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Educ T 2118, 92,50)
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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