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i

ii
iii
SELLING: BUILDING PARTNERSHIPS, TENTH EDITION

Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2019 by

McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous

editions © 2014, 2011, and 2009. No part of this publication may be reproduced or distributed in

any form or by any means, or stored in a database or retrieval system, without the prior written

consent of McGraw-Hill Education, including, but not limited to, in any network or other

electronic storage or transmission, or broadcast for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers

outside the United States.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 0 QVS/QVS 22 21 20 19 18

ISBN 978-1-259-57320-0 (bound edition)

MHID 1-259-57320-6 (bound edition)

ISBN 978-1-260-14121-4 (loose-leaf edition)

MHID 1-260-14121-7 (loose-leaf edition)

Portfolio Manager: Meredith Fossel

Product Developer: Laura Hurst Spell

Marketing Manager: Robin Lucas

Content Project Managers: Rick Hecker and Rachel Townsend

Buyer: Laura Fuller

Design: Jessica Cuevas

Content Licensing Specialist: Lori Slattery

Cover Image: ©Tom Merton/Getty Images RF

Compositor: Lumina Datamatics, Inc.

All credits appearing on page or at the end of the book are considered to be an extension of the

copyright page.

Library of Congress Cataloging-in-Publication Data

Names: Castleberry, Stephen Bryon, author. | Tanner, John F., author.

Title: Selling : building partnerships / Stephen B. Castleberry, University of Minnesota Duluth

John F. Tanner, Jr., Baylor University.

Description: Tenth edition. | New York, NY : McGraw-Hill Education, [2019]

Identifiers: LCCN 2017049553 | ISBN 9781259573200 (alk. paper)

Subjects: LCSH: Selling.

Classification: LCC HF5438.25 .W2933 2018 | DDC 658.85—dc23

LC record available at https://lccn.loc.gov/2017049553

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of

a website does not indicate an endorsement by the authors or McGraw-Hill Education, and

McGraw-Hill Education does not guarantee the accuracy of the information presented at these

sites.

mheducation.com/highered

iv
To Norah, Declan, Margaret, Caleb, April,

Reuben, and Asher; you've brought so much

joy to my life. And to my Creator, Redeemer

and Friend, without whom I would be

nothing.

—Steve Castleberry

To Karen—you make all the hard work

worthwhile.

—Jeff Tanner

v
PREFACE

The 10th edition—wow! We are so grateful to you, sales faculty, sales

professionals, and students, who have supported us through 10

editions. So much has changed over those editions. From written

proposals to e-mails and chat, from Rolodexes to CRM systems, the

field has evolved in many ways.

Still, we’ve remained faithful to the premises that caused us to write

the first edition more than 25 years ago:

We don’t want to teach the history of selling—we want our students

to know how it is done now and why, so that as the field continues

to change, they will be prepared.

Partnering skills are critical skills for all businesspeople.

Adaptive communication skills—probing, listening, and presentation

—are important in all areas of life but especially for salespeople.

Students need to practice these skills through role playing.

Helping people make the right decisions is not only the most ethical

sales strategy but also the most effective strategy for long-term

success.

At the same time, we’ve recognized that several factors are changing

the face of selling:

Increased use of multichannel go-to-market strategies, including

inside sales.

Changing roles for both technology and salespeople.

Changing trends in how organizations buy, specifically the

increasing use of technology, self-service, and presale search.

 Economic cycles, global political forces, and new company forms.

As we’ve revised the text, faithful adopters will see that we’ve held to

the principles that made this book unique when it was launched and

kept it in a leadership position. While others may have tried to copy

role playing, partnering, or technology, none have truly captured the

essence that makes this book the leading text.

WHAT’S NEW IN THE TENTH EDITION

Original examples written specifically for this book. We have been

blessed to have the support of sales faculty and salespeople around

the world, many of whom took the class and used this book.

New chapter-opening profiles—all chapters open with a real

salesperson or sales manager’s perspective on the chapter. Each

profile is new and original to this edition, and we’ve also integrated

the profiles into each chapter as a running example to increase this

feature’s functionality.

All-new “Building Partnerships”—boxed features that provide more

detailed examples of chapter material and present chapter material

in a slightly different light.

New “Sales Technology”—boxed features in each chapter, most

new to this edition, that illustrate how technology is used and some

of the challenges that technology creates. Whether it is CRM,

campaign management, or GIS tools, students will be introduced to

new technology here.

All-new “From the Buyer’s Seat”—technology, economy, politics—all

of these affect buyers, too. In each chapter, we offer a boxed feature

that highlights the world of the buyer, aiding future salespeople in

understanding that world.

Feature questions—embedded in the end-of-chapter material are

discussion questions that direct students back to the profiles,

“Building Partnerships,” “From the Buyer’s Seat,” and “Sales

Technology” features so these features are read and used more

fully.

New Role Plays—we’ve written a new set of role plays featuring

Purina ONE SmartBlend and Gartner. Purina ONE SmartBlend is a

 pet food product line, and you can use this if you want to use simple

role plays that span both trade sales and sales to users (kennels,

animal shelters, and so on). Gartner is a consultancy that primarily

serves the CIO. It is the new sponsor and product used in the

National

vi

Collegiate Sales Competition, with whom we are working so that

your students can maximize their time on developing their sales

skills and not learning a plethora of products for various

competitions. This set of role plays can be a bit more complicated.

Each set (Purina and Gartner) have 10 prospect scenarios (with two

buyer information sheets each in the Instructor’s Manual) at the end

of the book. If you would like to sell something different, let us know

by e-mailing Jeff directly: jtanner@odu.edu.

New minicases—each chapter has a new or significantly revised

minicase as well as favorite minicases to choose from.

IMPORTANT FEATURES OF SELLING:

BUILDING PARTNERSHIPS

Customer loyalty, customer lifetime value, the Challenger Sales model

—all are influencing the way sales is done and taught. We believe that

the partnering approach continues to be the best overall way to learn

how to sell, particularly in the broader context of undergraduate

education. Several unique features place this book at the cutting edge

of sales technology and partnering research:

1. A continued emphasis on the partnering process, with recognition

that multiple sales models may be appropriate in a company’s total

go-to-market strategy. We focus on the partnering process as the

highest level of selling because the other models of transaction—

focus, problem solver, and relational partner—still need to be learned

as a foundation to partnering, and the partnering process fits the

value-driven sales models currently in use in the field.

2. A thorough description of the partnering and buying processes used

by business firms and the changes occurring in these processes. A

 number of important trends affecting buyers, such as more rigorous

online research and social media use, also affect sellers.

3. A discussion of methods of internal and external partnering so that

the value chain delivers the right value, in recognition of the

salesperson’s role in relationship management and value creation.

This emphasis also broadens the applicability of the course for

students who may not be interested in a sales career.

4. An emphasis throughout the text on the need for salespeople to be

flexible—to adapt their strategies to customer needs, buyer social

styles, and relationship needs and strategies.

5. A complete discussion of how effective selling and career growth are

achieved through planning and continual learning.

6. An emphasis on the growing need for salespeople in organizations to

carry the voice of the customer to all parts of the organization and

beyond to suppliers and facilitators. This role is reflected in new

product development, supply chain management, and many other

functions in a customer-centric organization.

These unique content emphases are presented in a highly readable

format, supported by the following:

Ethics questions—at least two questions at the end of each chapter

relate the chapter material to ethics.

Four-color exhibits and photographs—these support the examples

highlighted in the book. Students find this book easy to read and

use.

“Thinking It Through”—these features embed discussion questions

into the text itself; for this edition, we’ve also offered teaching

suggestions to integrate this feature more fully. There are several of

these features in each chapter.

Minicases—two small cases are available at the end of each chapter.

These are useful for in-class exercises or discussion or as

homework. In this edition, you’ll find one new or revised minicase in

each chapter.

Ethics icon—because we’ve emphasized ethical partnering since the

inception of this book, we highlight the integration of ethics by
 noting any ethics discussion with an icon in the margin. You’ll find

ethics discussed in every chapter.

Selling Yourself—a feature at the end of each chapter that relates

the material in the chapter to the student’s life right now. It’s more

than just the student’s job search process, however. Selling Yourself

helps students see the connections between chapter material and

all aspects of their lives, such as how a student can sell an

organization to new members, working with apartment managers to

resolve issues, interacting with friends and family members, how to

add value as a group member in a class team project, and so forth.

Key terms—each key term defined in a chapter is listed at the end

of the chapter, along with the page number on which the term is

discussed. Key terms reflect current usage of sales jargon in the

field, as well as academic terms.

Glossary—key terms are also defined in a glossary at the end of the

book.

vii

FOR FACULTY

Instructor’s manuals are available with any text, but the quality often

varies. Because we teach the course to undergraduates and graduates,

as well as presenting and participating in sales seminars in industry, we

believe that we have created an Instructor’s Manual (available in the

Connect Instructor Resources connect.mheducation.com) that can

significantly assist the teacher. We’ve also asked instructors what they

would like to see in a manual. Based on their feedback, we include

suggested course outlines, chapter outlines, lecture suggestions, and

answers to questions and cases. On that site, you’ll also find the slides,

which are integrated into our teaching notes.

Slides are available in PowerPoint, but given feedback from users

(and our own experience), we’ve simplified their presentation. They

are easily adapted to your own needs, and you can add material as

you see fit.

We also include many of the in-class exercises we have developed

over the years. These have been subjected to student critique, and
 we are confident you will find them useful. You will also find a

number of additional role play scenarios.

Students need to practice their selling skills in a selling

environment, and they need to do it in a way that is helpful. Small

group practice exercises, including role playing, complete with

instructions for student evaluations, are provided in the Instructor’s

Manual. These sessions can be held as part of class but are also

designed for out-of-class time for teachers who want to save class

time for full-length role plays.

The Test Bank has been carefully and completely rewritten.

Questions are directly tied to the learning goals presented at the

beginning of each chapter and the material covered in the

questions and problems. In addition, key terms are covered in the

test questions. Application questions are available so students can

demonstrate their understanding of the key concepts by applying

those selling principles.

PARTNERING: FROM THE FIELD TO THE

CLASSROOM

Faculty who use our book have reviewed it and offered suggestions,

and we have taken their comments seriously. What is different is that

sales executives and field salespeople who are locked in the daily

struggle of adapting to the new realities of selling also reviewed

Selling: Building Partnerships. They have told us what the field is like

now, where it is going, and what students must do to be prepared for

the challenges that will face them.

Students have also reviewed chapters. They are, after all, the ones who

must learn from the book. We asked for their input prior to and during

the revision process. And judging by their comments and suggestions,

this book is effectively delivering the content. There are, however,

several places where their comments have enabled us to clarify

material and improve on its presentation.

As you can see in “About the Authors,” we have spent considerable

time in the field in a variety of sales positions. We continue to spend

time in the field engaging in personal selling ourselves, as well as

observing and serving professional salespeople. We believe the book

has benefited greatly because of such a never-ending development

process.

viii
Acknowledgments

Staying current with the rapidly changing field of

professional selling is a challenge. Our work has been

blessed with the excellent support of reviewers, users,

editors, salespeople, and students.

Reviewers include the following:

Ellen P. Daniels, Kent State University

Maria McConnell, Lorain County Community College

Vicki West, Texas State University

Susan Yarrington Young, Eastern Michigan University

Readers will become familiar with many of the

salespeople who contributed to the development of the

tenth edition through various selling scenarios or

profiles. But other salespeople, sales executives, buyers,

and sales professors contributed in less obvious, but no

less important, ways. For reviewing chapters, updating

cases, providing material for selling scenarios, and

other support, we’d like to thank the following:

Drew Bauer, University of Minnesota Duluth

Seth Bleiler, 3M

Chareen Bogner, McKesson

Brendan Brooks

Travis Bruns, Crown Lift

Lindsey Buran

Justin Carter, Hewlett Packard Enterprise

Christian Caywood, University of Minnesota Duluth

Rebecca Clark, Hilton Garden Inn Schaumburg

Christine Cortina, Enterprise Fleet Management

Bruce Culbert, Pedowitz Group

Taylor Dixon, 3M

Kimberly Drumm, ESI

Chad Engle, GILLIG, LLC

Dr. Bob Erffmeyer, University of Wisconsin–Eau Claire

Brenda Finlayson, ESI

Sean Fulton, Oracle

Molly Gilleland, Comcast Spotlight

Zachary Goss, Tom James Company

Mary Gros, Teradata

Sheena Guzzo

Rikki Ingram, Smithfield Foods

Beth Jeanetta

Dennis Jensen, Duluth Transit Authority

Rob Keeney, Keeney Sales Training

Jim Keller, Teradata

ix

Eric LaBelle, Vista Outdoor

Matt Leaf

Jessica Lehrer

Karl Macalincag, GDP Technologies

Eddy Patterson, Stubb’s Bar-B- Q

Juan Guillermo Peredo, Technodent S.R.L.

Taylor Price, TravelClick

Mike Rausch, Fastenal

Mike Rocker, 3M

Spencer Ryan, Stryker

Camille Sandler, ACell Inc.

Kristen Scott, Oracle

Tim Simmons, Teradata

Camille Sandler, ACell Inc.

Emeritus Professor Karl Sooder, University of Central Florida

Dr. Jeff Strieter, State University of New York College–Brockport

John Tanner, Southwest Airlines

Dr. Brian Tietje, California Polytechnic State University

David Timmons, Fastenal

R.J. Zimmerman, The Aspire Group

In addition to the support of these individuals, many

companies also provided us with material. We’d like to

express our sincere gratitude for their support.

The McGraw-Hill team, as is the usual, was wonderful

to work with. Our greatest interaction during

manuscript preparation was with Jennifer

Blankenship, development editor, and we appreciate

her quick response and dogged determination to make

sure we turn out a great product. Rick Hecker, our

content project manager, is another important

contributor to the physical product and the team who

makes sure that what you are holding in your hands

meets the standards set so high in our previous

editions. Laura Hurst Spell, our associate portfolio

manager, and Robin Lucas, our director of marketing

manager, also make sure the product is excellent and

then help us communicate that to the market. We

really appreciate their efforts on our behalf.

Several people assisted in research and manuscript

preparation, and we gratefully appreciate their help:

Bryant Duong and W. T. Tanner. Many students and

teachers have made comments that have helped us

strengthen the overall package. They deserve our

thanks, as do others who prefer to remain anonymous.

—Steve Castleberry

—Jeff Tanner
x
ABOUT THE AUTHORS

STEPHEN B. CASTLEBERRY

Courtesy of Stephen B. Castleberry

Dr. Castleberry received his PhD from the University of

Alabama in 1983. He taught at the University of Georgia for six

years and for three years was UARCO Professor of Sales and

Marketing at Northern Illinois University. Currently he is a

professor of marketing and business ethics at the University of

Minnesota Duluth. He has received eight awards for teaching

excellence, including the best teacher award at his university

and the Morse Award, the highest recognition by the

University of Minnesota system of its most distinguished

scholar teachers. His commitment to teaching has resulted in a

number of cases, as well as articles in the Journal of Marketing

Education, Business Case Journal, Journal of Business Ethics

Education, and Marketing Education Review, that describe his

teaching style and methods.

Dr. Castleberry’s research has been published in over 50

journals such as the Journal of Personal Selling and Sales

Management, Industrial Marketing Management, Journal of

Business Ethics, Journal of Selling and Major Account

Management, Journal of Business and Industrial Marketing,

Journal of Business to Business Marketing, Journal of Marketing

Management, Journal of Consumer Marketing, Journal of

Business Research, Journal of the Academy of Marketing

Science, and International Journal of Research in Marketing.

He has also presented his work at the National Conference in

Sales Management, as well as other national and regional

conferences. He is past marketing editor of the Journal of

Applied Business Research and serves on several journal

editorial boards. He has received research grants and support

from entities such as the London Business School, Gillette,

Quaker Oats, Kimberly-Clark, Procter & Gamble, Coca-Cola

Foods Division, and the Alexander Group/JPSSM.

Dr. Castleberry appeared as an academic expert in eight

segments of The Sales Connection, a 26-segment video

production shown on national PBS TV stations. He also

appeared as the special guest on several broadcasts of Sales

Talk, a nationally broadcast call-in talk show on the Business

Radio Network.

Dr. Castleberry has held various sales assignments with

Burroughs Corporation (now Unisys), Nabisco, and G.C.

Murphy and has worked as a consultant and sales trainer for

numerous firms and groups. His interests outside academic life

include outdoor activities (canoeing, hiking, bicycling, skiing,

and so on) and everything related to living on his 100-acre farm

in northern Wisconsin. For 19 years and still counting he has

been a volunteer firefighter and for 10 years served as a

medical first responder in the small township he lives in. He

and his wife currently own and operate a publishing company,

marketing and distributing popular press books internationally.

scastleb@d.umn.edu

www.d.umn.edu/˜scastleb

JOHN F. TANNER JR.

Dr. Tanner is dean, Strome College of Business, Old Dominion

University. He earned his PhD from the University of Georgia.

Prior to entering academia, Dr. Tanner spent eight years in

industry with Rockwell International and Xerox Corporation as

both salesperson and marketing manager.

Courtesy of John Tanner

Dr. Tanner has received several awards for teaching

effectiveness and research, including the Distinguished

Teacher award from the Society of Marketing Advances. He

has also been named Reviewer of the Year and coauthor of the
Paper of the Year by the Journal of Personal Selling and Sales

Management. Dr. Tanner has authored or coauthored 15 books,

including The Hard Truth about Soft Selling with George

Dudley. His book, Dynamic Customer Strategy: Big Profits from

Big Data, was published in 2014 and in Chinese in 2015.

xi

Research grants from the Center for Exhibition Industry

Research, the Institute for the Study of Business Markets, the

University Research Council, the Walmart Foundation, and

others have supported his research efforts. Dr. Tanner has

published over 80 articles in the Journal of Marketing, Journal

of Business Research, Journal of Personal Selling and Sales

Management, international journals, and others. Twice, he has

served as special issue editor for JPSSM and he is currently

the editor of Marketing Educators' Review. He serves on the

review boards of several journals, including Marketing

Education Review, Journal of Personal Selling and Sales

Management, and Industrial Marketing Management.

Dr. Tanner has been a featured presenter at executive

workshops and conferences for organizations such as the

Marketing Science Institute, National Retail Federation,

Canadian Association of Exhibition Managers, and Oracle's

OpenWorld. Over the past 10 years, he has taught executive

and graduate programs in India, Australia, Trinidad, Colombia,

Canada, France, the United Kingdom, and Mexico, and his

consulting clients include IBM, Cabela's, EMC, SAP, and

others. Jeff and his wife also breed and race thoroughbred

horses.
jtanner@odu.edu

hsb.baylor.edu/html/tanner

xii
Walkthrough

Selling: Building Partnerships remains the most

innovative textbook in the selling course area

today with its unique role plays and partnering

skills which are critical skills for all

businesspeople. The authors emphasize

throughout the text the need for salespeople to

be flexible–to adapt their strategies to customer

needs, buyer social styles, and relationship

needs and strategies. This is followed by a

complete discussion of how effective selling and

career growth are achieved through planning

and continual learning. The 10th edition has

been updated to continue its relevance in the

selling market today just as it was more than 25

years ago.
The chapter-opening profiles in this edition are the product of strong

selling partnerships. Faculty from around the country introduced

Steve Castleberry and Jeff Tanner to their former students who had

gone on to careers in sales. The results are exciting new profiles from

sales professionals who were students with an earlier edition

and understand the philosophy of this book. The profiles are also

integrated into the chapter with additional examples involving the

profiled salesperson and end-of-chapter questions. Students can easily

relate to these young professionals who have benefited from

wonderful faculty and Selling: Building Partnerships.

xiii

Professional sales ethics have always been the hallmark of this text,

and the new edition integrates ethics throughout each chapter, as well

as in discussion questions devoted to this topic. Each chapter has

separate ethics discussion questions, some of which were suggested by

former students’ experiences or current events.

Current and continued emphasis on ­selling examples from China,

India, Europe, and all around the globe reflects the reality of the

global nature of selling.

Many technologies, including the sales cloud (or Sales 3.0

technology) , pad computers, GPS, the Internet, and CRM software,

have changed how salespeople operate. The tenth edition includes all-

new illustrations with its feature “Sales Technology,” which discusses

how selling and technology interact within the ­context of each

chapter.

xiv

“Thinking It Through” boxes (at least two per chapter) are engaging

exercises that can inspire classroom dialogue or serve as a short-essay

exam question to help students experience concepts as they read.

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Francisco de Montejo, qui était
un des commandants, et le
pilote Alaminos, premier pilote
de la flotte. Au navire amiral, il
arbora une bannière aux
couleurs blanche et bleue en
l’honneur de Notre-Dame, dont il
plaçait toujours l’image avec une
croix aux endroits d’où il ôtait
des idoles, et sur la bannière se
montrait une croix rouge ayant
ces paroles à l’entour: Amici,
sequamur crucem, si nos
habuerimus fidem in hoc signo
vincemus. Avec cette flotte et
sans autres apprêts, il mit à la
voile et arriva à Cotoch[22] avec
dix navires, le onzième s’étant
séparé des autres dans une
tempête; mais il le recouvra plus
tard à la côte. Arrivé à Cuzmil, il
tard à la côte. Arrivé à Cuzmil, il
cingla au nord et trouva de bons
édifices de pierre pour les idoles
et une belle bourgade; mais les
indigènes, voyant tant de
vaisseaux et tant de soldats qui
prenaient terre, s’enfuirent tous
dans les bois.
Les Espagnols étant entrés
dans la bourgade, la saccagèrent
et s’y logèrent; se mettant
ensuite dans les bois à la
recherche des habitants, ils
trouvèrent la femme du seigneur
du lieu avec ses enfants. Au
moyen de l’interprète Melchior,
Indien qui avait suivi Francisco
Hernandez et Grijalva, ils
apprirent qui elle était. Les
caresses que leur fit Cortès,
accompagnées de dons faits à
propos, les déterminèrent à faire
appeler le seigneur, qu’il traita
également avec beaucoup de
bienveillance; il lui fit quelques
petits présents, lui rendit sa
femme et ses enfants, ainsi que
toutes les choses que les soldats
avaient pillées dans la bourgade.
Il l’engagea à faire retourner les
Indiens à leurs demeures et fit
restituer à chacun ce qui lui
appartenait. Les ayant ainsi
rassurés, il leur prêcha la vanité
des idoles et leur persuada
d’adorer la croix, la plaçant dans
le s temples a ec ne image de
leurs temples avec une image de
Notre-Dame, et c’est ainsi que
cessa l’idolâtrie publique.
C’est là que Cortès apprit
comment des hommes barbus se
trouvaient à trois soleils de
chemin au pouvoir d’un
seigneur; il voulut persuader les
Indiens d’aller les chercher et en
trouva un qui s’en chargea,
quoique avec difficulté, parce
qu’ils avaient peur du seigneur
des barbares[23], et il écrivit la
lettre suivante:
«Nobles seigneurs, étant parti
de Cuba avec une flotte de onze
navires et cinq cents Espagnols,
je suis arrivé à Cuzmil d’où je
vous écris cette lettre. Ceux de
cette île m’ont assuré qu’il y a
dans le pays cinq ou six hommes
barbus et en tout à nous fort
semblables; ils ne peuvent me
donner ni dire d’autres
signalements; mais pour ceux-ci
je conjecture et tiens pour
certain que vous êtes Espagnols.
Moi et ces seigneurs qui
viennent avec moi occuper et
découvrir ces terres, nous vous
prions beaucoup que d’ici à cinq
ou six jours, ayant reçu la
présente, vous veniez vers nous
sans mettre d’autre retard ni
excuse. Que si vous venez, nous
l ît t
le reconnaîtrons et vous
remercierons des bons offices
que de vous recevra cette flotte.
J’envoie un brigantin pour que
vous y veniez et deux bâtiments
pour la sécurité.»
Les Indiens emportèrent cette
lettre enveloppée dans leur
chevelure et la remirent à
Aguilar; mais comme ceux-ci
tardèrent plus de temps qu’ils
n’avaient annoncé, on les crut
morts et les navires s’en
retournèrent au port de Cuzmil.
Cortès voyant alors que les
Indiens n’étaient point revenus
non plus que les hommes
barbus, mit à la voile le
lendemain. Mais ce jour-là un
des navires s’ouvrit et ils se
virent dans la nécessité de
retourner au port. Comme ils
travaillaient à le radouber,
Aguilar ayant reçu la lettre,
traversa dans un canot le canal
entre Yucatan et Cuzmil; ce que
voyant ceux de la flotte, ils
furent voir qui c’était. Aguilar
leur ayant demandé s’ils étaient
chrétiens, ils répondirent qu’ils
étaient et chrétiens et
Espagnols, sur quoi il versa des
larmes de joie, et s’agenouillant,
il rendit grâces à Dieu,
demandant ensuite si ce jour
était un mercredi. Les Espagnols
 p g
l’amenèrent nu comme il était à
Cortès, qui le fit habiller et lui
témoigna beaucoup d’amitié.
Aguilar raconta alors son
naufrage et ses souffrances,
ainsi que la mort de ses
compagnons, tout en faisant
comprendre l’impossibilité où il
avait été d’aviser Guerrero dans
ce court espace de temps, celui-
ci se trouvant à plus de quatre-
vingts lieues de là.
Avec cet Aguilar, qui était un
fort bon interprète, Cortès
recommença à prêcher
l’adoration de la croix et retira
les idoles des temples. On dit
que cette prédication de Cortès
fit une si grande impression sur
ceux de Cuzmil[24], qu’ils
sortaient sur la plage, disant aux
Espagnols qui passaient par là:
Maria, Maria, Cortès, Cortès.
Cortès partit de là, toucha en
passant à Campêche et ne
s’arrêta point jusqu’à Tabasco:
c’est là qu’entre autres choses et
personnes que lui présentèrent
ceux de Tabasco, ils lui
donnèrent une Indienne qui se
nomma ensuite Marina; elle était
de Xalisco, fille de parents
nobles, et elle avait été enlevée
et vendue toute petite à
Tabasco, d’où on la revendit
 ,
ensuite à Xicalanco et à
Champoton, où elle avait appris
la langue de Yucatan, avec
laquelle elle vint à s’entendre
avec Aguilar. C’est ainsi que Dieu
pourvut Cortès de bons et fidèles
interprètes, au moyen desquels il
vint à savoir la connaissance des
choses du Mexique, dont Marina
était parfaitement au courant
pour avoir traité avec des
marchands indiens et des gens
distingués qui parlaient de tout
cela chaque jour.
 § V.—Provincias de
Yucatan. Sus edificios
antiguos mas
principales.
Que algunos viejos de Yucatan
dizen aver oido a sus passados
que aquella tierra poblo cierta
gente que entro por Levante a la
qual avia Dios librado
abriendoles doze caminos por la
mar; lo qual si fuesse verdad era
necessario que veniessen de
Judios todos los de las Indias,
porque passado el estrecho de
Magellanes, se avian de ir
estendiendo mas de dos mil
leguas de tierra que oy govierna
España.
Que la lengua de esta tierra es
todo una y que esto aprovecho
mucho para su conversion
aunque en las costas ay alguna
diferencia en vocablos y en el
tono de hablar y que assi los de
la costa son mas pulidos en su
trato, y lengua, y que las
mugeres se cubren los pechos, y
las demas adentro no.
Que esta tierra esta partida en
provincias sujectas a los pueblos
de españoles mas cercanos. Que
la provincia de Chectemal y Bac-
 a p o c a de C ecte a y ac
halal esta sujeta a Salamanca.
La provincia de Ekab, de
Cochuah y la de Kupul estan
sujetas a Valladolid. La de Ahkin-
Chel y Yzamal, la de Zututa, la
de Hocabaihumun, la de Tutuxiu,
la de Cehpech, la de Chakan,
estan sujetas a la ciudad de
Merida, la de Camol y Campech,
y Champutun y Tixchel acuden a
St Francisco de Campeche.
Que en Yucatan ay muchos
edificios de gran hermosura que
es la cosa mas señalada que se
ha descubierto en las Indias,
todos de canteria muy bien
labrada sin aver ningun genero
de metal en ella con que se
pudiesse labrar. Que estan estos
edificios muy cerca unos de
otros y que son templos, y que
la razon de aver tantos es por
mudarse las poblaciones muchas
vezes y que en cada pueblo
labravan un templo por el gran
aparejo que ay de piedra y cal, y
cierta tierra blanca excellente
para edificios.
Que estos edificios no son
hechos por otras naciones sino
por indios lo qual se ve por
nombres de piedra desnudos, y
honestados de unos largos
listones que llaman en su lengua
ex, y de otras divisa, que los
indios traen.
Que estando este religioso
autor desta obra en aquella
tierra se hallo en un edificio que
desbarataron, un cantaro grande
con tres asas, pintado de unos
fuegos plateados por de fuera, y
dentro ceniza de cuerpo
quemado, y algunos guessos de
los brazos y piernas muy
gruessos a maravilla, y tres
cuentas de piedra buenas de las
que usavan los indios por
moneda. Que estos edificios de
Yzamal eran xi o xii por todos sin
aver memoria de los fundadores,
y que en uno dellos, a instancia
de los indios, se poblo un
monesterio, el año de mdxlix que
se llamo St Antonio.
Que los segundos edificios
mas principales son los de
Tikoch y Chicheniza los quales se
pintaran despues. Que
Chicheniza es un assiento muy
bueno, x leguas de Yzamal y xi
de Valladolid, donde dizen que
reynaron tres SSʳᵉˢ hermanos
que vinieron a aquella tierra de
la parte de Poniente, los quales
eran muy religiosos, y que assi
edificaron muy lindos templos y
que vivieron sin mugeres muy
honestamente, y que el uno de
estos se murio o se fue, por lo
qual los otros se hizieron
parçiales y deshonestos, y que
por esto los mataron. La pintura
del edificio mayor pintaremos
despues, y escriviremos la
manera del pozo donde
hechavan hombres vivos en
sacrificio, y otras cosas
preciosas: tiene mas de vii
estados de hondo hasta el agua
y de ancho mas de cient pies
hecho redondo en una peña
tajada, que es maravilla, y el
agua parece verde, dizen que lo
causan la arboleda de que esta
cercado.
 § V.—Provinces du
Yucatan. Ses
principaux édifices
antiques.
Quelques anciens du Yucatan
disent avoir entendu de leurs
ancêtres que cette terre fut
occupée par une race de gens
qui entrèrent du côté du levant
et que Dieu avait délivrés en leur
ouvrant douze chemins par la
mer. Or si cela était vrai, il
s’ensuivrait nécessairement que
des Juifs seraient descendus
tous les habitants des Indes
Occidentales, parce que, passé
le détroit de Magellan, ils avaient
dû s’étendre en plus de deux
mille lieues de terre, dans ce qui
est aujourd’hui gouverné par
l’Espagne[25].
Dans ce pays, il n’y a qu’une
seule langue, ce qui a été fort
utile pour sa conversion, quoique
sur les côtes il y ait quelque
différence dans les mots et dans
la manière de parler. Ceux de la
côte sont aussi plus aimables
dans leur commerce habituel et
plus gracieux dans leur langage;
les femmes s’y couvrent la
gorge, ce qu’elles ne font pas à
l’intérieur.
Cette contrée est partagée en
provinces sujettes aux localités
espagnoles les plus voisines. La
province de Chectemal et de
Bac-halal est sujette à
Salamanca[26]. La province
d’Ekab, celle de Cochuah et celle
de Kupul sont sujettes à
Valladolid[27]. Celle d’Ahkinchel
et d’Yzamal, celle de Zututa,
celle de Hocabai-Humun, celle
de Tutu-Xiu, celles de Cehpech
et de Chakan sont sujettes à la
cité de Merida[28]; celle de
Camol, de Campech, de
Champutun et de Tixchel
relèvent de San Francisco de
Campêche.
Il y a dans le Yucatan
beaucoup d’édifices de grande
beauté, qui sont la chose la plus
remarquable qu’on ait
découverte dans les Indes; ils
sont tous de pierre de taille fort
bien travaillée, quoiqu’il n’y ait
en ce pays aucun métal avec
lequel on ait pu les mettre en
œuvre[29]. Ces édifices, qui sont
fort rapprochés les uns des
autres, sont des temples, et la
raison pour laquelle il y en a
tant, c’est que les populations
changeaient fréquemment de
localité; or en chaque bourgade
localité; or, en chaque bourgade
ils édifiaient un temple, en vue
de l’abondance extraordinaire de
la pierre et de la chaux et d’une
terre blanche qui s’y trouve,
particulièrement propre à bâtir.
Tous ces édifices sont
construits par les mêmes nations
d’Indiens qui les habitent
aujourd’hui, ce qui se voit
clairement par les hommes de
pierre nus et ayant les parties
naturelles couvertes de certaines
ceintures qu’ils appellent dans
leur langue ex, comme aussi par
d’autres objets que portent les
Indiens.
Or, le religieux qui a écrit ce
livre se trouvant dans ce pays,
on découvrit dans un édifice en
démolition une grande urne à
trois anses, peinte de couleurs
argentées au dehors et
renfermant les cendres d’un
corps brûlé, avec quelques-uns
des os des bras et des jambes
d’une merveilleuse grosseur,
ainsi que trois objets de pierre
bleue travaillés[30], de la classe
de ceux qui servaient aux
Indiens de monnaie. Quant aux
édifices d’Yzamal, il y en avait
onze ou douze, mais sans qu’on
connaisse les fondateurs d’aucun
d’eux[31]. Or, sur les instances
d I di
des Indiens, on en occupa un,
en y construisant, en 1549, un
monastère qu’on appela de San
Antonio[32].
Après ceux-ci, les édifices les
plus remarquables sont ceux de
Tikoch[33] et de Chichen-Itza
qu’on décrira plus tard. Chichen-
Itza est une localité fort bonne,
située à dix lieues d’Yzamal et à
onze lieues de Valladolid. On dit
que trois seigneurs qui étaient
frères, et qui vinrent en cette
contrée du côté du couchant, y
régnèrent autrefois: ils étaient
fort religieux; c’est pourquoi ils
édifièrent de fort beaux temples
et vécurent sans femmes d’une
manière fort honnête. Mais l’un
d’eux étant venu à mourir ou
s’en étant allé, les deux autres
se conduisirent injustement et
sans décence, d’où il advint
qu’on les mit à mort[34]. Nous
esquisserons plus loin le dessin
de l’édifice principal[35] et nous
décrirons le puits où ils jetaient
vivants les hommes en sacrifice,
ainsi que d’autres choses
précieuses: il a plus de sept
stades de profondeur jusqu’à
l’eau et plus de cent pieds de
diamètre, taillé en rond dans la
roche vive d’une manière
admirable; l’eau en paraît verte,
ce qui provient, dit-on, du
bocage dont ce lieu est
environné[36].
 § VI.—De Cuculcan y
de la edificacion de
Mayapan.
Que es opinion entre los indios
que con los Izaes que poblaron a
Chicheniza reyno un gran señor
llamado Cuculcan, y que muestra
ser verdad el edificio principal
que se llama Cuculcan. Y dizen
que entro por la parte de
Poniente, y que difieren en si
entro antes o despues de los
izaes, o con ellos, y dizen que
fue bien dispuesto, y que no
tuvo muger ne hijos, y que
despues de su buelta fue tenido
en Mexico por uno de sus
dioses, y llamado Cezalcouati, y
que en Yucatan tambien le
tuvieron por dios por ser gran
republicano, y que esto se vio en
el assiento que puso en Yucatan
despues de la muerte de los
señores para mitigar la
discussion que sus muertes
causaron en la tierra.
Que este Cuculcan torno a
poblar otra cibdad, tratandolo
con los señores naturales de la
tierra en que el y ellos viniessen,
y que alli viniessen todas las
cosas y negocios y que para esto
eligieron un assiento muy bueno
eligieron un assiento muy bueno
viii leguas mas dentro en la
tierra que donde esta agora
Merida xv o xvi de la mar, y que
alli cercaron de una muy ancha
pared de piedra seca como
medio quarto de legua, dexando
solas dos puertas angostas y la
pared no muy alta, y que en
medio desta cerca hizieron sus
templos y que al mayor, que es
como el de Chicheniza llamaron
Cuculcan, y que hizieron otro
redondo con quatro puertas,
diferente de quantos ay en
aquella tierra, y otros muchos a
la redonda, juntos unos a otros,
y que dentro deste cercado
hizieron casas para los señores
solos entre los quales
repartieron toda la tierra, dando
pueblos a cada uno, conforme a
la antiguedad de su linaje y ser
de su persona, y que Cuculcan
puso nombre a la cibdad, no del
suyo, como hizieron los Ahizaes
en Chicheniza que quiere dezir el
Pozo de los Aizaes, mas llamola
Mayapan que quiere dezir el
Pendon de la Maya, porque a la
lengua de la tierra llaman Maya
y que los Indios llaman Ychpa,
que quiere dezir Dentro de las
Cercas.
Que este Cuculcan vivio con
los señores algunos años en
aquella cibdad, y que
dexandolos en mucha paz y
amistad se torno por el mismo
camino a Mexico, y que de
passada se detuvo en
Champoton, y que para memoria
suya y de su partida hizo dentro
en la mar un buen edificio al
modo del de Chicheniza, un gran
tiro de piedra de la ribera, y que
assi dexo Cuculcan en Yucatan
perpetua memoria.
§ VI.—De Cuculcan et
de la fondation de
Mayapan.
C’est une opinion commune
entre les Indiens qu’avec les
Itzaes qui occupèrent Chichen-
Itza, régna un grand prince,
nommé Cuculcan[37], ce que
confirme le nom de l’édifice
principal, appelé Cuculcan. Ils
racontent qu’il arriva du côté du
couchant; mais ils ne s’accordent
pas sur le point, s’il vint avant ou
après ou avec les Itzaes[38]. Ils
disent que c’était un homme
bien dispos, qu’il n’eut ni femme
ni enfants, et qu’après son
départ il fut regardé au Mexique
comme un dieu et appelé
Cezalcouati[39]. On le vénéra
également comme un dieu dans
le Yucatan, à cause de son zèle
pour le bien public, et cela se vit
dans l’ordre qu’il établit dans le
Yucatan, après la mort des
seigneurs, afin de calmer les
dissentiments que leur
assassinat avait causés dans le
pays.
Ce Cuculcan établit ensuite
une autre ville, d’accord avec les
seigneurs de la contrée, où ils
 g ,
convinrent de se rendre et de
faire venir toutes les affaires: à
cet effet, ils choisirent une très-
bonne localité à huit lieues plus
à l’intérieur du pays que celle où
est actuellement Mérida, à
quinze ou seize lieues de la mer.
Ils l’environnèrent d’une fort
large muraille de pierre sèche,
d’environ un demi-quart de lieue
de circonférence, n’y laissant
que deux portes très-étroites: la
muraille n’était pas bien haute,
et au centre de cette enceinte ils
édifièrent leurs temples, donnant
au plus grand, ainsi qu’à
Chichen-Itza, le nom de
Cuculcan. Ils en firent encore un
autre de forme ronde, avec
quatre portes, entièrement
différent de tous ceux qu’il y a
dans le Yucatan, et un grand
nombre d’autres à l’entour: dans
la même enceinte, ils
construisirent des maisons pour
les seigneurs seulement,
partageant entre eux la terre,
attribuant des villes et villages à
chacun, suivant l’ancienneté de
sa famille et ses qualités
personnelles. Quant à la cité,
Cuculcan ne lui donna pas son
nom, comme avaient fait les
Ahizaes à Chichen-Itza, mais il
l’appela Mayapan, ce qui veut
dire l’Étendard de la Maya, parce
 y ,p
qu’ils nomment la langue du
pays maya, et les Indiens
disent[40] encore aujourd’hui
Ychpa, ce qui signifie en dedans
des fortifications.
Cuculcan vécut avec ces
seigneurs durant quelques
années dans cette ville: ensuite
les ayant laissés dans une
profonde paix et amitié, il s’en
retourna par le même chemin au
Mexique[41]. En passant, il
s’arrêta à Champoton, et en
mémoire de son séjour et de son
départ, on érigea en dedans de
la mer un bon édifice à la
manière de ceux de Chichen-
Itza, à un bon jet de pierre du
rivage; c’est ainsi que Cuculcan
laissa un souvenir perpétuel en
Yucatan[42].
 § VII.—Gobierno
politico. Sacerdotes,
ciencias y libros de
Yucatan.
Que partido Cuculcan
acordaron los señores para que
la republica durasse que tuviesse
el principal mando la casa de los
Cocomes, por ser mas antigua o
mas rica, o por ser el que la
regia entonces hombre de mas
valor, y que hecho esto
ordenaron que pues en el
cercado no avia sino templos y
casas para los señores y gran
sacerdote, que se hiziessen fuera
de la cerca casas donde cada
uno de ellos tuviesse alguna
gente de servicio y donde los de
sus pueblos acudiessen quando
viniessen a la cibdad con
negocios, y que en estas casas
puso cada uno su mayordomo, el
qual traya por señal una vara
gorda y corta y que le llamavan
Caluac; y que este tenia cuenta
con los pueblos, y con los que
los regian, y que a ellos se
embiava aviso de lo que era
menester en casa del señor
como aves, maiz, miel, sal,
pesca, caça, ropa y otras cosas,
y que el Caluac acudia siempre a
y que el Caluac acudia siempre a
la casa del señor y veia lo que
era menester en ella, y lo
proveya luego porque su casa
era como oficina de su señor.
Que acostumbravan buscar en
los pueblos los mancos y ciegos
y que les davan lo necessario.
Que los señores proveian de
governadores y si les eran
acceptos confirmavan en sus
hijos los oficios y que les
encomendavan el buen
tratamiento de la gente menuda,
y la paz del pueblo, y el
ocuparse en trabajar paraque se
sustentassen ellos y los señores.
Que todos los señores tenian
cuenta con visitar, respetar,
alegrar a Cocom,
acompañandole y festejandole y
acudiendo a el con los negocios
arduos y que entre si bivian muy
en paz y en mucho passatiempo
como ellos lo usan tomar en
vailes y combites y caças.
Que los de Yucatan fueron tan
curiosos en las cosas de la
religion como en las del
govierno, y que tenian un gran
sacerdote que llamavan Ahkin-
Mai, y por otro nombre Ahau-
Can-Mai, que quiere dezir el
Sacerdote Mai o el Gran
Sacerdote Mai, y que este era