TRANS · This article offers a new interpretation of the forty-seven Aesop’s fables núm. 19.2 · 2015 that were anonymously translated from Latin into classical Nahuatl in ARTÍCULOS · 243-262 colonial Mexico. Informed by former studies that have pointed at the Nahua students and tutors of the sixteenth-century Imperial College of Tlatelolco as the most likely translators, this study elaborates on their educational environment and tries to explain how they might have learnt Latin by following the exercises that Quintilian suggested in Institutio oratoria for the paraphrase of Aesop’s fables. In addition, the article explores the hybrid nature of the Nahuatl version, acknowledging its indigenous rhetorical style, as indicated by Gordon Brotherston, and at the same time highlighting the translator(s)’ Christian manipulation of the Aesopic tradition. In fact, an overall analysis of the fables seeks to demonstrate that they must have been translated in order to function as stories or exempla for conversion purposes. key words: Aesop, Nahua translators, College of Tlatelolco, evangelization The Translation of Aesop’s Fables in Colonial Mexico La traducción de las fábulas de Esopo en el México colonial Este artículo ofrece una nueva interpretación de las cuarenta y siete fábulas de Esopo traducidas anónimamente del latín al náhuatl clásico en el México colonial. Partiendo de estudios previos que habían señalado a estudiantes y tutores nahuas del siglo xvi del Colegio de la Santa Cruz de Tlatelolco como los probables traductores, este estudio indaga en su ámbito educativo e intenta explicar el método de aprendizaje del latín que seguía los ejercicios que sugería Quintiliano en su Institutio oratoria para parafrasear las fábulas de Esopo. Se explora además la naturaleza híbrida de la versión en náhuatl, al reconocer, por un lado, la retórica indígena de su estilo, indicado por Gordon Brotherston, como al destacar la manipulación del o los traductores cristianos en la transmisión de las fábulas. De hecho, se trata Victoria ríos castaño de un análisis completo de las fábulas que aspira a demostrar que deben Newcastle University haber sido traducidas con el fin de funcionar como historias o exempla para propósitos de conversión. palabras clave Esopo, Traductores nahua, Colegio de la Santa Cruz de Tlatelolco, evangelización. VICTORIA RÍOS CASTAÑO TRANS. REVISTA DE TRADUCTOLOGÍA 19.2, 2015 Introduction position of proselytizing works in Nahuatl. The translation of Aesop’s fables from Latin Unable to prove the authorship of the Nahuatl into classical Nahuatl has hardly drawn criti- fables, the anthropologist Gerdt Kutscher, who 244 cal attention since the Mexican scholar Angel was first to translate them into German, was María Garibay Kintana denied them of any similarly convinced that these imbibed from interest in his seminal Historia de la literatura Sahagún’s intellectual environment. They were, náhuatl (1953-1954), with Gordon Brotherston as Vollmer (1987: 235) quotes Kutscher, “proof and Günter Vollmer’s 1987 edition containing of an occidental intelligence, with which the the only two studies available to curious read- great Sahagún paid his thanks to the Indians ers and experts on colonial America.1 Their for sharing so much of their culture with him.” hypothesis and conclusions stand as follows. Conversely, in his preliminary study of their The forty-seven fables that have survived are joint edition of the fables, Brotherston takes a reminder of many other hand-written copies issue with this statement, arguing instead that that must have circulated among a wide audi- it was the “Indians” to whom Kutscher alluded ence of indigenous speakers.2 For the date of who worked as the translator(s) of the fables composition of the fables, Garibay Kintana and as copyists of the manuscripts, for only suggested the second half of the sixteenth native speakers were able to compose such a century and, possibly because of the other refine and fluent text in the Nahuatl language. doctrinal works that were found accompanying Brotherston (1987: 27) is equally certain that the manuscripts, he pointed at the Franciscan the translator(s) found inspiration in their missionary Fray Bernardino de Sahagún as pre-Hispanic cultural heritage and that, more the likely translator (Vollmer, 1987: 222-223).3 specifically, their tonalamatl, a divinatory cal- Having arrived in New Spain in 1529, Sahagún endar composed of animal signs, “formed a spent most of his life dedicated to the school- precise antecedent” in their rendering of the ing of the Nahua elite’s sons and to the com- Aesopic tradition. Departing from any connec- tion with a religious context and from the pos- 1 Brotherston reiterated the contents of his study in sibility that the fables had been translated by 1992: 315-319. 2 There are only two extant manuscripts of said churchmen or under their direction, Brother- translation. The one edited by Brotherston and Vollmer ston’s contention remains oriented toward their belongs to the Bancroft library of Berkeley, whereas the unique indigenous nature, asserting (1992: 316) second, with very slight deviations if compared to that that they do not bear much “resemblance to the of the Bancroft library, is catalogued in the Biblioteca Nacional of México (Vollmer, 1987: 217, 231). A 1800s Nahuatl catechisms and Bible stories produced copy by the Mexican priest and scholar José Antonio by the friars and their local helpers.” Pichardo, who probably attached a Latin version to the Although agreeing with Brotherston on the first thirty-three fables in order to present readers with a parallel-text format, is held in the Bibliothèque Nationale indigenous rhetorical nature of the Nahuatl of Paris, and can be accessed online at http://amoxcalli.org. version, the intention of this study, nonetheless, mx/paleografia.php?id=287. 3 The Biblioteca Nacional manuscript comprises, is to offer an additional reading and demonstrate among others, two works attributed to Sahagún—the that the fables resonate with a pre-Hispanic Kalendario and the Arte adivinatoria. The Bancroft library past and also with a strong Christian skew. In one includes a Santoral; a calendar of saints’ days, and a proving so, this article is divided into three main collection of Nahua sayings and metaphors (Vollmer, 1987: 209, 211). sections. The first begins with an overview of TRANS. REVISTA DE TRADUCTOLOGÍA 19.2, 2015 THE TRANSLATION OF AESOP’S FABLES IN COLONIAL MEXICO the Aesopic tradition in Europe so as to advance a series of speaking, reading, and writing activ- how Aesop’s fables were transposed as an edu- ities (Murphy, 1987: xviii-xix). One of these, the cational and liturgical source in the New World, “paraphrase [of] Aesop’s fables” (Quintilian, 245 specifically in Colonial Mexico. The second 1922: 159) is accomplished thanks to the com- explores the link between the Nahuatl fables pletion of three consecutive tasks.4 The pupils, and the Franciscan Imperial College of Santa Quintilian (1922: 159) explains, Cruz of Tlatelolco, entertaining the possibility should begin by analysing each verse, then that the Nahua translator(s) were connected give its meaning in different language, and with this institution, as suggested by José María finally proceed to a freer paraphrase in which Kobayashi (1974: 365-386) and Michael Mathes they will be permitted now to abridge and now (1982: 26). The section briefly examines the to embellish the original, so far as this may be translator(s)’ educational context by looking at done without losing the poet’s meaning. the manner in which they might have learnt As observed in this passage, Quintilian’s Latin, and considers some examples of domesti- suggested exercises do not substantially differ cation that are inserted in the translation of the from some of those carried out in present-day fables into Nahuatl. Elaborating on the trans- teaching scenarios. Firstly, Quintilian proposes lator(s)’ rhetorical knowledge of their mother the reading comprehension of a fable, which tongue and on their Christian environment, the requires an analysis of its vocabulary and gram- third section of the article continues to delve mar; secondly, a literal translation into a “dif- into their interpretation of the source text and ferent language”—in his own time most likely brings to the fore the doctrinal purposes that from Greek verse into Latin—; and finally, a appeared to have dictated the writing of the “freer paraphrase” or appropriation of the text translation in the first place. All in all, the fables by indulging into a free translation, that is to in the Nahuatl language are contextualized say, into the rewriting of the original source, within a religious setting, where some of the which allows the student to shorten or to Nahuas who had been educated in a Christian extend the fable as long as its original meaning institution became indispensable for the com- is respected. position of works that were deployed in religious The Aesopic literary tradition, so-called communications with Nahua neophytes. due to the complex process of appropriations 4 The moral stories revolving around human and Aesop’s fables for educational and animal subjects that have been attributed to Aesop —a liturgical purposes historical figure of the island of Samos who is thought to have lived around 2,800-2,600 years ago— originally con- stituted a Greek body of adult popular knowledge that was In Book I of Institutio oratoria (The education told in private conversations and public events like assem- of the orator; ca. A. D. 95), the classical twelve- blies and dinner parties (Gibbs, 2008: xi). The Greek poet book manual of rhetoric that, concerned with Hesiod authored the first written testimony in the eighth century B.C., and the first extant collection of fables, this the formation of a citizen-orator, unites a time in Latin verse, was composed by Phaedrus in the first teaching guide on education and a reflection century A.D. To this compilation followed many others, on moral duties, Quintilian urges teachers to such as the anonymous Collectio Augustana (third-century), in Greek verse; the one by Aphthonius (fourth-century), initiate their students into certain “rudiments in Greek prose; and that of Avianus (ca. fifth century), in of oratory” and virtuous conduct by means of Latin verse. VICTORIA RÍOS CASTAÑO TRANS. REVISTA DE TRADUCTOLOGÍA 19.2, 2015 and rewritings with which the fables were tradition to an evangelical, liturgical context. fraught over the centuries, made its way into Together with legends, contemporary events, the classical and religious studies of the middle and the descriptions of animals in bestiaries, the 246 Ages. The fables formed part of two textbooks fables became exempla in popular preaching; that students of Latin read once they had short stories that aided in the transmission achieved a satisfactory mastery of grammar: of oral and folkloric memories and bridged the Sex auctores, widely-circulated up to the the intellectual gap between churchmen and thirteenth century, and its sequel, the Auctores commoners. Aesop’s stories were pronounced octo morales, which had strong influence well by preachers in order to retain or regain their into the Renaissance. The former compiled audience’s interest as well as to facilitate the stories by six classical authors, like Theodulus, understanding of an intricate moral or theolog- Maximianus, Claudian, Cato, and the version ical exposition (Taylor, 1992: 68, Barry, 2004: 83). of Aesop’s fables written by Avianus. The latter, The edition of the fables by the thirteenth-cen- placing major emphasis upon the teaching of tury scholar and cleric Odo of Cheriton illus- Christian moral values, consisted of a book of trates the manner in which churchmen consult- schoolboys’ manners, parables, and retellings ed these in order to stimulate moral improve- of biblical stories, and at the same time kept ment. In the hands of a preacher in search some of the texts of the Sex auctores, such as of exempla that conveyed a specific message Aesop’s fables, this time as written by Walter or moral Cheriton’s compilation proved very the Englishman (ca. 1200) (Ciccolella, 2008: reader-friendly. First, he organized the fables 68; Orme, 2006: 99-101). Avianus and Walter’s in thematic groups by, for instance, grouping collections competed with several versions of together stories dealing with the election of a the fables during the medieval period. From the ruler or a king. Second, he framed the body of tenth-century onwards, the Aesopic tradition the text, that is, the fable itself, with a promyth- favoured a compilation known under the name ium—a brief interpretation of the meaning of of “Romulus”—which contained Phaedrus’s the text—and an epimythium—the conclusion Latin fables transformed into prose—, and or moral of the story (Gibbs, 2008: xxviii-xxix). which coexisted with other collections, like the Cheriton’s adaptation of “The crow, the eagle French monk Ademar of Chabannes’s (eleventh and the feathers”, in which a group of birds century) and the humanist Bonus Accursius’s; spruced up the crow with their feathers, emerg- the Collectio Accursiana (fifteenth-century). The es as a prime example of a fable-exemplum fables also reached the Renaissance, alluded to that could be harnessed to condemn vanity in Alciato’s Emblems and Erasmus’s Adages, and and ingratitude. Cheriton starts the fable with outsourced by authors who retold old and new the promythium “a fable against people who stories as they were passed on among the pop- boast that they have something they do not” ulation through word of mouth (Gibbs, 2008: (Gibbs, 2008: xxviii), and at the foot of the text i-xii; xx-xxix, xl-xli) he adds his own epimythium: “This fable can While some collections of fables, as in the also be used against wealthy men who boast of case of Avianus and Walter’s, were drawn on the extent of their riches: The Lord will take by tutors as minor reading for pedagogical pur- everything in time and thus the rich are humil- poses, other collections transferred the Aesopic iated” (Gibbs, 2008: xxviii). Instead of reading TRANS. REVISTA DE TRADUCTOLOGÍA 19.2, 2015 THE TRANSLATION OF AESOP’S FABLES IN COLONIAL MEXICO the fable in its entirety, a preacher could scan duties, were active in a number of proselytizing these lines at the beginning and the end of the endeavours; not only in the continuation of text, which made the identification of an appro- their religious studies, but also in the adminis- 247 priate fable less time-consuming. Thus, when tering of the sacraments and the production of wishing to extract an exemplum on vanity and auxiliary works for conversion in the Nahuatl ingratitude he could have chosen “The crow, the language. Thus, Fray Arnaldo de Bassacio, the eagle and the feathers”, and referred to it during first to teach Latin, composed sermons and the delivery of his sermon to a large congrega- brief doctrinal treatises; Fray Juan Focher, who tion comprising individuals of all walks of life imparted rhetoric, logic, and natural and moral and social status. 5 philosophy, composed a Nahuatl grammar, and Fray Bernardino de Sahagún, who taught Latin Aesop’s fables in the Imperial and moral and natural philosophy, directed the College of Santa Cruz of creation of several proselytizing works (Men- Tlatelolco diet a, 1973, II: 280, 195).6 Although attributed to the friars, the production of these texts relied The twofold deployment of the Aesopic heavily on those pupils who had proven to tradition in Europe—for the teaching and be the most advanced. Sahagún (1988, II: 635) learning of Latin and moral values, and for an reports on their linguistic expertise and on the easier exposition of the Christian doctrine—, activities in which they were involved in the ensured that Aesop’s fables found their way following manner: to the libraries of New World friaries and schools. In colonial Mexico in particular, the [N]os dan a entender las propriedades de fables have been recorded in sixteenth and los vocablos y las propriedades de su manera de hablar, [examinan y corrigen] las incon- seventeenth-century catalogues like those gruidades que hablamos en los sermones o of the Friary of Toluca and the College of escrebimos en las doctrinas [...] [.] [C]ual- Tlatelolco (Mathes, 1982: 33; Gómez Canedo, quiera cosa que se ha de convertir en su len- 1981-1982: 69). The latter, formally inaugurat- gua, si no va con ellos examinada, no puede ed in 1536, functioned as a centre of study for ir sin defecto, escrebir congruamente en la the Franciscans and as a secondary grammar lengua latina ni en romance ni en su lengua. school for the male Nahua elite. The school- boys, who started aged ten to twelve, were The passage offers a portrayal of Nahua instructed for three years in the subjects of the students, later assistants and even tutors of Trivium and the Quadrivium, together with the college, who proofread and wrote texts, moral and natural philosophy and Christian translated, and interpreted in three languages; doctrine (Kobayashi, 1974: 277, Mathes, 1982: Nahuatl, Latin, and Spanish. In this sense, and 23). Some of the tutors of the college, aside from performing their teaching and pastoral 6 Among these texts can be cited an encyclopaedic work on the Nahuas, Historia universal de las cosas de Nue- 5 For further reference on Cheriton’s use of animal va España (ca. 1577), and sermons and psalms like those tales in his sermons, see Joyce Salisbury’s study of animals of Psalmodia christiana y sermonario de los sanctos del año as human exemplars during the medieval period (2012: (1583). For an analysis of these texts, see Anderson 1993, 97-99). Bustamante García 1989 and 1990, and Ríos Castaño 2014. VICTORIA RÍOS CASTAÑO TRANS. REVISTA DE TRADUCTOLOGÍA 19.2, 2015 stressing their high skill in the performance of io sees a tutor of Latin requesting his pupils to these duties, Sahagún takes pride that his assis- do the exercises proposed by Quintilian for the tants became “gramaticos” and “trilingues”—by paraphrase of Aesop, and the first stage is the 248 which he probably means that they were native recreation of the pupils’ linguistic and cultural speakers of Nahuatl with an excellent command analysis of the text prior to that paraphrase. To of Latin and Spanish (Sahagún, 1950-1982: begin with, the tutor might have read out the 53-55). The catalogue of the college records the fable in Latin in order to give his students a works thanks to which they might have attained flare of the text they were about to closely ana- this linguistic mastery. For the study of Latin lyse.8 Then, they would have discussed termi- grammar and rhetoric, the Nahua assistants nology that was new to them, stylistic matters, would have attended classes in which tutors and grammatical issues, such as the presence availed themselves of Nebrija’s Introductiones of unusual verbal constructions or the use of latinae and of a copious list of collections and subjunctive versus indicative. To be noted is works by classical authors, including Cicero, that this analysis of a classical text in Latin was Virgil, Pliny, Seneca, Sallust, Juvenal, Livy, carried out by native speakers of Nahuatl—an Cato, Caesar, Plutarch, and Aesop (Mathes, agglutinative language—who stemmed from 1982: 32-33, 35, 47-77, 93-96). Many of these quite a distinct cultural milieu and geographical were suggested readings by Quintilian, whose New World setting. At times, these factors must textbook was also present in the library. In fact, have made the task more complicated for them the imitation and paraphrase of passages within than for native speakers of a Latinate language these texts might have been part of the Nahuas’ like Spanish. training, and in this respect Sahagún (1988, II: The opening fable of the two extant Nahuatl 634) praises the ability of his students when manuscripts, “Quaquauhtentzone yuan coy- claiming that they became quickly adept at the otl” (the goat and the coyote)—identified by composition of “versus heruicus;” the English editors Brotherston and Vollmer as “Vulpes iambic pentameter that is found in another et hircus” (the fox and the goat)—, serves as a work recommended by Quintilian; Virgil’s The starting point to speculate on the Nahua pupils’ Aeneid. 7 approach.9 The story revolves around the fox’s The survival of some of these heroic verses could have contributed to shed some light upon 8 The edition that reached the library of Tlatelolco is unknown. Brotherston (1987: 13) suggests that the wide- the manner in which Sahagún’s Nahua students ly-circulated Aesop fabulae graece et latine or Collectio Accur- were trained to grasp, consolidate, and even- siana (1479) by Bonus Accursius was the edition consulted tually master Latin. In the lack of these, nev- by the Nahua translator(s). Only recently, an expert of Na- huatl has created a blog under the name of Ayac, in which ertheless, the translation of Aesop’s fables into s/he puts forward the collection by the German classical Nahuatl is fit for purpose. An imaginary scenar- scholar Joachim Camerarius (1500-1574); see relevant post at https://nahuatlahtolli.wordpress.com/2014/09/19/ae- 7 For a recent revision of sources that elucidate how sops-fables-general-notes/. Nahua nobility learnt Latin in the mid-sixteenth century, 9 For the Nahuatl text and its translation into Eng- see Laird 2015. Alcántara Rojas 2013 and Tavárez 2013 lish, based on Kutscher’s 1960s German version, this study provide an insightful discussion of two of the renderings quotes Brotherston and Vollmer’s edition as Aesop, 1987, written by Tlatelolco tutors and graduates; the life of St followed by page. Ayac has translated some of the fables, Francis of San Buenaventura and Thomas à Kempis’s Imi- offering a more reliable version at http://nahuatlahtolli. tation of Christ. wordpress.com/2014/09/29/aesops-fables/. For the source TRANS. REVISTA DE TRADUCTOLOGÍA 19.2, 2015 THE TRANSLATION OF AESOP’S FABLES IN COLONIAL MEXICO trick to spring out of a well in which he is identified the word that qualified the subject; trapped together with a goat, and how, after sitientes, as a present participle, literally trans- persuading the goat to help him first, he leaves lated as “thirsting,” “being thirsty.” In keeping it 249 this one behind. Pupils who were consolidating as a verbal form, they perhaps put forward “ye the fundamentals of Latin might have started amiqui,” which is found in the Nahuatl trans- by working with their tutor on the meaning of lation of the fable and literally means “already the text sentence by sentence. When discuss- they are dying of thirst.”10 For the rest of the ing the title, they would have recognized the sentence, “in puteum descenderunt,” they would declension, case, gender and number of vulpes have continued to establish differences and and hircus, and outlined the properties of the similarities between Latin and Nahuatl, and two animals, attempting to match the fox and probably produced a word-for-word translation the goat with autochthonous species until final- by taking Latin grammar as the basis for com- ly concurring that the goat was to be equated parison and understanding of their own lan- with the quaquauhtentzone, and the fox with the guage.11 Starting off with the verb, they would coyote. Whereas the identification of the for- have recognized “-erunt” as the third personal mer rests on physical similarities, that of the lat- plural of the preterit. Figuring out the meaning ter also has to do with the symbolic or cultural of the verb would have proven more difficult perceptions of the two animals in the European for a Nahua student than for a Spanish one, and Nahua cultures. In the same manner as the to whom the cognate “descender” (to descend) “cunning fox” sometimes stands for malicious would have come to mind easily. The prep- craftiness, for the Nahuas it is the coyote that osition “in” told the Nahua students that the embodies this sort of astuteness. In this respect, verb implied some sort of movement towards a the first chapter of Book XI of Historia universal place, in this case “in puteum,” towards a well. de las cosas de Nueva España depicts the coyote This piece of information together with a hand as “muy sagaz” and “diabólico” or vindictive, gesture made by the tutor, signalling a sudden because “si alguno le quita la caça […], procura movement downwards, could have led them to de vengarse de él, matándole sus gallinas o otros translate “descenderunt” as “oncholoque,” liter- animales de su casa” (Sahagún, 1988, II: 682). As ally “they jumped” (Aesop, 1987: 58). for the analysis and word-for-word translation Having completed a word-for-word analysis of the first sentence, “vulpes et hircus sitientes of the text in order to gain an in-depth com- in puteum descenderunt” (the fox and the goat were thirsty and went down into a well) (Aesop, 10 “Amiqui,” deriving from atl (water) and miqui (to 1616: 138), the tutor and his pupils would have die), is the third person plural, in the present tense, of the verb atniqui (Ruth and Cortés, 1968: 116). For another translation of this fable into English, see Ayac’s post: text in Latin, this article quotes the Greek monk and https://nahuatlahtolli.wordpress.com/2014/09/19/aesops- scholar Maximus Planudes’s (ca. 1260-ca. 1310) edition, fables-1-the-goat-and-the-coyote/. Aesopi phrygis fabulae graece et latine, a compilation from 11 The first extant grammar of the Nahuatl language, which Accursius imbibed, and which saw numerous the Arte de la lengua mexicana, finished in 1547 by the also reprints from the sixteenth to the nineteenth centuries. tutor of Latin at Tlatelolco Fray Andrés de Olmos, proves The consulted edition was printed in Basel in 1616 and is that Nahuatl was conceived according to Latin grammat- cited hereafter as Aesop, 1616, followed by page. As for the ical paradigms. For further reference, see the introduction translations from Latin into English this study relies on by Hernández de León-Portilla and León Portilla in Ol- Gibbs 2009. mos 2002. VICTORIA RÍOS CASTAÑO TRANS. REVISTA DE TRADUCTOLOGÍA 19.2, 2015 prehension, the tutor and his pupils might have tutor and his pupils could have reinterpreted come up with a more fluent translation that still the moral of the Latin text in their own words, abided by the main ideas of the original, which which occurs, for example, at the end of the 250 is exemplified in the rendering of the fox’s plan. Nahuatl fable. Planudes’s version finishes with Thus, Planudes’s version reads: this epimythium or final moral: “Fabula signif- icat, sic prudentem virum oportere prius fines si enim rectus steteris, anteriores pedes pari- altius considerare rerum, deinde sic ipsas aggre- eti applicueris, & cornua partier in anteriorem di” (the fable means that the prudent man must partem inclinaveris, cum percurrerim ipsa per consider things more carefully before they end, tuos humeros & cornua, & extra puteum illinc and afterwards thus to attempt them) (Aesop, exiluerim, & te postea extraham. 1616: 140). The Nahuatl version, although main- [Y]ou should stand and put your forefeet taining the gist of the source text, is slightly par- to the wall, and incline likewise your horns aphrased as: ynyn çaçanillatolli yc timachtilo yn forward. I will then run over through your quenin achto monequi ticnemilizque yn tleyn shoulders and horns and hence leap out of the well. Afterwards I will draw you out. (Aesop, ticchiuaznequi ynic amo çatepan ipan 1616: 139) tiuetziz[que] yn anezcaliliztli, y xolopiyotl. By this fable we are taught how necessary The Nahuatl version maintains the fox’s it is above all to think about what we intend same five-step plan—standing or stretching to do, so that we do not later become careless straight up, putting forefeet against wall, climb- and stupid. (Aesop, 1987: 60-61) ing up on back, jumping out, and rescuing the other—as follows: In both epimythia the underlying message that comes across is the reconsideration of a Ca yntla timotlame lauhcaquetzaz. yuan ym decision before taking action. In the Nahuatl moma caltech ticmamanaz. yuan yn motzon- text, however, special emphasis is placed upon tecon ticacouiz. ynic vel micampa veuetztoz the consequences of that hasty action; the fool- moquaquauh. yn neuatl niman mocuitlapan ishness and stupidity into which one can fall. nontlecoz ynic vel nonquiçaz atlacomolco. Auh yniquac oniquiz niman nimitzualanaz. The translation of Aesop’s fables If you’ll stretch yourself straight up and put into the Nahuatl language your forefeet against the wall and lift your head forward so that your horns reach well Although based on speculation, the former up, I shall then climb up on your back so that I can get out of the well. And once I’m out I hypothetical scenario can be indicative of the shall help you out! (Aesop, 1987: 58-59)12 training that the Nahua students received and of their familiarity with Aesop’s fables, Finally, following Quintilian’s suggested a textbook that, like in Europe, consolidated exercises for the paraphrase of the original, the their fundamentals of Latin, and which in New Spain helped them acquire the linguis- 12 For a more literal translation into Spanish, see tic expertise that was vital to aid friars in Ruth y Cortés, 1968: 101; and into English, see Ayac’s at conversion duties. In addition, this didactical https://nahuatlahtolli.wordpress.com/2014/09/19/aesops- fables-1-the-goat-and-the-coyote/. scenario answers some questions regarding TRANS. REVISTA DE TRADUCTOLOGÍA 19.2, 2015 THE TRANSLATION OF AESOP’S FABLES IN COLONIAL MEXICO the identity of the translator or translators—as leaving no room for confusion. Based on this it is unknown whether they worked in pairs direct identification, the dog is translated in or whether different fables were commis- fables fourteen, sixteen, twenty-two, twen- 251 sioned to different translators working under ty-three, and twenty-four as its Nahua equiva- time-pressure to meet a deadline and super- lence, chichi; the frog, in fables ten, twenty-five, vised by a final proofreader. Undoubtedly, and thirty-seven, as the cuiatl; and the deer, in their knowledge of Latin and their ability to fables forty-two and forty-three, as the maçatl. paraphrase Aesop singles them out as learned A matching belief applied to an animal in Nahuas, graduates or tutors of an institution both cultures likewise leads to the connec- like Tlatelolco, unique in the teaching of studia tion of species, as in the case of the cunning humanitatis in sixteenth-century New Spain, coyote-fox, in fables one, two, three, four, six, and at the behest of which several religious and twenty-six; and that of the lion with the translations from Latin into Nahuatl were pro- fierce “tequani miztli,” literally a dangerous or duced, such as Kempis’s Imitation of Christ.13 man-eating wild puma, as seen in fables two, What is more, the two worlds in which the twenty-five, twenty-six, twenty-seven, for- translator(s) interacted, the Spanish Christian ty-four, and forty-six.15 environment in which they had been schooled This domestication strategy contrasts with and the pre-Hispanic cultural traditions to the foreignizing effect that is evidenced in which they were still bound, transpire in some those fables in which the translator(s) choose of their translation decisions. Their interpreta- to maintain the original animal of the Aesopic tion of Aesop’s animals is in this sense worth tradition, that is to say, an animal that did not noting. Only a translator with knowledge of exist or was unheard of in the New World European fauna—for example, thanks to the prior to the arrival of the Spaniards. These study of natural philosophy in texts like Pliny’s are the “cocodrillo” (crocodile) in fable four; Historia naturalis—could have furnished an the “perdiz” (partridge) in fable five; the “atun” adequate connection of species in the Old (tuna) in fable nine; the “cauallo” (horse) in World and the New.14 In fact, the translator(s) fable thirty-eight; and the “asno” (donkey) in of the fables show a tendency to associate fables twenty-six, thirty-two, thirty-eight, and animals that share a distinctive physical trait, forty-four. The translator(s) of Aesop’s fables were cognizant of their audience’s unfamiliarity 13 For a list of Nahua authors and assistants educated with the tuna and the crocodile and resorted in Tlatelolco as well as of some of the works that have been attributed to them, see Kobayashi 1974, and a more recent to explanatory translations. In the ninth fable, detailed study by Silvermoon 2007. “Tlatlamaque” (fishermen, from the Latin “Pis- 14 Pliny’s work is catalogued in the library of the catores”), a big tuna flies directly into the fishers’ College of Tlatelolco and could have been perused to teach students natural philosophy (Mathes, 1982: 32). Books boat just when, having lost hope of catching VIII to XI, on fauna, would have served as a reference for something, they have decided to return home. them to fathom out which animals of central Mexico cor- The tuna is defined in the Nahuatl fable as “ce responded to those in Pliny’s description. The translation from Nahuatl into Spanish of Book XI of Historia universal de las cosas de Nueva España, which Sahagún composed 15 In his Nahuatl-Spanish dictionary the tutor of together with some Nahua assistants from Tlatelolco, Tlatelolco Fray Alonso de Molina translates miztli as constitutes another remarkable example of how American “leon” (1571: f. 57v) and in their edition Brotherston and zoology was rendered familiar into Spanish. Vollmer opt for jaguar. VICTORIA RÍOS CASTAÑO TRANS. REVISTA DE TRADUCTOLOGÍA 19.2, 2015 uey michi ytoca atun” (a big fish called Tuna) tae, cute, rugis et squamis horrida, vastum atque (Aesop, 1987: 80-81). Similarly, in the “Acuetz- informe” (the crocodile is an animal from Egypt. pali yuan coyotl” (the crocodile and the coyote, It has an ugly, even monstrous appearance. It is 252 from the Latin “Crocodilus et vulpes”), the like a reptile, with horrible, wrinkled, and scaled crocodile is portrayed as follows: skin. It is huge and formless) (Aesop, 1571: 93).16 If compared with the translation into Nahuatl, Centlamantli acuetzpalli muchiua yn vmpa it appears as if the translator(s) decided to focus Egipto atlan nemi cenca temamauhti, yn itla- on the crocodile’s origins and on its monstrous chieliz vel yuhquin tzitzimitl itoca cocodrillo traits, particularly on its peculiar skin. yuhquin cuetzpali yc mamaye, auh cenca vey Regarding the reference to cauallo and temamauhti yn ixincayo. asno, which were unknown to the Nahuas in Over there in Egypt there is a kind of pre-Hispanic times, one cannot completely water-lizard that lives in the water. It is quite speak of a foreignizing effect but rather of the terrifying: its appearance is that of a frightful translator(s)’ intention to portray a new reality. monster. Its name is crocodile. Its feet are like The fables in which the horse and the donkey those of a lizard. And it is big, frightening is its bark-like skin. (Aesop, 1987: 68-69) feature, this time without any clarification, attest to the changing world of the Nahuas, The translator(s) keep the name of the who had been exposed to the mount of the con- American species (the acuetzpali) in the title, quistadors and to pack animals from the early and in the body of the text they allude to its years of colonization. In this vein, Brotherston original counterpart in Aesop’s fable. They (1987: 17, 21) also indicates that the fables reflect also include a geographical reference to locate the new economic system brought along by the it—in Egypt—, which alerts the readers about Spaniards in the form of new types of pastoral- the translator(s)’ mindset; perhaps familiar with ism and agriculture. To serve as an example, the the portrait of the crocodile thanks to Historia fables “Millahcatl yuan ypilhuan” (the farmer naturalis, if not to another source influenced by and his sons, from “Agricola et filii ipsius”) Pliny, who depicts the reptile in these terms: and “Quauhtla çihuamaçatl ihuā xocomecatl” “The Nilus is inhabited by the crocodile, an (the hind and the vine, from “Cerva et vitis”) ill-disposed creature, four-footed, as dangerous are set in a vineyard, a novel kind of cultiva- upon land as is upon water” (Pliny, 1847-1848, I: tion imported by the Spaniards, and which is 46). In light of Pliny’s account, it seems as if the termed as xocomecamilli, a noun consisting of translator(s) generalize the habitat of the croc- xocomecatl, a native type of grape vine, and milli odile—Egypt instead of its river—, concentrate or field, cultivated land (Molina, 1571: f. 52r, f. on its frightening appearance, and liken it to an 56v). In the fable of the hind and the vine, it is autochthonous reptile; the also four-footed and the moral that contains, nevertheless, the most with bark-like skin acuetzpali. Another option revealing example of the Old World brought put forward by Ayac is that the translator(s) along by the Spaniards. The story narrates were using Camerarius’s Latin edition as their how a deer, having hidden behind a vine in an source text, which contains this explanatory 16 See Ayac’s relevant post at https://nahuatlahtolli. comment: “Crocodilus Aegyptiacum est animal, wordpress.com/2014/09/26/aesops-fables-4-the-crocodile- tetrum adspectu, atque monstrosum, specie lacer- and-the-coyote/.