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Name: Class: Date:

Chapter 08: Early Childhood: Social and Emotional Development

True / False

1. Children of authoritative parents are highly motivated to achieve and do well in school.
a. True
b. False
ANSWER: True

2. Children from permissive–indulgent homes, unlike those from neglectful homes, are fairly low in social competence
and self-confidence.
a. True
b. False
ANSWER: False

3. Older siblings tend to be more caring but also more dominating than younger siblings.
a. True
b. False
ANSWER: True

4. Firstborn and only children show somewhat lower anxiety levels than later-born children.
a. True
b. False
ANSWER: False

5. Friendship is characterized by shared positive experiences and feelings of attachment.

a. True
b. False
ANSWER: True

6. In middle childhood, girls spend more time than boys in play groups of five or more children and in competitive play.
a. True
b. False
ANSWER: False

7. Preoperational children tend to be able to see things from the vantage point of others.
a. True
b. False
ANSWER: False

8. Parents of prosocial children are less likely to expect mature behavior from their children.
a. True
b. False
ANSWER: False

9. Children who are physically punished are more likely to be aggressive themselves than children who are not physically
punished.

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Name: Class: Date:

Chapter 08: Early Childhood: Social and Emotional Development

a. True
b. False
ANSWER: True

10. Children with high self-esteem are more likely to be securely attached and have parents who are attentive to their
needs.
a. True
b. False
ANSWER: True

11. According to Erik Erikson, children in the initiative versus guilt stage strive to achieve independence from their
parents and master adult behaviors.
a. True
b. False
ANSWER: True

12. Preschoolers are less likely to fear animals, imaginary creatures, the dark, and personal danger.
a. True
b. False
ANSWER: False

13. Children become increasingly traditional in their stereotyping of activities, jobs, and personality traits between the
ages of three and nine or ten.
a. True
b. False
ANSWER: True

14. Preschool boys tend to show more empathy and to report more fears than girls.
a. True
b. False
ANSWER: False

15. According to gender-schema theory, once children come to see themselves as female or male, they begin to seek
information concerning gender-typed traits and try to live up to them.
a. True
b. False
ANSWER: True

Multiple Choice

16. Warm parents:

a. are likely to impose unreasonable rules and to watch their children closely.

b. are likely to complain about their children's behavior.

c. tend to hug and kiss their children and smile at them frequently.
d. may not enjoy their children and may have few feelings of affection for them.
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Name: Class: Date:

Chapter 08: Early Childhood: Social and Emotional Development

ANSWER: c

17. A difference between warm and cold parents is that warm parents are:
a. more likely to have children who behave aggressively throughout the school years.
b. less likely to communicate their enjoyment in being with their children.
c. more likely to complain about their children's behavior.
d. less likely to use physical discipline.
ANSWER: d

18. Cold parents are:

a. likely to complain about their children's behavior, saying they are naughty.
b. caring, supportive, and affectionate toward their children.
c. less likely than warm parents to use physical discipline.
d. more likely to communicate their enjoyment in being with their children.
ANSWER: a

19. Parents who are restrictive:

a. allow their children to do what is ''natural.''
b. tend to impose rules and to watch their children closely.
c. allow their children to show some aggression, intervening only when another child is in danger.
d. often communicate their enjoyment in being with their children.
ANSWER: b

20. Permissive parents:

a. are most likely to use power-assertive techniques when dealing with aggressive behavior.
b. have strict guidelines for right and wrong and demand that their children accept them without question.
c. tend to impose rules and to watch their children closely.
d. allow their children to show some aggression, intervening only when another child is in danger.
ANSWER: d

21. A difference between permissive parents and restrictive parents is that permissive parents are:
a. less likely to expect mature behavior from their children.
b. more likely to use power-assertive techniques when dealing with aggressive behavior.
c. more likely to supervise their children less closely than restrictive parents do.
d. more likely to use physical discipline than restrictive parents.
ANSWER: c

22. Which of the following restrictive techniques involves explaining why one kind of behavior is good and another is
not?
a. Power assertion
b. Withdrawal of love
c. Deduction
d. Induction
ANSWER: d
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Name: Class: Date:

Chapter 08: Early Childhood: Social and Emotional Development

23. Which of the following is an example of inductive techniques employed by parents to enforce restrictions on their
children?
a. Gina, a single mother, explained to Alan, her four-year-old son, that he should not pull her hair as it is not
appropriate behavior.
b. Lily, a single mother, beat Jack, her nine-year-old son, because he got poor grades at school.
c. Clive ignored his eight-year-old son, Jack, for a week because he was misbehaving in school.
d. Susan complained about her five-year-old daughter, Tanya, to her husband because she was not listening to
Susan's advice.
ANSWER: a

24. 2-year-old Matt reaches over and pulls his mother's hair. She responds by saying "Please don't do that. It hurts!"
Which of the following restrictive techniques employed by parents is shown in the given scenario?
a. Induction
b. Deduction
c. Power assertion
d. Withdrawal of love
ANSWER: a

25. Which of the following restrictive techniques includes physical punishment and denial of privileges?
a. Power assertion
b. Withdrawal of love
c. Deduction
d. Induction
ANSWER: a

26. Which of the following restrictive techniques includes isolating or ignoring misbehaving children?
a. Power assertion
b. Withdrawal of love
c. Deduction
d. Induction
ANSWER: b

27. A difference between children of permissive–indulgent parents and rejecting–neglecting parents is that children of
rejecting–neglecting parents:
a. are fairly high in social competence and self-confidence.
b. show less misconduct and substance abuse.
c. are less competent in school.
d. are high in self-reliance and self-esteem.
ANSWER: c

28. Which of the following is a positive outcome of permissive–indulgent parenting?

a. Children tend to be fairly high in self-confidence.
b. Children are less likely to engage in substance abuse.
c. Children show high levels of activity and exploratory behavior.
Copyright Cengage Learning. Powered by Cognero. Page 4
Name: Class: Date:

Chapter 08: Early Childhood: Social and Emotional Development

d. Children are highly motivated to achieve and do well in school.

ANSWER: a

29. Permissive–indulgent parents are:

a. easygoing and unconventional.
b. low in responsiveness to their children.
c. high in their attempts to control their children.
d. generally cold and rejecting.
ANSWER: a

30. Rejecting–neglecting parents are:

a. easygoing and unconventional.
b. low in support and responsiveness.
c. high in their demands for mature behavior.
d. communicative and warm.
ANSWER: b

31. Parents prefer power assertion to induction when:

a. they believe that children understand the rules they have violated and are capable of acting appropriately.
b. they seek to help their children understand moral behavior and foster prosocial behavior such as helping and
sharing.
c. they seek to instill fear and anxiety in children.
d. they have to explain why one kind of behavior is good and another is not.
ANSWER: a

32. Older siblings:

a. are more aggressive than younger siblings.
b. are more self-reliant than younger siblings.
c. tend to imitate younger siblings and accept their direction.
d. tend to be more caring but also more dominating than younger siblings.
ANSWER: d

33. Firstborn children:

a. are more adult-oriented and less aggressive than later-born children.
b. show lesser anxiety levels than later-born children.
c. act more aggressively compared to younger siblings.
d. tend to be somewhat more rebellious and liberal than later-born children.
ANSWER: a

34. Which of the following is a difference between later-born children and firstborn children?
a. Later-born children are more highly motivated to achieve than firstborn children.
b. Later-born children perform better academically and are more cooperative than firstborn children.
c. Later-born children show somewhat greater anxiety levels than firstborn children.
d. Later-born children are more rebellious and liberal than firstborn children.
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Name: Class: Date:

Chapter 08: Early Childhood: Social and Emotional Development

ANSWER: d

35. Jack and Vanessa are kindergarten students at Learn Smart Kindergarten School. They play ''house'' in school and
pretend to be husband and wife. This scenario is an example of _____.
a. onlooker play
b. solitary play
c. nonsocial play
d. dramatic play
ANSWER: d

36. Which of the following kinds of play involves repetitive motor activity, such as rolling a ball or running and laughing?
a. Functional play
b. Symbolic play
c. Constructive play
d. Formal games
ANSWER: a

37. Which of the following kinds of play emerges toward the end of the sensorimotor stage and increases during early
childhood?
a. Functional play
b. Symbolic play
c. Constructive play
d. Formal games
ANSWER: b

38. In symbolic play, children:

a. interact to achieve common, group goals.
b. play with toys similar to those of surrounding children.
c. use objects or materials to draw something or make something.
d. create settings, characters, and scripts.
ANSWER: d

39. Which of the following kinds of play involves children using objects or materials to draw something or make
something, such as a tower of blocks?
a. Functional play
b. Symbolic play
c. Constructive play
d. Formal games
ANSWER: c

40. Which of the following plays involves social interaction as well as physical activity and rules?
a. Functional play
b. Solitary play

c. Assimilative games
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Chapter 08: Early Childhood: Social and Emotional Development

d. Formal games
ANSWER: d

41. In formal games, children:

a. do not use their motor skills.
b. invent or enhance games with rules.
c. indulge in solitary play.
d. observe other children who play games.
ANSWER: b

42. Bridgette and Ben have created a game in which they race their bicycles through an obstacle course, and they have
rules for how many points you lose if you deviate from the course or knock something over. According to Piaget,
Bridgette and Ben are involved in _____.
a. functional play
b. formal games
c. symbolic play
d. constructive games
ANSWER: b

43. Solitary play and onlooker play are considered examples of_____.
a. cooperative play
b. nonsocial play
c. parallel play
d. associative play
ANSWER: b

44. Parallel play, associative play, and cooperative play are considered examples of _____.
a. social play
b. gender-oriented play
c. solitary play
d. onlooker play
ANSWER: a

45. Which of the following types of play involves children observing other children who are at play?
a. Onlooker play
b. Solitary play
c. Formal play
d. Unoccupied play
ANSWER: a

46. Akiva is sitting in his yard playing with some toys. He is watching a group of three boys playing across the street, and
he is mimicking their behaviors. He does not attempt to join them but simply watches and copies their actions. According
to Parten, in which of the following styles of play is Akiva is involved?
a. Onlooker play
b. Solitary play
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Chapter 08: Early Childhood: Social and Emotional Development

c. Formal play
d. Associative play
ANSWER: a

47. Which of the following types of play involves children interacting and sharing toys?
a. Onlooker play
b. Solitary play
c. Associative play
d. Unoccupied play
ANSWER: c

48. Which of the following types of play involves children interacting with each other to achieve common, group goals?
a. Onlooker play
b. Solitary play
c. Associative play
d. Cooperative play
ANSWER: d

49. Which of the following is true of children who are involved in cooperative play?
a. They play with toys by themselves, independently of the children around them.
b. They do not appear to be playing.
c. They only observe other children playing.
d. They interact to achieve common, group goals.
ANSWER: d

50. Which of the following best describes prosocial behavior?

a. It refers to the participation in illegal behavior by minors.
b. It is behavior that is intended to hurt or injure another person.
c. It is behavior that is intended to benefit other people, generally without expectation of reward.
d. It is behavior that is intended to inhibit aggressive thoughts and behavior amongst other people.
ANSWER: c

51. A child’s sensitivity to the feelings of others is called _____.

a. self-reliance
b. empathy
c. ethnocentrism
d. egotism
ANSWER: b

52. Which of the following is true of preoperational children?

a. They tend to be able to see things from the vantage points of others.
b. They tend to be egocentric.
c. They interact with other children to achieve common, group goals.
d. They tend exhibit empathy.
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Chapter 08: Early Childhood: Social and Emotional Development

ANSWER: b

53. Aggressive children appear to be:

a. more empathic than their peers.
b. more cognitively accurate in interpreting intentions of others.
c. less able to see things from the perspective of others.
d. less egocentric than their peers.
ANSWER: c

54. Children with high self-esteem are:

a. more likely to be desensitized to violence.
b. more likely to have parents who are attentive to their needs.
c. less likely to show prosocial behavior.
d. less likely to be securely attached.
ANSWER: b

55. According to Erik Erikson, children in the initiative versus guilt stage:
a. are curious, try new things, and test themselves.
b. tend to be extremely unwilling to learn new skills.
c. believe that all their plans, dreams, and fantasies can be realized.
d. are extremely dependent on their parents.
ANSWER: a

56. According to Erik Erikson, the preschool period is marked by a decline in which of the following fears?
a. Social disapproval
b. Personal danger
c. Animals and imaginary creatures
d. Loud noises
ANSWER: d

57. During middle childhood, children:

a. strive to achieve independence from their parents.
b. fear bodily harm and injuries.
c. grow less fearful of failure and criticism in school.
d. become more fearful of imaginary creatures.
ANSWER: b

58. At about two to two and a half years of age, children:

a. perceive their own gender in a somewhat better light.
b. generally agree that boys play with cars and trucks, help their fathers, and tend to hit others.
c. display knowledge of gender stereotypes for toys, clothing, work, and activities.
d. can identify pictures of girls and boys.
ANSWER: d

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Name: Class: Date:

Chapter 08: Early Childhood: Social and Emotional Development

59. Preschool girls:
a. engage in more rough-and-tumble play and are more aggressive than boys.
b. tend to show more empathy and report more fears than boys.
c. show somewhat lesser verbal ability than boys.
d. show somewhat greater visual–spatial ability than boys.
ANSWER: b

60. Preschool boys:

a. show somewhat lesser visual–spatial ability than girls.
b. show somewhat greater verbal ability than girls.
c. tend to show more empathy and to report more fears.
d. engage in more rough-and-tumble play and are more aggressive.
ANSWER: d

61. A difference between preschool boys and preschool girls is that preschool boys:
a. engage in less rough-and-tumble play than girls.
b. show somewhat greater verbal ability than girls.
c. show somewhat greater visual–spatial ability than girls.
d. tend to show more empathy and to report more fears than girls.
ANSWER: c

62. According to the cognitive-developmental view of gender typing proposed by Lawrence Kohlberg, children:
a. use gender as one way of organizing their perceptions of the world.
b. form concepts about gender and then fit their behavior to the concepts.
c. can say whether they are boys or girls at the age of one.
d. can discriminate anatomic gender differences at the age of 18 months.
ANSWER: b

63. At around age four or five, most children develop the concept of _____ according to Kohlberg.
a. gender identity
b. gender schema
c. gender constancy
d. gender stability
ANSWER: d

64. Gender-schema theory proposes that:

a. gender differences were fashioned by natural selection in response to problems in adaptation that were
repeatedly encountered by humans over thousands of generations.
b. children start forming gender concepts only during the later stages of childhood.
c. children use gender as one way of organizing their perceptions of the world.
d. gender stability and gender constancy are two halves that together form gender scripts.
ANSWER: c

65. A _____ is a cluster of concepts about male and female physical traits, personality traits, and behaviors.
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Chapter 08: Early Childhood: Social and Emotional Development

a. gender schema
b. gender design
c. gender rubric
d. gender mnemonic
ANSWER: a

Completion

66. _________ parents are affectionate toward their children.

A. Dismissive
B. Authoritarian
C. Warm
D. Rejecting–neglecting
ANSWER: Warm

67. _________ parents may not enjoy their children and may have few feelings of affection for them.
A. Authoritative
B. Permissive–indulgent
C. Warm
D. Cold
ANSWER: Cold

68. _________ parents tend to impose rules and watch their children closely.
A. Permissive
B. Restrictive
C. Negligent
D. Indulgent
ANSWER: Restrictive

69. _________ parents allow their children to do what is “natural,” such as make noise, treat toys carelessly, and
experiment with their bodies.
A. Permissive
B. Restrictive
C. Authoritarian
D. Rejecting–neglecting
ANSWER: Permissive

70. _________methods to enforce restrictions include physical punishment and denial of privileges.
A. Deductive
B. Permissive–indulgent
C. Inductive
D. Power-assertive
ANSWER: Power-assertive

71. Children of _________ parents tend to show self-reliance and independence, high self-esteem, high levels of activity
and exploratory behavior, and social competence.
A. authoritative
B. authoritarian
C. permissive–indulgent
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Chapter 08: Early Childhood: Social and Emotional Development

D. rejecting–neglecting
ANSWER: authoritative

72. _________ parents have strict guidelines for right and wrong and demand that their children accept them without
question.
A. Authoritative
B. Authoritarian
C. Permissive-indulgent
D. Rejecting-neglecting
ANSWER: Authoritarian

73. _________ parents are low in their attempts to control their children and in their demands for mature behavior.
A. Authoritative
B. Authoritarian
C. Permissive–indulgent
D. Warm–responsive
ANSWER: Permissive-indulgent

74. _________ is a return to behavior characteristic of earlier stages of development.

A. Regression
B. Recession
C. Aggression
D. Depression
ANSWER: Regression

75. _________ is play in which children enact social roles.

A. Dramatic play
B. Functional play
C. Constructive play
D. Solitary play
ANSWER: Dramatic play

Essay

76. How are later-born children different from first-born children?

ANSWER: Differences in personality and achievement have been linked to birth order. Later-born children may learn to
act aggressively to compete for the attention of their parents and older siblings. Their self-concepts tend to be
lower than those of firstborn or only children, but the social skills later-born children acquire from dealing
with their family position seem to translate into greater popularity with peers. They also tend to be somewhat
more rebellious and liberal than firstborn children. Please see the section "Social Behaviors" for more details.

77. What are the four types of play identified by Jean Piaget? Give examples of each.
ANSWER: Play contributes to and expresses milestones in cognitive development. Jean Piaget identified kinds of play,
each characterized by increasing cognitive complexity:
Functional play: The first kind of play involves repetitive motor activity, such as rolling a ball or running and
laughing.
Symbolic play: In symbolic play, children create settings, characters, and scripts.
Constructive play: Children use objects or materials to draw something or make something, such as a tower of
blocks.
Formal games: Games with rules include board games and games involving motor skills, such as marbles and
Copyright Cengage Learning. Powered by Cognero. Page 12
Name: Class: Date:

Chapter 08: Early Childhood: Social and Emotional Development

hopscotch. Please see the section "Social Behaviors" for more details.

78. How do the evolutionary and social cognitive theories differ in how they explain gender-role development?
ANSWER: According to evolutionary psychologists, gender differences were fashioned by natural selection in response to
problems in adaptation that were repeatedly encountered by humans over thousands of generations. Men, who
have generally been the hunters, breadwinners, and warriors, are more likely to be seen as adventurous,
aggressive, and assertive. Women, who have more often been the homemakers and caretakers, are more likely
to be seen as affectionate, agreeable, and emotional.
Social cognitive theory explains gender-role development as a result of reinforcement, punishment, and
observational learning. Children may receive positive reactions to traditional gender behaviors, such as girls
playing with dolls receiving praise. Children who cross gender traditions, on the other hand, may experience
ridicule and hostility from parents as well as peers. Television and other media also provide models for
children’s learning of gender roles. Please see the section "Development of Gender Roles and Gender
Differences" for more details.

79. Discuss gender typing.

ANSWER: According to Kohlberg, gender typing involves the emergence of three concepts: gender identity, gender
stability, and gender constancy. The first step in gender typing is attaining gender identity. Gender identity is
the knowledge that one is male or female. At two years, most children can say whether they are boys or girls.
By the age of three, many children can discriminate anatomic gender differences.
At around age four or five, most children develop the concept of gender stability, according to Kohlberg. They
recognize that people retain their gender for a lifetime.
By the age of five to seven years, Kohlberg believes that most children develop the more sophisticated concept
of gender constancy and recognize that people’s gender does not change, even if they change their dress or
behavior. Please see the section "Development of Gender Roles and Gender Differences" for more details.

80. What is gender-schema theory?

ANSWER: Gender-schema theory proposes that children use gender as one way of organizing their perceptions of the
world. A gender schema is a cluster of concepts about male and female physical traits, personality traits, and
behaviors. According to gender-schema theory, once children come to see themselves as female or male, they
begin to seek information concerning gender-typed traits and try to live up to them. Please see the section
"Development of Gender Roles and Gender Differences" for more details.

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desemboltura, desuerguença y
poco recogimiento que en ellas en
este tiempo ay; visto que ansi
virgines como casadas, viudas y
solteras, todas por vn comun
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curiosas, y que por la calle van
con vn curioso passo en su andar,
descubierta su[1195] cabeça y
cabello con grandes y
deshonestas crenchas; muy alto y
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los ojos a todos quantos
topan[1196] haziendo con sus
cuerpos lasçivos meneos. Por
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en ellas; pelarse han de todos sus
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les quitará Dios todos sus joyeles,
sortixas, manillas, zarzillos,
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apretadores de cabeça. Quitarles
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caluez, y en lugar de aquellos
apretadores y xoyeles que les
cuelgan de la frente les dara dolor
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labradas, les dara sogas de muy
aspero esparto con que se çiñan
y aprieten; y por aquellos sus muy
curiosos y sumptuosos atauios de
su cuerpo les dara siliçio; y desta
manera hará Dios que lloren su
lasçiuia y desorden, y que de su
luxuria y deshonestidad hagan
graue penitençia. Entonçes no
aura quien las quiera por su
hidiondez y miseria; en tanto que
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tanbien tienen los varones su
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si mesmas sin les yr a la mano;
por lo qual permite Dios que ellos
viban injuriados y infames por
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exerçiçios de caualleros en
conpañia de los más poderosos y
generosos de toda la Corte[1203] y
acerça de su offiçio (al[1204] qual
indignamente subio) no sabe más
tratar, ni dar razon que el asno
que está roznando en el prado.
Pareçeme que vna de las cosas
que nuestro Rey, prinçipe y señor
auia de proueer en esta su
republica sería de un particular
varon de gran seueridad, el qual
fuesse çensor general de todas
las vidas y costunbres de los
honbres de la republica, como lo
fue aquel Caton famoso çensor
en la republica romana, y a la
contina se procurasse informar de
la vida y costunbres de cada vno;
y quando supiesse de alguno por
alguna informaçion, de su
desorden y mal viuir, hasta ser
informado de su casa, trato y
conuersaçion de su muger,
familia, comer y beber, entonçes
le auia de enbiar a llamar a su
casa y corregirle de palabras
asperas y vergonçosas,
poniendole tasa y orden y modo
de viuir; y sino se quisiesse
enmendar le enbiasse[1205]
desterrado de la republica como
hombre que la infamaua y daua
ocasion que por su mal viuir entre
los estrangeros se tuuiesse de
nuestra republica deprabada
opinion; y ansí por el semejante el
tal juez y censor fuesse cada dia
passando las calles de la çiudad
mirando con gran atençion el
traxe del vno, el oçio del otro, la
ocupaçion y habla y conuersaçion
de todos en particular y general; y
a la contina entendiesse en los
arrendar, enmendar y corregir,
porque çiertamente del hierro y
falta del particular viene la infamia
de[1206] todo el comun; y ansi por
el consiguiente viene a tenerse en
el vniuerso por infame y
corrompida vna naçion. Todo está
ya deprabado y corrompido,
Miçilo; y ya no lleua este mal otro
remedio, sino que enbie Dios vna
general destruiçion del mundo
como hizo por el diluvio en el
tienpo de Noe y renouando el
honbre darsele ha de nuevo la
manera y costumbres y[1207] viuir;
porque los que agoro estan
nesçesariamente han de yr de
mal en peor; y solamente te
ruego, Miçilo, por nuestra buena y
antigua amistad, que por este
triste suçeso tuyo, ni por otra cosa
que de aduersa fortuna te venga
no llores, ni te aflixas más, porque
arguye y muestra poca cordura
en[1208] vn tan honrrado hombre
como tú, pues en morirte tú se
auentura más, y la falta que el
gallo hizo a tu buena compañia y
consolaçion la procuraré yo suplir
con mi hazienda, fuerças y
cotidiana conuersaçion. De la
qual espero adquirir yo gran
interes, pues vn buen vezino y
amigo con ningun tesoro del
mundo se puede comparar.
Miçilo.—Por çierto gran consuelo
me ha sido al presente tu venida
¡o Demophon! de la qual si
pribado fuera por mi miserable
suerte y fortuna yo pensara en
breue pereçer[1209]. Pero ya lo
que me queda de la vida quiero
tomar a ti por patron; al qual
trabajaré regraçiar en quanto
podre, porque espero que la falta
del gallo se me recompensará
con tu buena conuersaçion, y aun
confio que tus buenas obras se
auentajarán en tanta manera que
me forçarán de oy más a le
oluidar.
Demophon.—Mucho te
agradezco ¡o Miçilo! el respeto
que tienes a mi persona, pues
ansi conçedes con
agradeçimiento mi petiçion. Y
pues es hora ya de nos recoger
queda en paz.
Miçilo.—Y tú, Demophon, ve con
Dios.

FIN DEL CROTALON DE

CHRISTOPHORO GNOSOPHO
Y DE LOS INGENIOSOS
SUEÑOS DEL GALLO DE
LUCIANO
FAMOSO ORADOR GRIEGO
 NOTAS:
[1163] G., es.
[1164] G., suelen dezir.
[1165] G., tirana.
[1166] G., passa.
[1167] G., susçeso.
[1168] G., me admira.
[1169] G., nosotros.
[1170] G., al liuiano.
[1171] G., para.
[1172] G., por entrar el tienpo.
[1173] G., gallardía de oy más; y tanbien pelando aquellos gallos
muestran a los mançebos tenerlos en poco, pues pelados de
todas sus plumas y hazienda en el tienpo passado, agora
fingiendo recogimiento y santidad, dizen que no los han
menester.
[1174] G., fingir nada.
[1175] profanamente, y viuir con tanta disoluçion como en otro
qualquiera tienpo del año.
[1176] G., maneras de inuençion.
[1177] G., por los pueblos pequeños.
[1178] G., que se inuentan de cada dia.
[1179] G., su hecho.
[1180] G., o de.
[1181] G., la.
[1182] G., quieran.
[1183] G., prinçipal que ay en el reyno, pues de contino reside en
él la Corte, y a esta causa ay en él.
[1184] G., estas cosas.
[1185] G., arroxados y avn engañados que todos quantos otros
pueblos ay.
[1186] G., profieresse de hazer.
[1187] G., las.
[1188] G., parir.
[1189] G., y mandan a sus mujeres y parientas se vayan para el
zarlo embaydor, para que haga dellas lo que querra.
[1190] G., pueblo.
[1191] G., dexe.
[1192] G., y viendo.
[1193] G., pequeño.
[1194] G., execute.
[1195] G., la.
[1196] G., encuentran en la calle.
[1197] G., y sera que hara que se pelen de todos sus cabellos y
que se hagan todas caluas.
[1198] G., sus.
[1199] G., platelicos.
[1200] G., pago.
[1201] Viuir en su estado y fuerças de cada qual siendo casados.
[1202] G., sus personas.
[1203] G., çiudad.
[1204] G., en el.
[1205] G., fuesse.
[1206] G., en.
[1207] G., de.
[1208] G., de.
[1209] G., feneçer.
LOS SIETE LIBROS
DE LA DIANA

DE

GEORGE DE
MONTEMAYOR
DIRIGIDA AL MUY ILLUSTRE
SEÑOR
DON JUAN DE CASTILLA DE
VILLANOUA,
SEÑOR DE LAS BARONÍAS DE
BICORB Y QUESA

EPÍSTOLA
AL MUY ILLUSTRE SEÑOR DON
JUAN DE CASTELLA DE
BILLANOUA, SEÑOR DE LAS
BARONÍAS DE BICORB Y
QUESA, DE GEORGE DE
MONTEMAYOR.
Aunque no fuera antigua esta
costumbre, muy illustre Señor, de
dirigir los autores sus obras a
persona de cuyo valor ellas lo
recibiessen, lo mucho que V. M.
meresce assi por su antigua casa,
y esclarecido linaje, como por la
gran suerte y valor de su persona,
me mouiera á mí y con muy gran
causa a hazer esto. Y puesto
caso que el baxo estilo de la obra,
e el poco merescimiento del autor
della, no se auia de estender a
tanto, como es dirigirlo á V. M.,
tampoco tuuiera otro remedio,
sino este, para ser en algo tenida.
Porque las piedras preciosas no
reciben tanto valor del nombre
que tienen, pudiendo ser falsas y
contrahechas, como de la
persona en cuyas manos estén.
Supplico á vuestra merced
debaxo de su amparo y correction
recoja este libro assi como el
estrangero autor della recogido:
pues que sus fuerças no pueden
con otra cosa seruir a vuestra
merced. Cuya uida y estado
nuestro Señor por muchos años
acresciente.

AL DICHO SEÑOR

Mecena fue de aquel Maron

famoso
particular señor y amigo caro,
de Homero, (aunque finado) el
belicoso
Alexandro, gozó su ingenio
raro:
Y así el de Villanoua generoso
del lusitano autor ha sido
amparo,
haciendo que un ingenio baxo
y falto
hasta las nubes suba, y muy
más alto.

DE DON GASPAR DE ROMANI,

AL AUTOR
Soneto.

Si de Madama Laura la
memoria
Petrarca para siempre ha
leuantado
y a Homero assi de lauro ha
coronado
escribir de los griegos la
uictoria:
Si los Reyes tambien para
más gloria
vemos que de contino han
procurado
que aquello que en la uida han
conquistado
en muerte se renueve con su
historia,
Con mas razon serás, ¡o,
excelente
Diana!, por hermosa
celebrada,
que quantas en el mundo
hermosas fueron.
Pues nadie meresció ser
alabada,
de quien asi el laurel tan
justamente
merezca más que quantos
escriuieron.

HIERÓNYMO SANT PERE,

Á GEORGE DE MONTEMAYOR
Soneto.

Parnaso monte, sacro y

celebrado:
museo de Poetas deleytoso,
venido a parangon con el
famoso
paresceme que estás
desconsolado.
—Estoylo, y con razon; pues
se han passado
las Musas, y su toro glorioso,
á este que es mayor monte
dichoso,
en quien mi fama, y gloria se
han mudado.
Dichosa fué en extremo su
Diana,
pues para ser del orbe más
mirada
mostró en el monte excelso su
grandeza.
Allí vive en su loa soberana,
por todo el uniuerso
celebrada,
 gozando celsitud, que es más
que alteza.

ARGVMENTO DESTE LIBRO

En los campos de la principal y
antigua ciudad de Leon, riberas
del rio Ezla, huuo una pastora
llamada Diana, cuya hermosura
fué extremadissima sobre todas
las de su tiempo. Esta quiso y fue
querida en extremo de un pastor
llamado Sireno: en cuyos amores
hubo toda la limpieza, y
honestidad possible. Y en el
mismo tiempo, la quiso más que
si, otro pastor llamado Syluano, el
qual fué de la pastora tan
aborrecido, que no auia cosa en
la uida á quien peor quisiesse.
Sucedió pues, que como Sireno
fuesse forçadamente fuera del
reyno, a cosas que su partida no
podía escusarse, y la pastora
quedase muy triste por su
ausencia, los tiempos y el
coraçon de Diana se mudaron; y
ella se casó con otro pastor
llamado Delio, poniendo en oluido
el que tanto auia querido. El qual,
viniendo despues de un año de
ausencia, con gran desseo de ver
á su pastora, supo antes que
llegasse como era ya casada. Y
de aqui comiença el primero libro,
y en los demás hallaran muy
diuersas historias, de casos que
verdaderamente han succedido,
aunque van disfraçados debaxo
de nombres y estilo pastoril[1210].

LIBRO PRIMERO
DE LA DIANA DE
GEORGE DE
MONTEMAYOR

Baxaua de las montañas de Leon

el oluidado Sireno, á quien amor,
la fortuna, el tiempo, tratauan de
manera, que del menor mal que
en tan triste uida padescía, no se
esperaua menos que perdella. Ya
no lloraua el desuenturado pastor
el mal que la ausencia le
prometia, ni los temores de oluido
le importunauan, porque vía
cumplidas las prophecías de su
recelo, tan en perjuyzio suyo, que
ya no tenía más infortunios con
que amenazalle. Pues llegando el
pastor a los verdes y deleitosos
prados, que el caudaloso rio Ezla
con sus aguas va regando, le vino
a la memoria el gran
contentamiento de que en algun
tiempo allí gozado auia: siendo
tan señor de su libertad, como
entonces subjecto a quien sin
causa lo tenía sepultado en las
tinieblas de su oluido.
Consideraua aquel dichoso
tiempo que por aquellos prados, y
hermosa ribera apascentaua su
ganado, poniendo los ojos en solo
el interesse que de traelle bien
apascentado se le seguía, y las
horas que le sobrauan gastaua el
pastor en solo gozar del suaue
olor de las doradas flores, al
tiempo que la primauera, con las
alegres nueuas del uerano, se
esparze por el uniuerso; tomando
a uezes su rabel, que muy polido
en un çurron siempre traíaces una
çampoña, al son de la qual
componía los dulces versos con
que de las pastoras de toda
aquella comarca era loado. No se
metia el pastor en la
consideracion de los malos, o
buenos successos de la fortuna,
ni en la mudança y uariacion de
los tiempos; no le passaua por el
pensamiento la diligencia, y
codicias del ambicioso cortesano,
ni la confiança y presuncion de la
Diana celebrada por solo el uoto y
parescer de sus apassionados:
tampoco le daua pena la
hinchaçon, y descuydo del
orgulloso priuado. En el campo se
crió, en el campo apascentaua su
ganado, y ansi no salian del
campo sus pensamientos, hasta
que el crudo amor tomó aquella
possession de su libertad, que él
suele tomar de los que más libres
se imaginan. Venia pues el triste
Sireno los ojos hechos fuentes, el
rostro mudado, y el coraçon tan
hecho a sufrir desuenturas, que si
la fortuna le quisiera dar algun
contento fuera menester buscar
otro coraçon nueuo para recebille.
El uestido era de un sayal tan
aspero como su uentura, un
cayado en la mano, un çurron del
brazo yzquierdo colgando.
Arrimose al pie de un haya,
començo a tender sus ojos por la
hermosa ribera, hasta que llegó
con ellos al lugar donde primero
auia uisto la hermosura, gracia,
honestidad de la pastora Diana,
aquella en quien naturaleza sumó
todas las perfeciones, que por
muchas partes auia repartido. Lo
que su coraçon sintio imaginelo
aquel que en algun tiempo se
halló metido entre memorias
tristes. No pudo el desuenturado
pastor poner silencio á las
lagrimas, ni escusar los sospiros
que del alma le salian. Y
boluiendo los ojos al cielo,
començo a dezir desta manera:
¡Ay, memoria mia! enemiga de mi
descanso, no os ocuparades
mejor en hazer me oluidar
desgustos presentes, que en
ponerme delante los ojos
contentos passados? ¿Qué dezis,
memoria? Que en este prado vi á
mi señora Diana. Que en el
comence a sentir lo que no
acabaré de llorar. Que junto a
aquella clara fuente, cercada de
altos y verdes sauces, con
muchas lagrimas algunas vezes
me juraua, que no auia cosa en la
vida, ni noluntad de padres, ni
persuasion de hermanos, ni
importunidad de parientes que de
su pensamiento le[1211]
apartasse. Y que quando esto
dezia, salian por aquellos
hermosos ojos vnas lagrimas,
como orientales perlas, que
parescian testigos de lo que en el
coraçon le quedaua,
mandandome só pena de ser
tenido por hombre de baxo
entendimiento, que creyesse lo
que tantas vezes me dezia. Pues
espera vn poco, memoria, ya que
me aueis puesto delante los
fundamentos de mi desuentura
(que tales fueron ellos, pues el
bien que entonces passé, fué
principio del mal que ahora
padezco) no se os oluiden, para
templar me este descontento, de
poner me delante los ojos vno a
vno, los trabajos, los
desassossiegos, los temores, los
recelos, las sospechas, los celos,
las desconfianças, que aun en el
mejor estado no dexan al que
verdaderamente ama. ¡Ay,
memoria, memoria, destruydora
de mi descanso! ¡quan cierto está
responder me, qu'el mayor trabajo
que en estas consideraciones se
passaua, era muy pequeño, en
comparacion del contentamiento
que a trueque dél recebia; Vos,
memoria, teneis mucha razon, y
lo peor dello es tenella tan
grande. Y estando en esto, sacó
del seno un papel, donde tenia
embueltos vnos cordones de seda
verde y cabellos[1212] y
poniéndolos sobre la verde yerua,
con muchas lagrimas sacó su
rabel, no tan loçano como lo traía
al tiempo que de Diana era
fauorescido, y començo a cantar
lo siguiente:

¡Cabellos, quanta mudança

he visto despues que os vi
y quan mal paresce ahí
esta color de esperança!
Bien pensaua yo cabe ellos
(aunque con algun temor)
que no fuera otro pastor
digno de verse cabe ellos.
¡Ay, cabellos, quantos dias
 la mi Diana miraua,
si os traya, ó si os dexaua,
y otras cien mil niñerias!
Y quantas vezes llorando
¡ay!, lagrimas engañosas,
pedia celos, de cosas
de que yo estaua burlando.
Los ojos que me matauan,
dezid, dorados cabellos,
¿que culpa tuue en creellos,
pues ellos me assegurauan?
¿No vistes vos que algun dia,
mil lagrimas derramaua
hasta que yo le juraua,
que sus palabras creya?
¿Quien vió tanta hermosura
en tan mudable subjecto?
y en amador tan perfecto,
quien vio tanta desuentura?
Oh, cabellos ¿no os correys,
por venir de ado venistes,
viendo me como me vistes
en uerme como me veys?
Sobre el arena sentada
de aquel rio la ui yo
do con el dedo escriuió:
antes muerta, que mudada.
Mira el amor lo que ordena,
que os uiene hazer creer
cosas dichas por mujer,
y escritas en el arena.

No acabara tan presto Sireno el

triste canto, si las lagrimas no le
fueran a la mano, tal estaua como
aquel a quien fortuna tenia
atajados todos los caminos de su
remedio. Dexó caer su rabel,
toma los dorados cabellos,
bueluelos a su lugar, diziendo:
¡Ay, prendas de la más hermosa,
y desleal pastora, que humanos
ojos pudieron ver! Quan a vuestro
saluo me aueis engañado. ¡Ay,
que no puedo dexar de veros,
estando todo mi mal en aueros
visto! Y quando del çurron sacó la
mano, acaso topó con una carta,
que en tiempo de su prosperidad
Diana le auia embiado; y como lo
vio, con vn ardiente sospiro que
del alma le salia, dixo: ¡Ay, carta,
carta, abrasada te vea, por mano
de quien mejor lo pueda hazer
que yo, pues jamas en cosa mia
pude hazer lo que quisiesse;
malhaya quien ahora te leyere!
Mas ¿quien podra hazerlo? Y
descogiendola vio que dezia:

CARTA DE DIANA A SIRENO

Sireno mio, quan mal suffriria tus
palabras, quien no pensasse que
amor te las hazia dezir! Dizes me
que no te quiero quanto deuo, no
sé en que lo uees, ni entiendo
cómo te pueda querer mas. Mira
que ya no es tiempo de no
creerme, pues vees que lo que te
quiero me fuerça a creer lo que
de tu pensamiento me dizes.
Muchas vezes imagino que assi
como piensas que no te quiero,