonaría ella. never forgive him. 11. Si el presidente muriese, If the president should die, el vice presidente sería the vice president would presidente. be president. 12, ¿Qué sucedería si una What would take place if fuerza irresistible encon- an irresistible force met trase con uncuerpoinmé- an immovable body? vi The imperfecto del subjuntivo is also used with que as an indirect imperative after expressions of will or desire, when these expressions are in a past tense or in the con- ditional mood. Turn to Additional Examples of the pre- sente del subjuntivo, P. 195, where the introductory expres- sions are in the present or future, and change as follows : El general manda que se El general mandó que se cierren las puertas 4las9. cerrasenlas puertas á las 9, In the other sentences use the verbs:—2 dijo or había dicho, 3 dispondría, 4 obligaría, 5 se empeñaron, 6 se oponía, 7 prohibió or había prohibido, 8 iba á impedir, 9 era, 10 era, 11 convenía, etc. and change the verb following que into the imperfecto del subjuntivo. Turn also to Other Uses, P. 198, and make the same changes. Compound Conditional Sentences are formed by using the auxiliaries habria and hubiese with participles. Mi hermano habria compra- My brother would have do esta casa, si hubiese po- bought this house, if he dido juntar el dinero. had been able to raise the money. Wellington habría sido de- Wellington would have been rrotado, si Bliicher no hu- _— defeated, if Bliicher had biese llegado, not arrived. Si no hubiésemos estado allí, If we had not been there, a: habría ocurrido mayor des- eater misfortune would gracia, ave occurred. 212 HOW TO THINK IN SPANISH. Exercises. 1. Change the preceding Additional Exam- ples from simple to compound. The first one will be: ¿ Habría ido Y. si yo hubiese Would you have gone, if I ido? had gone? 2. Turn to Escribir una Carta, P. 124, and imitate: Nos habríamos sentado á We should have sat down nuestros escritorios, si V. at our desks, if you had lo hubiese querido. wished it. Finish each sentence with the words si V. lo hubiese querido. NoTE, The compound conditional is often replaced by the shorter forma progresiva del pasado: Si mi hermano hubiese podido If my brother had been able to juntar el dinero, compraba esta raise the money he would have casa. bought this house. The compound of hubiese with a participle is frequently replaced by a peculiar form consisting of á with haber, ser, estar and a participle, especially in negative sentences. A no haber llegado Bliicher, Wellington habría sido derrotado. Á no estar yo allí, habría ocurrido mayor desgracia. Á no ser por V. no habría If it were not (or had not venido. been) for you, 1 should not have come. A haberlo advertido su pa- Ifhisfatherhadnoticedit, he dre, le habría castigado - would have punished him. Other Uses of Si. When si begins a question, words like guisiera saber, 1 should like to know, or 1 wonder, are often understood : ¿Si lloverá esta tarde ? 1 wonder if it will rain this afternoon. When si begins an exclamation, it often corresponds to the English exclamation why ! or the fact is. Si no he recibido la carta. Why, I did not receive the letter. HOW TO THINK IN SPANISH. 213 Do not mistake si for sí which means yes and is used to strengthen exclamations. ¡ Esto sí que es magnífico! This is really magnificent! For si=whether, see P. 241. | FORMA REEMPLAZANTE. There is a verb form which may be substituted for the conditional and also for the imperfecto del subjuntivo. We shall call it the forma reemplazante. Example: Si el vaso cayese en el suelo Si el vaso cayera en el suelo, se rompería. Se rompiera. It may also be derived from the third person singular of the pretérito histórico. Proceed as follows: 1. Change ó to ara; compró comprara 2. » o to dera; supo supiera » Jo to gera; dijo dijera 3. » ó to tera; sirvió sirviera 4, » YO to yera; cayó cayera » dé to llera; bulld bullera » 6 to ñera; tand tañera. 5. » fué to fuera. Exercise. Change all the verbs given under Pretérito Histórico into the new form. All the persons: yo nosotros V. or él Vds. or ellos comprara compráramos comprara compraran -gupiera supiéramos supiera supieran dijera dijéramos dijera dijeran. A conditional sentence may therefore be expressed in four ways: 1. Si el vaso cayese, se rompería. 2. Si el vaso cayera, se rompería. 3. Si el vaso cayese, se rompiera. 4. Si el vaso cayera, se rompiera, 214 Exercise. HOW 'TO THINK IN SPANISH. Say each of the Additional Examples on P, 210, in these four ways, but do not use the fourth when both verbs would have exactly the same ending. By the aid of the auxiliary hubiera, a compound con- ditional sentence may also be said in four ways: 1. Si el vaso hubiese caído, se habría roto. 2. Si el vaso hubiera caído, se habría roto. 3. Si el vaso hubiese caído, se hubiera roto. 4. Si el vaso hubiera caído, se hubiera roto. Exercise. Change the Additional Examples into com- pound conditional sentences by imitating these patterns. Further practicein the forma reemplazante can be had by repeating the exercises on P. 209 and 210 with this form. WISHING. The imperfecto del subjuntivo and its substitute are also used in wishing. Learn the following examples. ¡ Si tuviese solamente un ca- ballo ! ¡Si hubiese tenido un ca- ballo ! ¡ Si estuviese en España ! ; Si hubiese estado alli! ¿Si supiese hablar español ! ¡ Ojalá cesase la guerra! ¡Ojalá hubiese obedecido á su padre! ¡Quisiera Dios que así fuese! ¡ Quién tuviese un jardín se- mejante! ¡ Quién pudiese escribir un libro tan interesante ! If I only had a horse! If I had had a horse! If I were in Spain! If I had been there! If I knew how to speak Spanish ! Would that the war were over ! Would that he had obeyed his father! Would God that it were so! I wish I had such a garden! I wish I could write so in- teresting a book ! Say the same sentences with the forma reemplazante, HOW TO THINK IN SPANISH. 215 Learn also the following : ¡ Ojalá (or quiera Dios que) God grant that it may not no salga así ! turn out thus ! Como si. Learn the following pattern : 1. Ella parece como si estu- She looks as if she were ill. viese (or estuviera) mala. 2. Ella parece como si hu- She looks as if she had been biese (or hubiera) estado ill. | mala. Connect in the same way: De repente (suddenly) se levantó — ¿se le había ocu- rrido una idea ? Antes que or Antes de que. Learn the following patterns : 1. Todo estará arreglado Everything will be arran- antes (de) que V. vuelva. ged before you return. 2. Quería arreglarlo todo I wished to arrange it antes (de) que V. volviera all before you returned (or volviese). — (should return). 3. Todo estaba arreglado Everything was arranged antes (de) que V. volvió. before you returned (did return). 4. Suele tomar el café antes He is in the habit of taking y - que se levanta. his coffee, before he rises. | 5. Solía tomar el café antes He used to take his coffee que se levantaba. before be rose. In Pattern 1 observe the use of the presente del sub- juntivo after antes que, because uncertain future time is involved in the clause antes (de) que V. vuelva, In N° 2, the clause antes (de) que V. volviera also involves uncertain future time with reference to quería; but as quería is in 216 HOW TO THINK IN SPANISH. the past, the imperfecto del subjuntivo (or its substitute) follows it. The uncertainty involved becomes apparent when we compare N° 2 and N° 3. In the latter, the clause antes que V. volvió refers to an actual occurrence; in N° 2 we are left in uncertainty whether the person spoken to did or did not return. Antes (de) que V. volviera is an imagined occurrence, — In 4 and 5 the actions are represented as customary and not uncertain. When both clauses have the same subject, antes de with the infinitive may be used: Quisiera concluir esta tarea I should like to finish this antes de acostarme (oran- task before going to bed tes que me acueste). (or before I go to bed). Another way of connecting the two clauses is: Voy 4 acostarme, pero antes (but before) quisiera concluir esta tarea. Exercises. 1. Turn to Ir da Acostarse, P. 159, and combine sentences according to the pattern : Encienda V. el fósforo antes Light the match before you que abra la llave del gas. turn on the gas. Omit those which do not make good sense. , 2. Imitate the pattern: ¿Encendería V. el fósforo Would you light the match antes que abriera la llave before you turned on the del gas ? gas ? 3. Imitate the pattern: ¿Encendió V. el fósforo an- Did you light the match tes que abrió la llave del before you turned on the gas? gas ? 4. Substitute infinitive clauses like antes de abrir la llave del gas in Exercises 1, 2 and 3. HOW TO THINK IN SPANISH. 217 Mientras. Learn the following patterns : 1. Yo haré las maletas, mientras V. salga 4 bus- car un expreso. 2. Pensaba hacer las male- tas, mientras V. buscase (or buscarajun expreso. 3. Yo hacía las maletas, mientras mi amigo busca- ba un expreso. 4. Yo hicelas maletas, mien- tras mi amigo buscaba un expreso. 5. Mientras decía esto se puso á llorar. 6. Ana tiene que quedarse en casa, mientras su her- mana va al teatro. 7. No volveré á ir allí mien tras viva. 8. Dijo que no volvería á ir allí mientras viviese (or viviera). 1 will pack the trunks, while you go out to look for an expressman. I intended to pack the trunks, while you looked for an expressman. I was packing the trunks, while my friend was looking for an express- man. I packed the trunks, while my friend looked for an expressman. While he was saying this he began to ery (weep). Anna has to stay at home, while her sister goes to the theatre. I shall not go there again as long as (while) I live. He said he would not go there again as long as he lived. | NoTES.—Observe the use of the subjuntivo in 1, 2, 7 and 8 for the same reasons as those given under Antes que. Nos. 3, 4 and 5 refer to actual past occurrences. N° 6 expresses a contrast; the actions are represented as customary and not uncertain. In 3, 4 and 5 the two component sentences might have been connected by means of the words y al mismo tiempo (and at the same time) instead of using mientras. Say them in this way. ™ 218 HOW TO THINK IN SPANISH. In 5 the gerundio might have been used because both verbs have the same subject: Diciendo esto se puso 4 llo- Saying this he began to rar, ery. Exercises. Connect by means of mientras. 1. Leeré este periódico; al mismo tiempo se vestirá V. 2. ¡Sucedió algo durante mi ausencia? (during my absence; ausente means absent). 3. Estudió su discurso dando vueltas por el cuarto (walking about the room). 4. Nico- lás estudiaba su lección y al mismo tiempo su hermana cosía (was sewing). 5. Vamos á hacer una visita y al mismo tiempo los jóvenes (the young folks) irán á la exposición (fair). - Remember that future time after mientras is not expressed by the future tense, but by the presente del subjuntivo. For another use of mientras see Comparison, P. 231. Hasta que. Learn the following pattern : 1. No se vayan Vds. hasta Don’t go away until I come que yo vuelva. back. 2. Dijo que no nos fuéra- He saidthat we should not mos hasta que volviese. go away until he came ac 3. No nos fuimos hastaque We did not go away until volvió. he came back. Notres.—The same principles govern the use of the subjuntivo here as with antes que, etc. The words vuelva and volviese do not relate to an actual occurrence, while volvió does. In 1 and 2 hasta que might be replaced by mientras with no before the next verb. Say them in this way. HOW TO THINK IN SPANISH. 919 The verbs aguardar, esperar (to wait) are usnally’ followed by ú4 que instead of hasta que: Aguardo 4 que pase este carro. P. 150. Espero á que se abra la puerta. P. 171. Exercise. Change the following into sentences con nected by hasta que (d que): 1, Esperamos en la tienda (we waited in the shop) — el aguacero (shower) todavía no (not yet) había pasado. 2. Tengo que quedarme aqui—mi socio todavía no está de vuelta (back) 3. Estas frases se deben estudiar— todavía no se conocen por completo (completely). 4. Te- mió acostarse (she was afraid to go to bed) —su marido aun no había regresado (her husband had not returned yet). 5. Aguardemos aqui—la luna (moon) aun no ha salido (risen). 6. No se mueva V. de su puesto—le lla- maré. Desde que. Learn the following patterns: | 1. Desde que se casó está Since he has been married cambiado por completo. : he has changed comple- tely. 2. Me refirió cuanto había He related to me all that had ocurrido desde que se des- occurred from the time that pidió de nosotros hasta he took leave-of us until que llegó á casa. he reached home. _ 3. No me ha visitado V. You have not visited me desde que vivo aquí. since I have lived here. Observe the present tense (vivo) where the action still continues. Exercise. Change the following into sentences connec- ted by desde que: 1. Mi tio fué á Londres—no hemos recibido noticias (news) de él.2. Está muy soberbio (proud)—ha sido nom- brado consejero (has baen appointed counsellor). 3. Re 220 HOW TO THINK IN SPANISH. cibí ayer su última carta—mucho se ha cambiado desde entonces (since then). Desde que relates to time only; for since=because, see puesto que. For the clauses containing desde que, a noun preceded by desde may frequently be substituted: Desde su casamiento Desde su despedida Desde mi permanencia aquí Since his marriage Since his departure (taking leave) Since my stay here. Luego que. A Learn the following patterns: 1. Luego que V. reciba el dinero, llévelo corriendo al hanco. 2. Se propuso llevar el di- nero al banco luego que lo recibiera (or recibiese). 3. Llevó el dinero al banco: luego que lo hubo recibido (or luego que lo recibió). 4. Baje V. luego que haya . concluido su trabajo. 5. Por lo regular baja luego que ha concluido su tra - bajo. 6. Le dije que bajase luego que hubiera concluido su trabajo. 7. Acostumbraba bajar lue- go que había concluido gu trabajo. As soon as you recéive the money, run to the bank with it. He proposed to take the mo- ney to the bank, as soon as he had received it (or as soon as he received it). He took the money to the bank as soon as he had received it (or as soon as he received it). * Come down as soon as you have finished your work. He usually comes down as soon as he has finished his work. I told him to come down as soon as he had finished his work. He usually came down as soon as he had finished his work. HOW TO THINK IN SPANISH. ~ 221 Notrs.—Nos. 3, 5 and 7 are the only sentences that describe actual occurrences. subjuntivo after luego que. The others all require the In sentences like 3, the pretérito histórico is more popular than the pretérito compuesto. In sentences like 7 había is used because the action is customary. Otherwise hubo would have been used as in 3. Spanish is very rich in equivalents for luego que. Examples: : 8 Tan luego como se hubo acostado durmió como un talego. 9. Tan pronto como hube escrito el libro, lo dí al impresor. 10. Ast que me ví libre subí 4 mi cuarto. 11. De que V. sepa su lec- ción, la tomaré. 12. En cuanto V. llegue á Pa- ris envíenos un telegrama. As soon as he had gone to bed, he slept like a log (lit. bag). As soon as [had written the book, 1 gave it to the printer. As soon as I was free, I went up to my room. As soon as you know your lesson, I will hear it. As soon as you arrive in Paris, send us a telegram. You will have to make yourself familiar with these different expressions, although you can use luego que in every case. Exercise. Change the following into sentences con- nected by luego que and its equivalents: 1. Apenas hubo dicho estas palabras cuando fué heri- do por un pistoletazo. 2. Apenas dió la hora entró. 3. No bien se levantó al otro día, hizo una visita 4 mi padre. 4. No bien lo hubo dicho cuando ya se arrepentía. Hardly had he said these . words when he was woun- ded by a pistol shot. Hardly had the hour struck when he stepped in. _ No sooner did he get up the next day than he paid a visit to my father. No sooner had he said it than he already repented. 222 HOW TO THINK IN SPANISH. 5. Lo mismo fué recibir el The moment the servant criado la propina queir 4 received the fee, he went la taberna; or to the tavern. Recibirel criado la propina é irálatabernafuétodouno. Siempre que. Learn the following patterns : 1. Siempre que no llevo pa- Whenever 1 have no um- raguas, llueve. . brella, it rains. 2. Siempre que lo vuelva 4 Whenever he does it again, hacer, le castigaré. 1 shall punish him. 3. Siempre que estaba alli Whenever I was there I me divertia mucho. enjoyed myself greatly. Observe the subjuntivo in 2, because it relates to uncertain future time. N° 1, on the contrary, refers to a usual thing. In 3 observe the forma progresiva del pasado which is the proper tense fer usual actions in the past. Instead of siempre que, the expression cada vez que is often used. Say the above sentences both ways. Exercise. Change the following into sentences connec- ted both ways: 1. Cuando se acuesta tarde, siempre tiene jaqueca (severe headache) al otro dia. 2. Cuando necesitaba di- nero, siempre acudia (applied) 4 su abuela. Sometimes siempre que is used instead of con tal que to mean provided that. Porque. Learn tne pattern: No puedo decírselo 4 V.por- I cannot tell you, because it que es un secreto. is a secret. Exercise. Connect by means of porque: l 1. Se quedó en casa—estuvo enfermo. 2. He dejado de leer—los ojos me duelen (hurt). 3. No puedo prestarle HOW TO THINK IN SPANISH. 223 á V. este libro—no es mío. 4. El hielo (ice) flota sobre el agua—es más ligero (lighter). 5. Este caballo (horse) no me conviene (suits)—es muy viejo (old). Study also the following equivalents : 1. No puedo decírselo, que es un secreto. 2. Es un Secreto, por eso (or por lo tanto) no puedo de- círselo. 3. Es un secreto, lwego no puedo decírselo. 4. Por ser un secreto no puedo decírselo. 5. Se quedó en casa á causa de su enfermedad. 1 cannot tell you, for it is a secret. It is a secret; hence I cannot tell you. Itis secret, therefore I cannot tell you. On account of its being a secret, I cannot tell you. He staid at home on account of (or because of) his ill- ' ' ness. Puesto que. Learn the pattern: Puesto que V. me ha ayu- dado, le ayudaré. Exercise. Since you have helped me, I will help you. Connect by means of puesto que : 1. Queríamos ir en el vapor (steamer) Ciudad Condal— tuvimos que partir (start) de aquí el lunes. 2. Use puesto que instead of porque to connect the sentences of the preceding excercise. Study also the following equivalents: 1. Era un fumador terrible, pues no se quitaba la pipa de la boca todo el santo - dia de Dios, 2. Supuesto que la cosa no es urgente, iré mañana. 3. No siendo urgente la cosa, iré mañana. He was a terrible smoker, for (since) he did not take the pipe out of his mouth the whole blessed day. Since the matter is not ur- gent, I will go to-morrow. The case not being urgent, I will go to-morrow. 224 HOW TO THINK IN SPANISH. 4. Ya que no hay remedio Since there is no remedy llévelo V. con paciencia. (since it cannof be helped) bear it patiently. Como or Como que. Learn the following patterns: 1. Lo haré como V. lo desea. I will do it as (=the way that) you desire it. 2. Como (or como que) V. As (=since) you desire it, I lo desea, lo haré. will do it. 3. Como (or como que) era As (=since) it was night, de noche, estaba la puerta the door was closed. cerrada. 4. Como pasase algún tiem- As (=since) some time pas- po, él se impacientó mu- sed, he became very im- cho. patient. The last example shows an anomalous use of the sub- juntivo. Although found in some of the best writers of the day, it ought not to be imitated. Use pasó or pasaba. Exercise. Substitute como or como que in the exercises under porque and puesto que. Equivalent expressions can often be formed by means of the gerundio : Siendo de noche, estaba la puerta cerrada. Habiendo pasado algún tiempo, él se impacientó. For other uses of como see Comparison and Interroga- tive Words. Para que. Learn the following patterns : Déle V. algo á ese pordiose- Give that beggar & something ro para que se vaya. to make him go away (lit. in order that he may go away). HOW TO THINK IN SPANISH, 225 Le dí algo á ese pordiosero 1 gave that beggar some- para que se fuese (or thing to make him go uera). away (lit. in order that he should go away). Observe the use of the subjuntivo after para que, the imperfecto when the preceding verb is in a past tense, and the presente when it is not. (After a conditional, use the imperfecto). Exercise. Compose sentences connected by para que from the following material : 1. La madre le besó (kissed) la mano al niño—le pasó el dolor (the pain went away). 2. Ese perro lleva un bozal (muzzle)—no puede morder (bite). 3. Deje V. eso —debe hacerlo él mismo. 4. No hicimos ningún ruido (noise)—no nos oyeron. 5. Le envié el libro—lo examinó. For para que may be substituted dá fin de que (lit. to the end that) without changing the other words. Say the preceding sentences with ú fin de que. De modo que. Learn the following patterns: He estado muy ocupado, de Ihave been very busy, so that modo que no he podido I have not been able to escribir. write. Tengo compromiso esta tar- 1 have an engagement this de con unos amigos, de _— evening withsomefriends, modo que no puedo acep- so that I cannot accept tar su amable convite. your kind invitation. La brújula marina está sus- The mariner’s compass is pendida de modo que hung tn such a way as to conserva siempre la posi- remain always in a hori- ción horizontal. zontal position (lit. so that 1t preserves). Lleve V. esa vasija de modo Carry that vessel in such a que conserve la posición way that it will remain horizontal. horizontal (lit, that it ma preserve). ~ 226 HOW TO THINK IN SPANISH. Observe the use of the subjuntivo only in the last example in which the sentence after de modo que does not refer to an actual occurrence. In all the other examples de modo que might be translated by the words and so. Exercise. Connect by means of de modo que : 1. El accidente nos detuvo (detained) media hora— perdimos (we lost) el tren. 2. Vaya V. despacio (slowly) y no verterá (spill) el chocolate. 3. Los vecinos hicieron mucho ruido—no pude estudiar. 4. El correo (mail) sale á las 6—V. tiene bastante tiempo. Instead of de modo que, the expression de manera que or de suerte que may be used. Say the preceding sentences with these expressions. Aunque. Learn the following patterns: 1. Lo creo aunque todos sus I believe it, although all his . amigos lo nieguen. friends (should) deny it. 2. Lo creo aunque todossus I believe it, although all his amigos lo niegan. friends (do) deny it. 3. Lo creí aunque todos sus I believed it, although all amigos lo negaron. his friends denied it. 4. Lo creería aunque todos 1 should believe it, even ¿f sus amigos lo negasen (or all his friends should negaran). deny it. 5. Lo creí aunque todos sus I believed it, although all amigos lo habían negado. his friends had denied it. 6. Lo hubiera (or habría) 1 should have believed it creido aunque todos sus even if all his friends had amigos lo hubieran (or denied it. hubiesen) negado. . In 1, 4 and 6 we are not told that his friends deny or denied it, 7, e the words after aunque do not refer to actual occurrences; hence the verbs are in the subjuntivo. HOW TO THINK IN SPANISH, 227 Exercise. Change the following into sentences con- nected with aunque: 1. Voy allí, pero puede costarme la vida (cost my life). 2. Había recibido su dinero; sin embargo (yet, nevertheless) no quiso pagarme. 3. Se lo había prohibido su padre; no obstante (notwithstanding) lo hizo el muchacho. 4. Le ofrecieron (offered) mil duros; sin embargo se negó (he refused) á hacerlo. 5. ¿Y si le hubieran ofrecido dos mil? 6. Mi tio es muy cuidadoso (careful); sin embargo se equivocó esta vez. 7. No estoy muy bueno esta maña- na, pero tengo que salir. Sometimes bien qde or si bien is used instead of aunque. Learn also the following equivalents for the third sentence of the preceding exercise : El muchacho lo hizo no obstante la prohibición de su padre. El muchacho lo hizo 4 pesar de (in spite of) la prohi- bicién de su padre. El muchacho lo hizo 4 pesar de que (in spite of the fact that) se lo habia prohibido su padre. Sin que. Learn the patterns: 1. Voy á hacerlo sin que I am going to doit without nadie lo vea. anybody's seeing it. ‘2. Lo hice sin que nadie lo I did it without anybody’s viera (or viese). seeing it. 3. Lo ha hecho sin que na- He has done it without any- die lo haya visto. body's seeing it. 4. Lo había hecho sin que He had done it without any- nadie lo hubiera (or hu- body's seeing it. biese) visto, ~ 228 HOW .TO THINK IN SPANISH. In English the present participle is used after without; in Spanish use the infinitive if there is only one subject : Lo hice sin saberlo. I did it without knowing it. But if there are two subjects as in the preceding patterns, use the subjuntivo. The-imperfecto follows a past tense (hice) or a conditional, and the presente follows a present or a future (voy). Exercise. Change the following into sentences con- nected by sin que : 1. Salieron y nadie los sintió (heard). 2. Iba á aceptar la invitación sin permiso de su padre. (Permitir, to permit). 3. Ellas fueron al concierto y yo no lo sabía. 4. Losé; no me lo dice el profesor. 5. Lo sé; el profesor no me lo ha dicho. 6. Lo sabía; el profesor no me lo había dicho. Con tal que. Learn the following patterns: Haga V. lo que quiera, con Do what you please, provid- tal que me deje en paz. ed you let me alone (lit. leave me in peace). Le dije que hiciese lo que 1 told him to do what he quisiera, con tal que me pleased, provided that he dejase en paz. ” let me alone. Le dije que le pagaría, con I told him that I would pay tal que hubiese hecho lo him, provided he had done que habia prometido. what he had promised. Exercise. Change the following into sentences con- nected by con tal que: 1. Mi padre me prometió (promised) un reloj para Navidad (Christmas), pero tengo que pasar bien mis exá.- menes. 2. Lo permito, pero V. debe estar de vuelta antes de las once. 3. No me opongo (I don't object), pero V. debe tener mucho cuidado (care). Sometimes siempre que is used instead of con tal que. HOW TO THINK IN SPANISH. . 229 A menos que. Learn the following patterns: 1. A menos que V. salga al Unless you go out instantly, instante, llamaré á un po- I shall call a policeman. icía. 2. No le pague V., 4 menos Don't pay him, unless he que haya hecho la obra de has done the job in a sa- una manera satisfactoria. tisfactory manner. The words á no ser que are often used instead of á me- nos que. The same idea may also be expressed by si....no (if....not); but in that ‘case the presente del subjuntivo is not used : Si V. no sale al instante, llamaré 4 un policía. No le pague V. si no ha hecho la obra etc. Exercise. Change the following into sentences con- nected in the three ways mentioned: 1. Debemos llegar al teatro antes de las 7 y media 6 no tendremos asientos (seats). 2. Estaré en su casa de V.á las 7; no vendré si llueve. 3. La guarnición tiene que rendirse (the garrison must surrender) dentro de una hora 6 comenzamos el bombardeo.(Pres. Indic. me rindo). Á medida que. Learn the patterns: 1. La bola de nieve va en- The snow-ball gets larger grosando á medida que (in proportion) as it rolls. rueda. 2. La bola de nieve iba en- The snow-ball grew larger grosando á medida que _as it rolled. rodaba. 230 HOW TO THINK IN SPANISH. Exercise. Connect in the same way : 1. Cuando nos elevamos en el aire, la presión (pressure) atmosférica disminuye. 2. Su padre seguía hablando (continued speaking) y su turbación (confusion) seguía creciendo (kept on increasing). These sentences may be connected by al paso que instead of á medida que. Say them in this way. Según, Learn the pattern: El teléfono sirve de trasmi- The telephone serves as a sor 6 de receptor, según transmitter or as receiver, se aplica la boca ó el oido. according as we apply the mouth or the ear. Connect in the same way: 1. Se debe alabar (praise) á los niños cuando se por- tan (behave) bien, y reprerderlos (reprove) cuando se portan mal. 2. Me lo han contado (related) así; así lo cuento yo. Dado caso que. Learn the patterns : Dado caso que muera su pa- Suppose his father should die dre, ¿ qué se hará de él? (dies), what will become of him Dado caso que muriese su Suppose his father should - padre, ¿qué se haría de él? die (died), what would become of him? | The same idea is also expressed by demos el caso que or pongamos el caso que, instead of dado caso que. Connect in the three ways mentioned: ¿Qué haremos si no llega nuestro equipaje (baggage) % o HOW TO THINK IN SPANISH. 281 COMPARISON. Learn the phraseology of comparison by means of the following illustration. He aquí 5 líneas (Here are 5 lines). La primera y la segunda son desiguales (une- qual). La segunda es más larga que (more long=longer than) la primera. La primera es más corta (shorter) que la segunda. La cuarta es un poco más larga que la tercera. La quinta es aún más larga (still longer); es 1234 5 mucho más larga. La segunda y la tercera son iguales (equal). Tienen el mismo largo (same length). La segunda no es ni más larga ni más corta que la tercera (neither longer nor shorter). La una es tan larga como la otra (as long as). La tercera no es tan larga como la cuarta (not so long). La tercera es menos larga (less long=not so long) que la cuarta. La quinta es la más larga de todas (the longest). La primera es la más corta (the shortest). La primera es la línea más corta (the shortest line). Learn from these examples : 1. That a positive is accompanied by tan—como. 2. That a comparative is accompanied by más—que or menos—que. 3. That a superlative differs from a comparative only by having the proper article (el, lo, la, los, las) before it. Exercise. Form comparisons by using the following words according to the above patterns. Example: Mesa, silla, alta, baja. Answer: La mesa es más alta que la silla, or la silla es más baja que la mesa ete. 1. Papel de escribir, papel de envolver, grueso, delgado (thin). 2, Hombre, niño, grande,pequeño, fuerte (strong), 232 . HOW TO THINK IN SPANISH. débil (weak). 3. El mes de enero, el mes de febrero, largo, corto. 4. Julio y agosto. 5. El océano Atlántico, Pacífico, hondo. 6. El hierro (iron), el oro (gold), útil (useful). 7. El hierro, el acero (steel), duro, blando (or dulce). 8. El oro, la plata (silver), raro (rare). 9. La fisiología, las matemáticas, estudio (study), importante. 10. Invierno, otoño, estación (season), agradable (agreeable). 11. Dos calles de su ciudad de V. (two streets of your city), ancha, angosta. 12. El oro, el plomo (lead), pesado, ligero. Form superlatives, as for example from ¿ Cuál, libro, interesante, mundo? Answer: ¿Cuál es el libro más interesante del (better than en el) mundo? What is the most interesting book in the world? 13. El chino (Chinese), lengua (language), difícil (diffi- cult). 14. El hierro, metal, útil. 15. Londres, ciudad, grande, mundo. 16. Cervantes, escritor español, (Spanish writer), célebre (celebrated). 17. Don Quijote, su obra, (his work), famosa ‘famous). 18. Beethoven, compositor, grande, _ mundo. 19. El Misisipí, rio (river), largo, mundo. 20. Si- rius, estrella (star), brillante, cielo. 21. El 21 de diciembre, dia, corto, año. 22. El diamante, piedra, preciosa y dura. Learn the following examples of the use of the itali- cized useful words: Esta pluma es mejor. This pen is better. Esta es la mejor que tengo. ‘This is the best one I have. Es peor que la mía. It is worse than mine. ¿ Cuál muchacho es el peor? Which is the worst boy? Dele V. la mayor parte. Give him the greater (or greatest) part. Dele V. la menor parte. Give him the smaller (or smallest) part. ¿ Es este su hermano mayor? Is this his elder (or eldest) brother ? Es su hermano menor. Itis his younger (or youngest) brother. HOW TO THINK IN SPANISH. 233 Learn also the following additional examples of com- parison, observing that de takes the place of que before a numeral. Esta biblioteca contiene más de quinientos mil libros. Lo hizo en menos de un se- gundo. No tengo tanto tiempo co- mo V. ¿Escribe V. tantos cuentos y tantos poemas como an- tes? Estos dos lápices tienen la misma forma, color y ta- maño. This library contains more than 500,000 books. He did it in less than one second. I have not as much time as you, (or not so much.... as). Do you write as many stories and poems as formerly ? These two pencils have the same form, color and size. Misma, like any other adjective, agrees with the first noun and is not repeated before the others. The sentence might be rearranged thus:—el mismo color, forma y ta. mano. In the following examples, the second part of the comparison contains a verb. Observe the phraseology. Su hijo de V.es más grande Your son is larger than de lo que era el mio á la misma edad. V. pide más de lo que vale este caballo. Ese hombre es más rico de lo que dicen. Tiene más dinero de lo que dicen. Tengo más paciencia de la que V. cree. Tengo más amigos de los que V. piensa. Hay más ocasiones de las que podemos aprovechar. mine was at the same age. You ask for more than (that which) this horse is worth. That man is richer than they say. He has more money than they say. I have more patience than you believe. 1 have more friends than you think, There are more opportuni- ties than we can improve. 234 HOW TO THINK IN SPANISH. Exercise. Make all the comparisons that the following. statements suggest. 1. Tengo 2 plumas y 2 lápices. 2. El cortaplumas de Pablo (Paul's) tiene 3 hojas, el de Luís tiene 3 y el mio dos. 3. Esta casa- tiene 4 pisos (stories) y la de mi tio tiene tres. 4. Carlos puede andar del colegio á su casa . en 15 minutos, Diego lo puede también (also) en 15 y Guillermo (William) en 20 (aprisa, fast ; despacio, slowly). 5. Me levanto á las 7, Jorge (George) se levanta á las 6, Jaime (James) á las 6, y Paco (Frank) á las 5 (temprano, early; tarde, late). 6. Un hombre murió (died) y dejó (left) á sus hijas las cantidades siguientes (the following sums): 4 Margarita 10,000 duros (dollars), á Ana 15,000, á Isabel 15,000 y 4 Concha 20,000 (dinero, money). 7. Com- pré (I bought) estos guantes (gloves) por un duro y medio y estos que son de la misma calidad (quality) por un duro y cuarto (caro, dear; barato, cheap). Learn the following sentences: ¿Se parece V. 4 su padre 6 á su madre? Dicen que me parezco á los dos. (Infin. parecerse). Estos dos hermanos son muy parecidos. ¿En qué se diferencian or en qué difieren estos gé- neros ? Estos triángulos son símiles or semejantes. Este autor se asemeja 4 Cal- derón. Se puso colorada como una amapola. Como me hizo, así le haré. (Proverbios XXIV, 29). Do you resemble your father or your mother ? They say I resemble both. These two brothers are very much alike. What do these goods dif- fer in? These triangles are similar. This author resembles Cal- deron. She turned as red as a poppy. | As he did to me, so will 1 do to him. HOW TO THINK IN SPANISH, 235 Jorge es fuerte, mientras su George is strong, while his hermano es débil y enfer- brother is feeble and mizo. sickly. Cuanto más—tanto más. - Learn the following patterns: 1. Cuanto más se le conoce The more he is known, the tanto más se le aprecia. more he is appreciated. 2. Cuanto más estudio,tanto The more I study, the less I menos aprendo. learn. 3 Cuanto menos trabaja, The less he works, the better tanto mejor le pagan. they pay him. The word tanto is often suppressed. Say the prece- ding sentences without it. Frequently mientras is used instead of cuanto. Say the preceding sentences according to the patterns: Mientras más se les da, más The more you give them, quieren. the more they want. ¡ Quées lo que mientras más What thing is less visible, grande menos se ve! the greater it is? Learn the expression Cuanto antes mejor. The sooner the better. 236 HOW TO THINK IN SPANISH. INTERROGATIVE WORDS. Words used in introducing questions also have the property of connecting sentences; as for example : Where is he going ? I don't know where he is going. Thousands of sentences are made up of a certain number of current phrases, such as “I don’t know,” followed by an interrogative word and its sentence. INTRODUCTORY PHRASES. = Learn the following phrases : Digame V. Sirvase V. decirme ¿Puede V. decirme...? No puedo decirle No querfa decirnos ¿Sabe V....? Ignoro or no sé El profesor quiere saber Quisiera saber Quería saber He olvidado, or se me ha olvidado No recuerdo Pregunte V. á su amigo Se me ha preguntado La pregunta es, era Tell me Please tell me Can you tell me I cannot tell you He did not wish to tell us Do you know? - I don’t know The professor wants to know I should like to know He wanted to know I have forgotten I don’t remember Ask your friend I have been asked The question is, was HOW TO THINK IN SPANISH. 237 Me pregunto No me importa Lo mismo me da No puedo adivinar, descu- brir, averiguar. I wonder (lit. I ask myself) 1 don't care It is all the same to me I cannot guess, discover, find out. QUESTIONS. The followingis a collection of useful, typical questions beginning with interrogative words. Make yourself very familiar with them. A good way to do this is to combine them with the preceding introductory phrases. Change que to lo que when it means that which. Qué (Used before verbs and nouns, singular and plural). ¿ Qué quieren Vds. ? W hat do you wish ! ¿Qué hace V. ahí? _What are you doing there? ¿Qué hay de nuevo? What is the news ? ¿Qué libro es ese? What book is that ? ¿Qué estación es esta? What station is this? ¿Qué guantes son los mejo- What gloves are the best? res ? What tools do you wish? ¿Qué herramientas quiere v.? ¿ Qué tamaño tiene la cama? ¿ Qué estatura tiene V.? ¿ Qué largo tiene este rio ? ¿ Qué anchura tiene esta ca- lle? ¿Qué altura tiene aquel monte ? é Qué profundidad tiene este pozo? ¿ Qué edad tiene V.? What size (how large) is the bed? What is your size (height) ? How long (what length) is this river ? How wide is this street ? How high is that mountain ? How deep is this well ? How old are you? 238 ¿ Qué clase de pájaro es este? ¿A qué hora sale (or parte) el tren ? ¿A qué ciudad han ido ? ¿A qué criada ha despedido su madre? (See Appendix, Note 7). ¿En qué consiste la diferen- cia ? j Entre qué calles está el nú- mero 64 ? ¿A qué estas preguntas? ¿Para qué sirve esta máqui- na? HOW TO THINK IN SPANISH. What kind of a bird is this? At what time does the train leave ? To what city did they go? What servant (girl) did his mother discharge? What does the difference consist in ? Between what streets is No. What is the use of these questions? (Implying: they are of no use). What is the use of this ma- chine? Bien, ¿y qué? Well, and what of it? ¿ Por qué hace V. eso? What do you do that for? ¿ Por qué no contesta V. ? Why don’t you answer ? Cuál. ¿Cuál es el camino más cor- to ? ¡Cuál es la próxima esta- ción ? ¿Cuál es la modista más digna de confianza ? ¿ Cuáles son sus mejores guantes ? | ¿Cuáles son las calles más hermosas ? ¿Cuál de Vds. puede decir- melo ? ¿ Cuáles de Vds. estuvieron allí He aquí los años, 44 cuál prefiere V vt Which is the shortest way? What (= which) is the next station? Which is the most trustwor- thy dressmaker? Which are your best gloves? Which are the finest streets? Which (one) of you can tell me ? | Which (ones) of you were there ? Here are the cloths; which one do you prefer? — HOW TO THINK IN SPANISH. Manuel tiene dos hermanas; ¿ 4 cuál ha visto V.? (See Appendix, Note 7). 239 Emanuel has two sisters; which one did you see? Quién. (Do not use quiénes unless you distinctly have more than one person in mind). ¿ Quién es aquel caballero ? ¿ Quiénes son aquellos caba- lleros ? ¿ De quién es este paraguas? ¿ De quiénes son estos para- guas ? ¿A quién escribe V.? ¿A quién encontró? (See Appendix, Note 7). Who is that gentleman ? Who are those gentlemen? W hose is this umbrella? or Whose umbrella is this ? W hose are these umbrellas? or Whose umbrellas are these? To whom are you writing? Whom did he meet? ¿Para quién es esa carta? For whom is that letter? Donde. ¿ Dónde está Inés? Where is Agnes ? ¿ Adónde va V.? ¿ De dónde viene esta fruta? ¿ Hacia dónde han ido? ¿Hasta dónde les ha acom- pañado V.? ¿Por dónde es preciso que vaya? ¿Por dónde lo ha perdido V.? Where are you going (to)? (Whither). $ W here does this fruit come from? (Whence). Which way did they go? How far did you accompany them ? Which way must I go? W hereabouts did you lose it? Cómo. ¿ Cómo ha cantado ella? ¿Cómo se hace? How did she sing? How is it done ? 240 ¿Cómo se llama V. ? ¿A cómo estamos? HOW TO THINK IN SPANISH, What is your name? What day of the month is it? Qué tal. (Generally the same as cómo). ¿ Qué tal está su amigo de v.t ¿Qué tal ha "pasado V. la noche ? ¿ Qué tal es aquel museo ? How is your friend ? How did you pass the night? W hat sort of a place is that museum ? Cuánto. ¿ Cuánto le debo á V.? ¿Cuánto tiempo tenemos? ¿Cuánto tiempo ha espera- do V.? ¿Cuánta gente estaba allí? ¿Cuántos habitantes tiene esta ciudad? ¿Cuántas iglesias hay en ella? Cudntas veces necesito de- círselo ? ¿Cuánto hay de aqui 4 Bar- celona ? ¿Cuánto dista Barcelona de aquí? ¿ Cuánto es más largo? ¿Cuánto tarderd V en vol- ver? ¿Cuántos dias tarda una carta para Londres? ¿Cuántos años tiene V.? How much do I owe you? How much time have we ? How long did you wait? How many people were there ? How many inhabitants has this city ? How many churches are there in 1t? How many times must I tell you? How far is it from here to Barcelona? How much larger is it? How soon will you be back? How long does a letter take to go to London ? How old are you? HOW TO THINK IN SPANISH. 241 Cuándo. ¿ Cuándo es viernes santo? When is Good Friday ? _ ¿Cuándo le volveremos ‘} When shall we see you verá V.? or ; ¿Hasta cuándo ? again? ¿ Hasta cuándo piensa V. Until when do you intend tc quedarse allí? stay there? é Desde cuándo espera V. Since when have you been aquí ? waiting here? ¿ De cuándo acd lo sabe V.? How long since have you known it? Observe that all interrogative words are marked with the accent to distinguish them from conjunctions and relative pronouns. ‘Si = Whether. Questions such as ¿No sabe V. eso? ¿Me ha llamado V.? ¿Estuvo V. en el concierto ? which do not begin with interrogative words, are joined to introductory phrases by means of the conjunction si. Me preguntó si sabía eso. Dígame V. si estuvo en el concierto. Quisiera saber si me ha llamado. 242 HOW TO THINK IN SPANISH. RELATIVE PRONOUNS. When the words who, whose, whom, which, what and that are used as follows, they are called relative pronouns: 1. I don’t know the man who (or that) saluted me, 2. A widow is a woman whose husband is dead, 3. She had a daughter whom she dearly loved, 4. Thisis the letter which (or that) he wrote me, 5. Let me see what (=that which) you have in your hand. Their peculiarity is that the whole clause which they introduce (who saluted me) relates to some word previously mentioned (the man). It either describes and completes the idea of that word (answering the question: What man?) as in examples 1, 2, 4 and 5; or else it merely serves to continue the statement as in 3, in which it means “and she loved her dearly.” Learn the following examples so that you can say them when they are suggested as follows : Un hombre me saludó ; no le conozco. Answer: No conozco al hombre que me saludó. See Appendix, Note 7. PERSONS. — SUBJECTS OF A VERB. No conozco I don’t know —al hombre que me saludó —the man who saluted me — PUBLISHED BY THE AUTHOR, LONDON AND HOBOKEN. (Cn 340, Vii, & en el, There could be no higher praise than the yoilowing: From the REVIEW OF REVIEWS, April, 1893, p. 368. PROF. CHARLES F. KROEH, of the Stevens Institute of Technology, christens his method for the oral acquisition of foreign languages, the “Living Method.” It seems to us to have a marked philosophical and practical superiority to other systems, as an examination of its merits will convince the inquirer. The essential point in Prof. Kroeh’s method is that one must “‘live in French ;” he must associate day after day with his own actions as he performs them, the correct French phrase which describes them. In this way direct connection is made between the foreign language and the action, while the learner must eliminate from his mind all thought of the English phrases. The other features of thd ,system are a worthy support to this fundamental principle. * * * ok From the SCIENTIFIC AMERICAN, April 8, 1893, p. 220. Pror. KROEH, in stating the basis of his method of learning French states that you cannot speak French while thinking in English. To learn French he observes it is not necessary to live in France, but you must live in French, In carrying out this idea he gives French sentences which describe the general actions of any one's daily existence, and pre- sents an ingenious, easy and practical system of rapidly acquiring famili- arity with this beautiful language. It isdecidedly the best work for the learner that has come under our notice. kx*>* From Prof. JAMES W. BRIGHT, Johas Hopkins University. I am sure the book will accomplish precisely what is set to be its purpose ; no better praise is possible. * k * * From the Chancellor of Chautauqua. 455 FRANKLIN STREET, BUFFALO, N. Y., March 21, 1893. My Dear Sir :—You have done a great and beautiful work in the publication of your manuals, “How to Think in French,” “The Pro- nunciation of French,” and “The French Verb.” These little books should have the widest circulation. ( Signed.) JoHN H. VINCENT, Mr. Chas. F. KRoEH, Chancellor of Chautauqua. Stevens Institute of Technology. Hoboken, N. J. xe k & From Prof. EDWARD S. JOYNES, of South Carolina College. I thank you for your neat and suggestive little book, which strikes me as one of the best and most truly helpful of its kind that I have evet seen. I congratulate you on your happy and I think original title, “The Living Method.” . . . 1 want you to have full credit for your sensible and ingenious work. * et * From Prof. A. R. LAWTON, Stevens School, the Academic Department of the Stevens Institute of Technology. After two months’ experience in the use of your “ Living Method,” it gives me great pleasure to bear testimony to its excellence. With it, my classes have accomplished more than any preceding classes in the same amount of time. It is certainly the most * Natural Method” yet discovered. As a basis for conversational exercise and as a means of teaching the construction of the French sentence, it far surpasses any text-book I have hitherto used. My most striking experience was in the first lesson on y and es, With your book we mastered these troublesome little words in a short space of time, so that even the drones could use them intelligently. The Living Method «+. FOR LEARNING ... ow to Think in German eee BY ... CHARLES F, KROEH, A.M. Professor of Languages in the Stevens Institute of Technology, Hoboken, N. J. PUBLISHED BY THE AUTHOR, LONDON AND HOBOKEW OPINIONS. From the SCIENTIFIC AMERICAN, Nov. 11, 1893, p. 310. The fundamental idea is the same as in ‘‘ How to Think in French” by the same author. The learner associates with his own actions day after day, as he performs them, the correct German sen- tences that describe them. No English comes between him and what he wishes to say in German. Then he is taught to vary the sentences according to the genius of the language. They serve as patterns or formulas of speech in which he gradually substitutes the rest of his vocabulary. Finally he connects sentences together in all possible ways. All the grammatical difficulties of German (the de- clensions, the order of words, the command of verb form, indirect discourse, etc.) are taught practically in an entirely original way, by which the learner gradually emancipates himself from his dependence on English for the expression of his thoughts, Especial attention is called to the chapter on reading for a speaking vocabulary and on learning short stories. As a practical book to aid in quickly acquiring the power of correct and fluent speaking of the German language, this work has no equal. Every learner should procure it. Professor Kroeh is one of the ablest of instruc- tors and this book is the concrete result of many years of active experience in his profession, | From the REVIEW OF REVIEWS, October, 1893, p- 484. . The same attractivaand usable system of language acquirement which commended itself in Prof. Kroeh's ‘‘ Living Method” for learning to think in French appears in the volume devoted to the German language. Prof. Kroeh is experienced and practical, which means that he has not made a parrot-like identity between the two books. Act, and think (better, utter) the words of the foreign tongue corresponding to your action, is the constant advice of each, but the idiomatic structures of the French and the German are thor- oughly distinguished and well treated, 4 kkk % Mr. J. H. KAPPES, Supt. of Schools, Maysville, Ky., says: “‘T have examined your work closely and critically and it is, in my estimation, most philosophical in its development of the subject. I hail it with great pleasure. You have apprehended the real, the ‘only correct method to be pursued.” * * & & Dr. J. H. PHILLIPS, Supt. of Schools in Birmingham, Ala., says : . “1 think it is an excellent work, and we have placed it on ow: list for this year.” * + & & President JOHN STUART, Central University of lowa, says: ““ Y have examined the ‘ Living Method’ somewhat carefully. it is good.” eee & Dr. R. R. WALLACE, Hamilton, Ontario, says: “* Your book pleases me better than any linguistic work I have ever seen—and I have examined a good many. I believe you have produced the best, the most thorough and practical system extant.” * * $ & Miss ANNA FRANCES WHITMORE, Principal of the New= ark Seminary, says: ; 3 ** Upon examination I find that I can heartily endorse your , method of teaching both the German and the French languages.” The Living Method. The principle of the Living Method was first formulated by the author in 1887 (see p. 141), after twenty years’ ex- perimenting with all methods of teaching and learning languages, and he has used portions of the present book in his classes with gratifying success for the last five years. The fundamental idea is correctly stated in the preced- ing references. It remains to be added that the teacher is at liberty to use any method of instruction in connection with this book, devoting a portion of the hour to practice by the Living Method and the rest to reading, translation, speaking German to the class by the “ Natural” or any other method, etc. | The Living Method says to the learner: “Convert your passive attitude of sitting still and listening, into the active one of doing something and of speaking. Perform the actions yourself. Raise your hand, saying at the same time, “ich erhebe die Hand.” Here are idiomatic sentences to associate with your actions. The book tells you in your own language what these sentences mean, but you must associate them with your actions without thought of English, you must live them out. When that is accomplished, every such sentence isa ‘ pattern’ which you will be taught to imitate, so that you can form hundreds of others yourself.”