Professional Documents
Culture Documents
This document is organized chronologically, using the same heading in that you see in the textbook. Under each
heading you will find (in order): Lecture Notes that summarize the section, Figures and Boxes found in the section, if
any, Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared
towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the
software.
In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint Presentations, Test
Banks, and other supplements to aid in your teaching experience.
Chapter Objectives 2
HTML 156: Introduction 2
HTML 156: Project – Oceanside Hotel and Sports Club Web Site 2
HTML 158: Plan Ahead Box (Critical Thinking): General Project Guidelines 3
HTML, XHTML, and CSS, 7th Edition Instructor’s Manual Page 2 of 12
Students will have mastered the material in Chapter Four when they can:
Define table elements Use the box-shadow property to alter the
Describe the steps used to plan, design, and appearance of an image
code a table Alter the spacing between and within cells
Create a borderless table for a horizontal using the border spacing and padding
navigation bar with text links properties
Create an external style sheet to define Utilize inline styles to alter the style of
styles across a Web site individual elements on a Web page
Utilize classes to give you more control over Add background color to rows and cells
styles Insert a caption below a table
Link an external style sheet to Web pages Create headings that span rows using the
where you want its styles applied rowspan attribute
Create a table with borders and insert text
LECTURE NOTES
Review what students will learn about external (linked) style sheets and tables in this project
TEACHER TIP
Explain that tables are used to present information in a clear, concise way. While students will be
familiar with tables that contain numerical values, for example — as an analogy, use spreadsheets —
students will be less familiar with the use of tables in creating special HTML design effects.
HTML, XHTML, and CSS, 7th Edition Instructor’s Manual Page 3 of 12
CLASSROOM ACTIVITIES
1. Quick Quiz:
1) What are some of the properties and attributes of tables and paragraphs? (Answer: Borders,
colors, spacing, and adding a table caption)
LECTURE NOTES
Discuss the borderless table on the Web page in Figure 4-1a
Review the two borderless tables used on the other three Web pages in Figures 4-1b, 4-1c, and 4-1d
Discuss the relationship between the four pages and how they are linked to one another
LECTURE NOTES
Review the general guidelines for students to keep in mind as they create a Web page
LECTURE NOTES
Define external style sheet, reviewing the other kinds of style sheets (inline and embedded)
discussed in Chapters 2 and 3
TEACHER TIP
Explain to students that external style sheets are ideal when the style is applied to many pages. With an
external style sheet, students can change the look of an entire Web site with changes to one file. Each
page must link to the style sheet using the <link> tag. An external style sheet can be written in any text
editor, should not contain any html tags, and should be saved with a .css extension. Any number of
external style sheets can be associated with a document in HTML. The style sheet language defines how
multiple external style sheets interact (for example, the CSS "cascade" rules). Authors may specify a
number of mutually exclusive style sheets called alternate style sheets. Users may select their favorite
among these depending on their preferences. For instance, an author may specify one style sheet
designed for small screens and another for users with weak vision (e.g., large fonts). User agents should
allow users to select from alternate style sheets. The author may specify that one of the alternates is a
preferred style sheet. User agents should apply the author's preferred style sheet unless the user has
selected a different alternate.
CLASSROOM ACTIVITIES
1. Quick Quiz:
1) What is an external style sheet used for? (Answer: To define styles for multiple pages in a Web
site)
LECTURE NOTES
Introduce tables as resources for organizing information on a Web page
HTML, XHTML, and CSS, 7th Edition Instructor’s Manual Page 4 of 12
Compare Figures 4-2a and 4-2b to show the range of complexity and formatting available with
tables
Use Figure 4-3 to show an image and text positioned in the table
Define all of the following: row, column, cell, heading cell, and data cell
Use Figures 4-4a, 4-4b, and 4-4c to review examples of all these elements within sample tables
Use Figures 4-5a, 4-5b, and 4-5c to review the application of styles to table elements
Define each of the following: table border, table header, and table caption
Use Figure 4-6 to discuss the table border, table heading, and table caption
Explain the function of the rules attribute in determining which internal borders to show in a table
FIGURES: 4-2a, 4-2b, 4-3, 4-4a, 4-4b, 4-4c, 4-5a, 4-5b, 4-5c, 4-6
BOXES
1. BTW: Tables. Discuss the uses to which Web page developers put tables on a Web page.
2. BTW: Table Elements. Encourage students to search the Web for HTML Table Elements or HTML
Table Properties in order to learn more about these concepts.
CLASSROOM ACTIVITIES
1. Group Activity: If possible, show students examples of pages that use text-wrapping to control the
positioning of text and images alongside versions of the same pages that use tables to provide more
control over the placement of the Web page elements.
LAB ACTIVITIES
1. Give students the task of finding two tables on different Web pages that feature heading and data
cells.
LECTURE NOTES
Review the three steps in the table-creation process
Discuss the circumstances in which a table should be used on a Web page
Compare and contrast the presentations of the information in Figures 4-7a and 4-7b and assess the
advantages offered by the table in Figure 4-7a
Discuss the utility of sketching out a table on paper before writing the HTML code
Discuss Figures 4-8a through 4-8c in conjunction with Figure 4-9 to illustrate the move from a
sketch of a table to its HTML implementation
Use Table 4-1 to review the four main HTML tags used to create tables, and discuss the use of each
of these tags in an HTML file in Figure 4-10a and in the resulting Web page in Figure 4-10b
Define the function of each of the following tags: <tr> and </tr>, <th> and </th>, and <td> and </td>
Use Table 4-2 to review the attributes for the table tags and their functions
BOXES
HTML, XHTML, and CSS, 7th Edition Instructor’s Manual Page 5 of 12
1. BTW: Table Tutorial. Encourage students to search the Web for tutorials that will step them through
the process of creating a table.
2. BTW: Table Borders. Encourage students to experiment with table borders in order to see firsthand
what does — and does not — work.
TEACHER TIP
Although the advantages of the use of tables in Web pages are numerous, caution students against
assuming that they must use a table for formatting the contents of their Web pages.
CLASSROOM ACTIVITIES
1. Group Activity: Provide students with types of different content and ask them to determine which of
these can benefit from the use of tables. Also, brainstorm with students other instances in which a table
might be more useful than a bulleted list, and vice versa.
2. Group Activity: Provide students with different content and ask them to sketch out tables that
correspond to the information to be presented.
3. Quick Quiz:
1) Which <table> </table> tags attribute defines space between a cell’s content and its border in
pixels? a) cellspacing b) border spacing c) alignment d) resolution (Answer: b)
2) Creating tables for a Web page is a three-step process. True or false? (Answer: True)
LAB ACTIVITIES
1. Assign students the task of finding one example of a poorly designed table and one example of a well-
designed table on the Web. As an alternative, find one well-designed table and one poorly designed
table on the Web, give students the URLs of each Web page, and give them the assignment of
comparing and contrasting the two tables.
2. Ask students to find examples of Web pages that implement some of the attributes listed in Table 4-2
(e.g., align, bgcolor, border, cellspacing, cellpadding, colspan, rowspan).
LECTURE NOTES
Review the formatting suggestions, including the decisions about whether to use borders, what
links are needed on a Web page, and what table formatting to use
LECTURE NOTES
Review the content proposed for the home page of the Oceanside Hotel and Sports Club Web site
Review the steps to start Notepad++
Use Table 4-3 to review the HTML tags entered to define the structure of the site's home page
Review the steps to enter HTML tags to define the Web page structure, and use Figure 4-11 to show
the code entered in Notepad++
Review the steps to save an HTML file
HTML, XHTML, and CSS, 7th Edition Instructor’s Manual Page 6 of 12
Use Table 4-4 to review the box-shadow property and use Figures 4-12a through 4-12c to show the
box-shadow property examples
Use Figure 4-13 in conjunction with Table 4-5 to illustrate inserting and centering an image, and
styling it with a box-shadow
Use Figure 4-14 to review the image positioned in the home page with a borderless table, and to
show a horizontal menu bar with text links in place
Use Figure 4-15 in conjunction with Table 4-6 to illustrate creating a horizontal menu bar with
image links
Use Figure 4-16 in conjunction with Table 4-7 to illustrate adding paragraphs of text to the Web
page
Review the step to save the HTML file using Figure 4-17
Use Figure 4-18 to illustrate viewing the Web page, and review the steps to test the links on the
Web page
FIGURES: 4-11, 4-12a, 4-12b, 4-12c, 4-13, 4-14, 4-15, 4-16, 4-17, 4-18
TEACHER TIPS
If possible, demonstrate the importance of setting the width of <td> tags as a percentage by showing the
effect of resizing pages that use percentage widths and pages that use fixed/absolute widths.
Explain that menu bars, also known as navigation bars or nav bars, are important insofar as they give
Web page visitors the option of moving easily from one Web page to another without having to search
for links. The simplest early Web sites often depended on a basic link at the bottom of the Web page,
which stated, “Click here for the next page,” and a link to a list of table of contents hyperlinks, which
was a home page at the beginning of the Web site. As Web-page designers realized that their Web sites
did not need to duplicate the linear quality of a conventional book, however, some designers began to
use “site maps,” which were graphical representations of their Web sites’ material. The earliest Web
page visitors, however, used modems that downloaded images only very slowly; further, Web sites do
not always lend themselves to being mapped. Menu bars have solved the problem of loading quickly
and providing the sense of location that visitors want.
BOXES
1. BTW: Navigation. Discuss the research results about the usability of Web page navigation and
emphasize the need for, above all, options to be easy for users to locate.
CLASSROOM ACTIVITIES
1. Group Activity: Discuss with students experiences they have had with Web sites whose links failed,
and the impression that left in the students’ minds about that site.
2. Critical Thinking: If possible, demonstrate the importance of setting the width of the columns for the
pipe symbols to 1% by showing what happens when the columns are not set to 1% and all of the cells in
the table are spaced evenly. What would the menu bar look like that would result if you did not specify
1% as the WIDTH for the cell containing the | symbol?
HTML, XHTML, and CSS, 7th Edition Instructor’s Manual Page 7 of 12
LAB ACTIVITIES
1. Assign students the task of finding more information on the Web about the studies conducted to
assess the best location on a Web page for navigation bars and lists. Ask them to read one of the studies
and write a brief summary of the findings.
LECTURE NOTES
Explain the use of external style sheets for controlling the consistency and look of pages across a
Web site
Review the two steps in the process of creating an external style sheet and linking it to the relevant
Web pages
Compare the work required to propagate a change across a Web site that uses external style sheets
to the work required to change all of the styles individually inserted into multiple Web pages
across a site
Review the syntax of the <link /> tag
BOXES
1. BTW: Classes. Point out to students that classes are named with a period after the definition of the
element.
CLASSROOM ACTIVITIES
1. Critical Thinking: The most beneficial feature of the external style sheet is that you can easily change
the appearance of all Web pages into which the style sheet is linked just by changing the external style
sheet. What are some other beneficial features of external style sheets?
LECTURE NOTES
Review the advice about determining what styles are shared across the Web pages and what styles
(or elements) will differ, and on what pages
LECTURE NOTES
Discuss the placement of styles in the body element
Use Figures 4-19 and 4-20 in conjunction with Table 4-8 to illustrate creating an external style sheet
Suggest to students the insertion of styles in order (body, paragraphs, links, and tables) in the
external style sheet, and review the syntax of the styles on page HTML 184
Use Figures 4-21 and 4-22 to show the externally defined styles in use
Review the syntax of the <link /> tag on page HTML 187
Use Figure 4-23 to illustrate linking to an external style sheet
Remind students of the importance of validating their HTML file to ensure that it meets current
standards, and review the steps to validate a Web page
Review the steps to print an HTML file and use Figure 4-24 to show the resulting printout of the
HTML file
Review the steps to view, test, and print a Web page, and use Figure 4-25 to show the resulting
printout of the Web page
HTML, XHTML, and CSS, 7th Edition Instructor’s Manual Page 8 of 12
TABLE: 4-8
TEACHER TIP
Stress the importance of viewing the completed Web page and testing its links. It is very easy for a
typographical error or a forgotten closing HTML tag to have an unexpected result on your Web page
when it ultimately is viewed in a browser. It is a good idea to view and test completed pages in Firefox,
Internet Explorer, Chrome, and Safari to make sure that there are no unexpected effects in either
browser. Emphasize the importance of testing the links on a newly created page, especially links to sites
on other servers over which you do not have control.
BOXES
1. BTW: Adding Comments. Discuss the use of the comment tags to add information to your code.
2. BTW: Colors. Discuss the use of the eyedropper tool in an image editing software application like
Photoshop to determine the precise color in an image.
3. BTW: External Style Sheet Validator: Refer students to the CSS validator available from the w3.org
validation service.
LECTURE NOTES
Remind students that the external style sheet is the most powerful and lowest precedence style
sheet, and what the implications of that precedence are
LECTURE NOTES
Use Figure 4-26 to show the horizontal menu bar of text links that serves on each of the second-
level pages to connect those pages to the rest of the site
Review the steps to copy and paste HTML code to a new file, and use Figure 4-27 to show the
HTML code for the new file
Compare and contrast the tables in Figures 4-28a and 4-28b
Use Table 4-9 to review the HTML tags and text used to create the table with borders and insert text
into cells, and use Figure 4-29 to show the code entered in Notepad++
Review the steps to save, validate, view, and print a Web page and use Figures 4-30 and 4-31 to
show the resulting printouts
Use Figures 4-32a and 4-32b to illustrate testing the links on the Web page
FIGURES: 4-26, 4-27, 4-28a, 4-28b, 4-29, 4-30, 4-31, 4-32a, 4-32b
TABLE: 4-9
HTML, XHTML, and CSS, 7th Edition Instructor’s Manual Page 9 of 12
CLASSROOM ACTIVITIES
1. Class Discussion: Show students a variety of tables with and without borders and discuss with them
which ones are effective as they are, and which ones need to have borders added/removed.
LAB ACTIVITIES
1. Give students the task of finding two or three instances of tables on Web pages that either have
borders and should not, or that do not have borders and should.
LECTURE NOTES
Remind students of the ways in which they can override the styles in an external style sheet (e.g.,
formatting attribute, inline style, embedded style sheet)
LECTURE NOTES
Define border spacing and padding, and use Figures 4-33a and 4-33b to illustrate the use of the
corresponding properties attribute to affect a table’s appearance
Review the step to open an HTML file, and use Figure 4-34 to display the HTML file opened in
Notepad
Review the steps to link to an external style sheet
Use Figure 4-35 to illustrate adding border spacing, padding, and row color to a table
Review the steps to save, validate, print, and view the HTML file and print the Web page
CLASSROOM ACTIVITIES
1. Quick Quiz:
1) What does border spacing specify? (Answer: The distance between the borders of adjacent cells
in a table)
2. Critical Thinking: Under what circumstances are border spacing and padding not useful properties to
apply to a table?
LAB ACTIVITIES
1. Give students a code snippet and the opportunity to experiment with the border spacing and padding
properties, using extreme values with each property to demonstrate the effect of each on the rendering
of the table.
LECTURE NOTES
Review with students how to determine when to use (or not use) border spacing and padding
LECTURE NOTES
HTML, XHTML, and CSS, 7th Edition Instructor’s Manual Page 10 of 12
BOXES
1. BTW: Row and Column Spanning. Refer students to the Web for more information about row and
column spanning.
CLASSROOM ACTIVITIES
1. Class Discussion: Provide students with different content that requires the use of spanning rows and
columns and ask them to sketch out tables that correspond to the information to be presented.
2. Quick Quiz:
1) What does the rowspan attribute of the <td> or <th> tag do? (Answer: It sets the number of
rows spanned by a cell.)
3. Critical Thinking: Are there particular kinds of uses of tables that lend themselves more readily than
others to the spanning of rows and/or columns?
LAB ACTIVITIES
1. Ask students to find two or three examples of tables on Web pages that utilize the colspan and
rowspan attributes.
LECTURE NOTES
Review the formatting choices to make as you prepare a table for a Web page, including captions,
row and column spanning, and colored backgrounds
Chapter Summary provides a general survey of the material in the chapter. Students can use these
pages to reinforce their achievement of the chapter objectives.
HTML, XHTML, and CSS, 7th Edition Instructor’s Manual Page 11 of 12
Learn It Online exercises ask students to visit the Online Companion that offers additional
information, resources, and activities related to the topics presented in the chapter.
The Apply Your Knowledge section includes short exercises and review questions that reinforce
concepts and provide opportunities to practice skills.
Extend Your Knowledge exercises allow students to expand their knowledge by solving practical
problems and experimenting with new skills, using Help.
In the Make It Right exercises, students take the necessary steps to correct all the errors in a
document and/or improve its design.
The In the Lab activities solidify the concepts presented in the chapter with practical application.
Thought-provoking Cases and Places exercises in each chapter exercise students’ minds and
challenge them to construct creative solutions. These exercises are constructed to allow students to
work independently and collaboratively.
HTML, XHTML, and CSS, 7th Edition Instructor’s Manual Page 12 of 12
Top of Document
Another random document with
no related content on Scribd:
el querido no es engañado, ni el
cohecho hace bien ni mal. No
dudo yo que en la mayor
Babilonia permita Amor algún
pecho lleno de fe y lealtad, y entre
la soledad de los campos alguna
intención dañada, para confusión
de aquéllos y ventaja de estotros;
mas pocos son, y tan pocos que
por milagro se puede topar con
ellos. Bien probarán los pastores
del Tajo con su intención la mía, y
bien me acuerdo que el
enamorado Filardo, la noche
antes quedó en la cabaña de
Fidea, con Silvia y Dinarda; pues
agora sabed que, recogidas las
tres pastoras después de largas y
dulces pláticas, el celoso amante,
vencido del dolor que le
atormentaba, buscó á Pradelio y
con palabras graves y corteses le
llevó á la falda de un collado,
lugar solo y propio para su
intención. No se receló Pradelio
de Filardo porque sabía que era
noble de corazón y de trato llano
y seguro, ni Filardo jamás pensó
ofenderle, porque de nada le
tenía culpa, y junto con esso le
conocía por bastante para su
defensa. Golpeándole iba á
Filardo el corazón, y mil veces en
el camino escogiera no haberse
determinado, pero ya que no se
vino en tiempo de volver atrás, lo
más sereno que pudo soltó la voz
y díxole: ¿Qué has entendido
siempre de mi amistad, pastor?
Hasta ahora, dijo Pradelio, no la
he probado, pero entiendo que á
mí ni á nadie la puedes hacer
mala. No cierto, dixo Filardo, pero
si esso es assí, ¿por qué me
haces tanto daño? ¿Daño? dixo
Pradelio; no sé cómo. Yo te lo
diré, dixo Filardo. ¿No sabes,
Pastor, que yo amo á Filena más
que á mí, y que fuí la causa de
que tú la conociesses, y después
que ella te conoce nunca más ha
vuelto los ojos á mirarme, y yo
muero sin remedio, porque sin
ella me es imposible vivir? Pues
yo, pastor, dixo Pradelio, ¿qué
puedo hacer que bien te esté?
Mucho, dixo Filardo; con no verla,
quitarás la ocasión de mi
tormento. ¿Qué es la causa, dixo
Pradelio, que huelgas de verla tú?
Amarla como la amo, dixo Filardo.
Pues si esso te obliga, dixo
Pradelio, la misma obligación
tengo yo; y si te parece que tú me
la diste á conocer, quiérote
desengañar, que antes que tú la
conociesses la amaba yo. Basta
decirlo tú, dixo Filardo, para que
yo lo crea, Y aun para ser verdad,
dixo Pradelio, y esto nadie mejor
que Filena lo puede saber; si
tienes tanta parte con ella, que te
lo diga. Por gran amiga la tengo
de aclarar dudas, y si no estás tan
adelante, no te penes, Filardo,
que es la vida breve y
inhumanidad gastarla en
pesadumbres. Pastor, dixo
Filardo, yo no vengo por
consejos, que valen baratos y
cómpranse muy caros. Tú te
resumes en no hacerme el gusto
que te pido: Filena haga el suyo,
que quizá pararás en lo que yo
pararé. Sin duda, dixo Pradelio, tú
fuiste muy favorecido de Filena.
Como tú lo eres, dixo Filardo.
¿Pues qué se puede hacer? dixo
Pradelio. A las mujeres, y más á
las que tanto valen, amarlas es lo
más justo, y el tiempo del favor
estimarle con el alma: y si esto
faltare, como el buen labrador
cultivar de nuevo, que tierras son
que tras los cardos suelen dar el
fruto. Mientras tú la gozas, dixo
Filardo, poca esperanza dél me
puede á mí quedar. Y á mí poco
miedo, dixo Pradelio, mientras
que tú la deseas. Filena, aunque
moza y poco cursada en esto, es
de tan claro entendimiento y de
bondad tan natural, que lo que
contigo hizo y contigo hace, sólo
le sale de una condición afable y
llana, con que generalmente trata
sus amigos, sino que los hombres
burlados de aquella llaneza,
aficionados á su hermosura, al
punto armamos torres de viento y
arrojamos la presunción por
donde jamás ha passado su
pensamiento. Yo asseguro que si
te entendió que no era tu trato
con ella tan llano como el suyo
contigo, essa fué la causa de sus
desdenes, y lo mismo haría
conmigo si me desviasse del
camino que ella lleva. Gracias te
doy, pastor, dixo Filardo, con la
buena conclusión de tus bienes y
mis males. Si yo no hubiera arado
con Filena, maestro quedaba para
saberlo hacer. Yo nací antes que
tú, Pradelio, y moriré primero; vive
en paz con tus favores, que eres
digno y muy digno de gozarlos.
En estas pláticas se les passó la
noche á los pastores, y ya que el
alba rompía, Finea y las dos
pastoras, desamparando el lecho,
guiaron á la cabaña de Filena, por
complacer á Silvia que iba
intencionada de valer con ella á
Filardo en todo lo que pudiesse.
Pues como toparon á los dos
pastores, Dinarda les pidió
compañía y todos cinco
caminaron; pero no le parecio á
Finea que fuessen ociosos, y
vuelta á Filardo encarecidamente
le pidió que cantasse y á Pradelio
que tañesse. El lo hará todo, dixo
Pradelio. Si haré, dixo Filardo,
que quien consigo discorda, con
ninguno se podrá templar.
FILARDO
Cuando el Amor, con
poderosa mano,
prendió mi pensamiento,
prometióme salud, paz y
alegria;
fiéme del tirano,
y si ve mi contento,
por diverso camino se desvía;
no espere más, Amor, quien
de ti fía.
¡Oh, mala rabia te
atraviesse el pecho,
porque sientas un poco
de lo que siente el que por tí
se huía,
tu voluntad despecho,
tu entendimiento loco,
y tu memoria como está la
mía,
y vengárase, Amor, quien de ti
fía!
¿Qué ley del cielo ó tierra
puedes darnos,
que obliguen nuestras penas
á más de padecer en su
porfía?
mas quieres obligarnos;
nuevos fueros ordenas,
que llamemos reposo la
agonía.
¡Oh, desdichado, Amor, quien
de ti fía!
¿Hemos por dicha visto de
tu casa
salir algún pagado,
como salen quexosos cada
día?
¡Oh, mano al bien escassa!
¡oh, mal aconsejado
el que se alegra con tu
compañía,
y más, Amor, aquel que de ti
fía!
Pone en sulcar las ondas
confianza,
en seca arena siembra,
coger el viento en ancha red
confía,
quien funda su esperanza,
en corazón de hembra,
qué es tu templo, tu cetro y
monarquía.
¿Qué fruto espera, Amor,
quien de ti fía?
El que de libre se te hace
esclavo,
en tus leyes professo,
morir mejor partido le sería,
pues queda al cabo, al cabo,
pobre, enfermo, sin seso,
y arrepentidos los de su valía;
en esto para, Amor, quien de ti
fía.
PRADELIO
El tiempo que holgares,
Filena, en ver mis ojos de
agua llenos,
ó los tuyos alzares
en mi favor serenos,
el ganado y la vida tendré en
menos.
Viendo de dónde viene
el bien ó el mal que tu beldad
me ha hecho,
obligado me tiene
con un constante pecho
á agradecer el daño y
provecho.
Tu alta gentileza,
tu valor, tu saber, amé
primero,
subíme á más alteza
de un querer verdadero,
ámote mucho y mucho más te
quiero.
El quererte y amarte
proceden de mirarte y
conocerte,
cada cual por su parte;
el amarte es por suerte,
pero por albedrío el bien
quererte.
Mis llamas, mis prisiones,
son los jardines donde me
recreo;
tus gustos, tus razones,
espejo en que me veo,
y en tu contento vive mi
deseo.
Á ser sólo dotada,
como otras, de caduca
hermosura,
quizá fueras amada
de la misma hechura;
mas tu beldad de todo me
asegura.
Ansí ciega y assombra
mi gran amor, que á todos
escurece,
y el mundo es una sombra,
y cuanto en él parece
del sol que en mis entrañas
resplandece.
Págame en mi moneda
mi amor (si tanto amor puede
pagarse),
ó á lo menos no pueda
con pesares aguarse
la fe más pura que podrá
hallarse.
No son estos recelos
por no entender mi hado
venturoso,
y tampoco son celos
de indicio sospechoso:
sólo mi valor me trae medroso.
Tú, mi dulce señora,
primera causa de mi buena
andanza,
por la fe que en mí mora,
si en la tuya hay mudanza,
haz que socorra engaño á mi
esperanza.
FILARDO
Poco precia el caudal de
sus intentos
el que no piensa en el
contrario estado;
el capitán que duerme
descuidado
poco estima su vida y sus
intentos.
El que no teme á los
contrarios vientos,
pocos tesoros ha del mar
fiado;
pocos rastros y bueyes
fatigado
el que no mira al cielo por
momentos.
Poco ha probado á la
fortuna el loco
que en su privanza no temiere
un hora
que se atraviesse invidia en la
carrera;
Finalmente de mí y por mí,
señora,
creed que el amador que teme
poco,
poco ama, poco goza y poco
espera.
PRADELIO
Si no te he dicho, Deseo,
en la estimación que estás,
sabe que te tengo en más
que á los ojos con que veo;
y no es demasiada fiesta,
que una prenda tan valida,
no es mucho que sea tenida
en lo menos que me cuesta.
Aunque tú quedaste en
calma
sin viento que te contraste,
bien sabes que me anegaste
la luz del cuerpo y del alma,
y visto parte por parte,
pues solo suples la falta,
de todo lo que me falta,
por todo debo estimarte.
Yo voy ciego, y voy sin guía,
por la mar de mis enojos,
y tú das lumbre á mis ojos
más que el sol á medio día;
no puede imaginación
engastar perla de Oriente
que esté tan resplandeciente
como tú en mi corazón.
Voy á remo navegando,
es la imán mi voluntad,
y sola tu claridad
el norte que va mirando
el débil barquillo abierto,
sin merecimiento en él,
y en el naufragio cruel
eres mi seguro puerto.
No espero jamás bonanza
en la vida ni en la muerte,
mas bástame á mí tenerte
en lugar de la esperanza;
bien sé que en ti se turbó
el sossiego más sereno,
mas no hay ninguno tan bueno
por quien te trocase yo.
Vengan penas desiguales,
y por caudillo desdén,
que sola serás mi bien,
aunque les pese á mis males.
Tú, en la esperanza más dura,
tú sola, en el día malo,
tienes de ser mi regalo,
mi consuelo y mi blandura.
¿No fuiste engendrado,
dime,
de aquellos ojos beninos
por quien quedarán indinos
los que el mundo en más
estime?
Y en mi pecho concebido,
y en la vida alimentado,
hijo que tanto ha costado,
¿no es razón que sea
querido?
Juzguen el justo caudal
que hago de ti por vicio;
digan que en este edificio
eres arena sin cal;
llamen tu hecho arrogancia,
sin esperanza á do fueres,
que yo que entiendo quién
eres
confessaré tu importancia.
¡Oh, cuánto me has de
costar
en cuanto no me acabares!
mas cuanto más me costares,
tanto más te he de estimar;
los daños de aquesta historia,
bravos son considerados;
vistos no, que van mezclados
contigo, que eres mi gloria.
El rato que considero
la gracia, la gentileza,
la discreción, la belleza,
por quien á tus manos muero,
no sólo el dolor terrible
passo sin dificultad,
pero con facilidad
te sufro en ser impossible.
Quizá dirán devaneas
muchos que saben de Amor.
¿Qué es cosa y cosa, amador,
deseas ó no deseas?
Responderles he que sí
y que el mal que Amor me
hace,
de mi desventura nace,
y el bien y el honor, de ti.
Pues, ilustre Deseo mío,
¿quién te torcerá el camino,
si veniste por destino,
y vences por albedrío?
Eres una dulce pena,
eres un contento esquivo,
eres la ley en que vivo,
y en la que Amor me condena.