In a previous article (1977) this writer sought to delineate the rationale for including folk music as a viable component in an overall strategy for teaching culture. point was made that teachers long have been aware of music's inherent appeal, its Quien canta sus males espanta aspect, and frequently include it in special events such as a Pifiata Party or La fiesta anual that provide a welcome break from classroom routine. However, due to the fact that (a) few foreign language teachers have had formal training in music, and (b) few materials suited to classroom use are now available, the dynamic benefits of teaching culture through music are rarely realized. Genelle Morain has indicted the profession itself for failure in this regard. The pressuring of teachers to 'Teach culture!' without providing them with the knowledge and materials to do so amounts to a professional disgrace (91). Our purpose here is to respond to that professional admonition and provide a very specific, practical example of music used as an integral component in a teaching unit, in this case on Both general background and specific strategies are described in order to provide the Spanish teacher with both matter and means for a successful culture-through-music dimension in his/her teaching. In the troubled world of Central America diminutive Rica appears as an oasis of political stability and democracy. Its national anthem ends with a refrain that reflects a national perspective: iVivan siempre el trabajo y la paz! When early explorers saw Indians wearing golden trinkets they assumedincorrectly that there were vast riches to be found in the interior and named the place Costa Rica. But it was Fray Bartolom6 de las Casas, the great apostle to the Indians, who identified the true wealth of the country as early as 1502 when he wrote: En Cariari (an Indian village on the Caribbean Coast) hallamos la mejor gente y tierra y estancia que habiamos hasta alli hallado, por la hermosura de los cerros y sierra, y frescura de los rios y arboledas que se iban al cielo de altas. Since the real gold of Rica proved to be vegetable rather than mineral it lured not the conquistador who would exploit the land but the colonizador who would cultivate it. result was a nation of small farms rather than vast haciendas; a populace composed of pobladores rather than patrones y peon s. Rica is the only country in Latin America that has abolished its army. In 1948 Jos6 Figueras led the country's last revolution in which a citizen army of 600 toppled a communist-backed government that refused to step aside for its democratically elected successor. As leader of the revolutionary junta Don Pepe had the constitution revised to outlaw a standing army-including his ownand then returned the reins of power to the actual winner of the '48 election. National priorities are neatly reflected in the annual budget with 32% allocated to education, 33% to health and about 3% to the guardia civil for internal security. Truly this is a country that abides by the motto: Mis maestros que soldados, and a 92% literacy rate is final testimony to the success of its educational commitment. Rica emerges as the very antithesis of the current stereotype of an area ridden with militarism, communist insurgency, poverty and ignorance; it provides the Spanish teacher with a welcome antidote to the generally negative impression that most American students have of Central America. Our purpose here is to provide a balanced and accurate view of this part of the Spanish speaking world based on a musical perspective. That music is, in fact, a key to understanding his native culture has been affirmed by the Rican musicologist Rodrigo Salazar (1978): Creemos ... que el estudio de la muisica no debe ser un 'aparte' de la vida de los pueblos, porque las expresiones ritmicas y mel6dicas, asi como su letra, se nutren de la veta de los