80% found this document useful (5 votes)

732 views

(Ebook PDF) New Perspectives On HTML 5 and CSS: Comprehensive 8th Edition All Chapter Instant Download

ebook

Uploaded by

deribradel

Available Formats

Download as PDF, TXT or read online on Scribd

80% found this document useful (5 votes)

732 views

(Ebook PDF) New Perspectives On HTML 5 and CSS: Comprehensive 8th Edition All Chapter Instant Download

ebook

Uploaded by

deribradel

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 49

Full download ebook at ebooksecure.

com

(eBook PDF) New Perspectives on HTML 5 and

CSS: Comprehensive 8th Edition

https://ebooksecure.com/product/ebook-pdf-new-
perspectives-on-html-5-and-css-comprehensive-8th-
edition/

Download more ebook from https://ebooksecure.com

More products digital (pdf, epub, mobi) instant
download maybe you interests ...

New Perspectives on HTML 5 and CSS: Comprehensive 8th

Edition Patrick M. Carey - eBook PDF

https://ebooksecure.com/download/new-perspectives-on-html-5-and-
css-comprehensive-ebook-pdf/

New Perspectives on HTML 5 and CSS 8th Edition Patrick

M. Carey - eBook PDF

https://ebooksecure.com/download/new-perspectives-on-html-5-and-
css-ebook-pdf/

(eBook PDF) Responsive Web Design with HTML 5 & CSS 9th
Edition

http://ebooksecure.com/product/ebook-pdf-responsive-web-design-
with-html-5-css-9th-edition/

(eBook PDF) New Perspectives on Microsoft Access 2013,

Comprehensive

http://ebooksecure.com/product/ebook-pdf-new-perspectives-on-
microsoft-access-2013-comprehensive/
New Perspectives On The Internet: Comprehensive, Loose-
leaf Version 10th Edition Jessica Evans - eBook PDF

https://ebooksecure.com/download/new-perspectives-on-the-
internet-comprehensive-loose-leaf-version-ebook-pdf/

(Original PDF) New Perspectives on HTML5, CSS3, and

JavaScript 6th Edition

http://ebooksecure.com/product/original-pdf-new-perspectives-on-
html5-css3-and-javascript-6th-edition/

(eBook PDF) Perspectives on Personality 8th Edition

http://ebooksecure.com/product/ebook-pdf-perspectives-on-
personality-8th-edition/

(eBook PDF) New Perspectives Microsoft Office 365

PowerPoint 2016 Comprehensive

http://ebooksecure.com/product/ebook-pdf-new-perspectives-
microsoft-office-365-powerpoint-2016-comprehensive/

(eBook PDF) New Perspectives Microsoft Office 365 &

Word 2016 Comprehensive

http://ebooksecure.com/product/ebook-pdf-new-perspectives-
microsoft-office-365-word-2016-comprehensive/
Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
vi New Perspectives Series

Kate Mason, Learning Designer; Tom Benedetto, Product Assistant; Erin Griffin, Art Director;
Fola Orekoya, Manufacturing Planner; Lumina Datamatics Ltd., Compositor, as well as John
Freitas and Danielle Shaw, Technical Editors.

This book is dedicated to my wife Joan who is my inspiration and role model for her good
humor, dedication, and tireless support.
– Patrick Carey

BRIEF CONTENTS
HTML Level I Tutorials
Tutorial 1 Getting Started with HTML 5. . . . . . . . . . . . . . . . . . . . . . . . . HTML 1
Creating a Website for a Food Vendor
Tutorial 2 Getting Started with CSS. . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 85
Designing a Website for a Fitness Club

Level II Tutorials
Tutorial 3 Designing a Page Layout . . . . . . . . . . . . . . . . . . . . . . . . . HTML 175
Creating a Website for a Chocolatier
Tutorial 4 Graphic Design with CSS . . . . . . . . . . . . . . . . . . . . . . . . . HTML 273
Creating a Graphic Design for a Genealogy Website
Tutorial 5 Designing for the Mobile Web. . . . . . . . . . . . . . . . . . . . . . HTML 361
Creating a Mobile Website for a Daycare Center

Level III Tutorials

Tutorial 6 Working with Tables and Columns. . . . . . . . . . . . . . . . . . . . HTML 451
Creating a Program Schedule for a Radio Station
Tutorial 7 Designing a Web Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 517
Creating a Survey Form
Tutorial 8 Enhancing a Website with Multimedia . . . . . . . . . . . . . . . . HTML 601
Working with Sound, Video, and Animation
Tutorial 9 Getting Started with JavaScript. . . . . . . . . . . . . . . . . . . . . HTML 681
Creating a Countdown Clock
Tutorial 10 Exploring Arrays, Loops, and Conditional Statements. . . . HTML 751
Creating a Monthly Calendar
Appendix A Color Names with Color Values, and HTML Character
Entities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML A1
Appendix B HTML Elements and Attributes. . . . . . . . . . . . . . . . . . . . . HTML B1
Appendix C Cascading Styles and Selectors . . . . . . . . . . . . . . . . . . . . . HTML C1
Appendix D Making the Web More Accessible . . . . . . . . . . . . . . . . . . . HTML D1
Appendix E Designing for the Web. . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML E1
Appendix F Page Validation with XHTML . . . . . . . . . . . . . . . . . . . . . . HTML F1

Glossary REF 1

Index REF 11

TABLE OF CONTENTS
Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii SESSION 1.2��HTML 22

Writing the Page Body . . . . . . . . . . . . . . . . . . . . . . HTML 24

HTML LEVEL I TUTORIALS Using Sectioning Elements . . . . . . . . . . . . . . . . HTML 24
Tutorial 1 Getting Started with HTML 5 Comparing Sections in HTML 4 and HTML 5 . . HTML 26
Creating a Website for a Food Vendor . . . . . . . . . HTML 1
Using Grouping Elements . . . . . . . . . . . . . . . . . . HTML 26
SESSION 1.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 2
Using Text-Level Elements . . . . . . . . . . . . . . . . HTML 29
Exploring the World Wide Web . . . . . . . . . . . . . . . . HTML 4
Linking an HTML Document to a Style Sheet . . . . . HTML 32
Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 4
Working with Character Sets and Special
Locating Information on a Network . . . . . . . . . . . HTML 4 Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 33

Web Pages and Web Servers . . . . . . . . . . . . . . . . HTML 4 Character Encoding . . . . . . . . . . . . . . . . . . . . . . HTML 33

Introducing HTML . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 5 Character Entity References . . . . . . . . . . . . . . . HTML 34

The History of HTML . . . . . . . . . . . . . . . . . . . . . HTML 5 Working with Inline Images . . . . . . . . . . . . . . . . . . HTML 36

Tools for Working with HTML . . . . . . . . . . . . . . . . . HTML 6 Line Breaks and Other Empty Elements . . . . . . . HTML 38

Content Management Systems and Working with Block Quotes and Other Elements . . . HTML 39
Frameworks . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 7
Session 1.2 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 45
Testing your Code . . . . . . . . . . . . . . . . . . . . . . . . HTML 7
SESSION 1.3��HTML 46
Exploring an HTML Document . . . . . . . . . . . . . . . . . HTML 8
Working with Lists . . . . . . . . . . . . . . . . . . . . . . . . . HTML 48
The Document Type Declaration . . . . . . . . . . . . . HTML 8
Ordered Lists . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 48
Introducing Element Tags . . . . . . . . . . . . . . . . . . HTML 9
Unordered Lists . . . . . . . . . . . . . . . . . . . . . . . . . HTML 49
The Element Hierarchy . . . . . . . . . . . . . . . . . . . HTML 10
Description Lists . . . . . . . . . . . . . . . . . . . . . . . . HTML 51
Introducing Element Attributes . . . . . . . . . . . . . HTML 11
Navigation Lists . . . . . . . . . . . . . . . . . . . . . . . . HTML 55
Handling White Space . . . . . . . . . . . . . . . . . . . . HTML 12
Working with Hypertext Links . . . . . . . . . . . . . . . . HTML 57
Viewing an HTML File in a Browser . . . . . . . . . HTML 12
Turning an Inline Image into a Link . . . . . . . . . . HTML 59
Creating an HTML File . . . . . . . . . . . . . . . . . . . HTML 13
Specifying the Folder Path . . . . . . . . . . . . . . . . . . . HTML 60
Creating the Document Head . . . . . . . . . . . . . . . . . HTML 15
Absolute Paths . . . . . . . . . . . . . . . . . . . . . . . . . HTML 61
Setting the Page Title . . . . . . . . . . . . . . . . . . . . HTML 16
Relative Paths . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 61
Adding Metadata to the Document . . . . . . . . . . HTML 16
Setting the Base Path . . . . . . . . . . . . . . . . . . . . HTML 62
Adding Comments to Your Document . . . . . . . . . . . HTML 18
Linking to a Location within a Document . . . . . . . . HTML 63
Session 1.1 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 21

Marking Locations with the id Attribute . . . . . . . HTML 63 RGB Color Values . . . . . . . . . . . . . . . . . . . . . . . HTML 99

Linking to an id . . . . . . . . . . . . . . . . . . . . . . . . . HTML 63 HSL Color Values . . . . . . . . . . . . . . . . . . . . . . HTML 101

Anchors and the name Attribute . . . . . . . . . . . . HTML 63 Defining Semi-Opaque Colors . . . . . . . . . . . . . HTML 102

Linking to the Internet and Other Resources . . . . . . HTML 64 Setting Text and Background Colors . . . . . . . . HTML 102

Linking to a Web Resource . . . . . . . . . . . . . . . . HTML 64 Employing Progressive Enhancement . . . . . . . . . . HTML 106

Linking to an Email Address . . . . . . . . . . . . . . . HTML 65 Session 2.1 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 107

Linking to a Phone Number . . . . . . . . . . . . . . . . HTML 67

SESSION 2.2��HTML 108
Working with Hypertext Attributes . . . . . . . . . . . . . HTML 68
Exploring Selector Patterns . . . . . . . . . . . . . . . . . HTML 110
Validating Your Website . . . . . . . . . . . . . . . . . . . . . HTML 69
Contextual Selectors . . . . . . . . . . . . . . . . . . . . HTML 110
Session 1.3 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 71
Attribute Selectors . . . . . . . . . . . . . . . . . . . . . HTML 113
Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . HTML 76
Working with Fonts . . . . . . . . . . . . . . . . . . . . . . . HTML 117
Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 79
Choosing a Font . . . . . . . . . . . . . . . . . . . . . . . . HTML 117
Tutorial 2 Getting Started with CSS
Exploring Web Fonts . . . . . . . . . . . . . . . . . . . . . HTML 119
Designing a Website for a Fitness Club . . . . . . . HTML 85
The @font-face Rule . . . . . . . . . . . . . . . . . . . . HTML 120
SESSION 2.1 ��HTML 86
Setting the Font Size . . . . . . . . . . . . . . . . . . . . . . HTML 123
Introducing CSS . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 88
Absolute Units . . . . . . . . . . . . . . . . . . . . . . . . . HTML 123
Types of Style Sheets . . . . . . . . . . . . . . . . . . . . HTML 88
Relative Units . . . . . . . . . . . . . . . . . . . . . . . . . HTML 123
Viewing a Page Using Different Style Sheets . . . HTML 89
Scaling Fonts with ems and rems . . . . . . . . . . . HTML 124
Exploring Style Rules . . . . . . . . . . . . . . . . . . . . . . . HTML 92
Using Viewport Units . . . . . . . . . . . . . . . . . . . . HTML 125
Browser Extensions . . . . . . . . . . . . . . . . . . . . . . HTML 92
Sizing Keywords . . . . . . . . . . . . . . . . . . . . . . . HTML 125
Embedded Style Sheets . . . . . . . . . . . . . . . . . . . HTML 93
Controlling Spacing and Indentation . . . . . . . . . . . HTML 127
Inline Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 93
Working with Font Styles . . . . . . . . . . . . . . . . . . . HTML 129
Style Specificity and Precedence . . . . . . . . . . . . HTML 94
Aligning Text Horizontally and Vertically . . . . . HTML 130
Style Inheritance . . . . . . . . . . . . . . . . . . . . . . . . HTML 94
Combining All Text Formatting in a
Browser Developer Tools . . . . . . . . . . . . . . . . . . HTML 95 Single Style . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 131

Creating a Style Sheet . . . . . . . . . . . . . . . . . . . . . . HTML 96 Session 2.2 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 133

Writing Style Comments . . . . . . . . . . . . . . . . . . HTML 96

SESSION 2.3 ��HTML 136
Defining the Character Encoding . . . . . . . . . . . . HTML 97
Formatting Lists . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 138
Importing Style Sheets . . . . . . . . . . . . . . . . . . . HTML 98
Choosing a List Style Type . . . . . . . . . . . . . . . . HTML 138
Working with Color in CSS . . . . . . . . . . . . . . . . . . . HTML 98
Creating an Outline Style . . . . . . . . . . . . . . . . . HTML 138
Color Names . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 98

Using Images for List Markers . . . . . . . . . . . . . . HTML 141 Working with Container Collapse . . . . . . . . . . . HTML 201

Setting the List Marker Position . . . . . . . . . . . HTML 142 Session 3.1 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 204

Working with Margins and Padding . . . . . . . . . . . HTML 143

SESSION 3.2��HTML 206
Setting the Padding Space . . . . . . . . . . . . . . . HTML 144
Introducing Grid Layouts . . . . . . . . . . . . . . . . . . . HTML 208
Setting the Margin and the Border Spaces . . . . HTML 146
Overview of Grid-Based Layouts . . . . . . . . . . . HTML 208
Using Pseudo-Classes and Pseudo-Elements . . . . . HTML 149
Fixed and Fluid Grids . . . . . . . . . . . . . . . . . . . . HTML 209
Pseudo-Classes . . . . . . . . . . . . . . . . . . . . . . . . HTML 149
CSS Frameworks . . . . . . . . . . . . . . . . . . . . . . . HTML 210
Pseudo-classes for Hypertext . . . . . . . . . . . . . HTML 152
Introducing CSS Grids . . . . . . . . . . . . . . . . . . . . . HTML 210
Pseudo-Elements . . . . . . . . . . . . . . . . . . . . . . HTML 154
Creating a CSS Grid . . . . . . . . . . . . . . . . . . . . . . . HTML 213
Generating Content with CSS . . . . . . . . . . . . . . . . HTML 155
Working with Grid Rows and Columns . . . . . . . . . HTML 215
Displaying Attribute Values . . . . . . . . . . . . . . . HTML 156
Track Sizes with Fractional Units . . . . . . . . . . . HTML 217
Inserting Quotation Marks . . . . . . . . . . . . . . . . . . HTML 157
Repeating Columns and Rows . . . . . . . . . . . . . HTML 218
Validating Your Style Sheet . . . . . . . . . . . . . . . . . HTML 158
Applying a Grid Layout . . . . . . . . . . . . . . . . . . . HTML 219
Session 2.3 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 160
Outlining a Grid . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 221
Review Assignments . . . . . . . . . . . . . . . . . . . . . . . HTML 166
Placing Items within a Grid . . . . . . . . . . . . . . . . . HTML 223
Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 169
Placing Items by Row and Column . . . . . . . . . . HTML 224

HTML LEVEL II TUTORIALS Using the span Keyword . . . . . . . . . . . . . . . . . HTML 226

Placing Grid Items by Area . . . . . . . . . . . . . . . HTML 228

Tutorial 3 Designing a Page Layout
Creating a Website for a Chocolatier . . . . . . . HTML 175 Defining the Grid Gap . . . . . . . . . . . . . . . . . . . . . HTML 232

SESSION 3.1 ��HTML 176 Managing Space within a Grid . . . . . . . . . . . . . . . HTML 234

Introducing the display Style . . . . . . . . . . . . . . . . HTML 178 Alignment for a Single Grid Cell . . . . . . . . . . . HTML 235

Creating a Reset Style Sheet . . . . . . . . . . . . . . . . HTML 178 Aligning the Grid . . . . . . . . . . . . . . . . . . . . . . . HTML 235

Exploring Page Layout Designs . . . . . . . . . . . . . . HTML 182 Session 3.2 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 237

Fixed, Fluid, and Elastic Layouts . . . . . . . . . . . HTML 182 SESSION 3.3 ��HTML 238
Working with Width and Height . . . . . . . . . . . . . . HTML 184 Positioning Objects . . . . . . . . . . . . . . . . . . . . . . . . HTML 240
Setting Maximum and Minimum Dimensions . . HTML 184 The CSS Positioning Styles . . . . . . . . . . . . . . . HTML 240
Centering a Block Element . . . . . . . . . . . . . . . HTML 187 Relative Positioning . . . . . . . . . . . . . . . . . . . . . HTML 240
Vertical Centering . . . . . . . . . . . . . . . . . . . . . . HTML 188 Absolute Positioning . . . . . . . . . . . . . . . . . . . . HTML 241
Floating Page Content . . . . . . . . . . . . . . . . . . . . . HTML 189 Fixed and Inherited Positioning . . . . . . . . . . . . HTML 244
Clearing a Float . . . . . . . . . . . . . . . . . . . . . . . . HTML 193 Using the Positioning Styles . . . . . . . . . . . . . . . HTML 244
Refining a Floated Layout . . . . . . . . . . . . . . . . HTML 197

Handling Overflow . . . . . . . . . . . . . . . . . . . . . . . . HTML 254 Gradients and Color Stops . . . . . . . . . . . . . . . . HTML 315

Clipping an Element . . . . . . . . . . . . . . . . . . . . . . . HTML 257 Creating a Radial Gradient . . . . . . . . . . . . . . . HTML 316

Stacking Elements . . . . . . . . . . . . . . . . . . . . . . . . HTML 258 Repeating a Gradient . . . . . . . . . . . . . . . . . . . . HTML 320

Session 3.3 Quick Check . . . . . . . . . . . . . . . . . . . HTML 260 Creating Semi-Transparent Objects . . . . . . . . . . . . HTML 322

Review Assignments . . . . . . . . . . . . . . . . . . . . . . . HTML 267 Session 4.2 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 324

Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 269

SESSION 4.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 326
Tutorial 4 Graphic Design with CSS
Transforming Page Objects . . . . . . . . . . . . . . . . . . HTML 328
Creating a Graphic Design for a
Genealogy Website . . . . . . . . . . . . . . . . . . . . . . HTML 273 Transformations in Three Dimensions . . . . . . . . HTML 332

Understanding Perspective . . . . . . . . . . . . . . . HTML 333

SESSION 4.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 274
Exploring CSS Filters . . . . . . . . . . . . . . . . . . . . . . HTML 337
Creating Figure Boxes . . . . . . . . . . . . . . . . . . . . . HTML 276
Working with Image Maps . . . . . . . . . . . . . . . . . . HTML 341
Exploring Background Styles . . . . . . . . . . . . . . . . HTML 280
Defining a Client-Side Image Map . . . . . . . . . . HTML 341
Tiling a Background Image . . . . . . . . . . . . . . . HTML 281
Applying an Image Map . . . . . . . . . . . . . . . . . . HTML 345
Attaching the Background Image . . . . . . . . . . . HTML 283
Session 4.3 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 347
Setting the Background Image Position . . . . . . HTML 283
Review Assignments . . . . . . . . . . . . . . . . . . . . . . HTML 354
Defining the Extent of the Background . . . . . . HTML 284
Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 357
Sizing and Clipping an Image . . . . . . . . . . . . . . HTML 285

The background Property . . . . . . . . . . . . . . . . HTML 286

Tutorial 5 Designing for the Mobile Web
Creating a Mobile Website for a Daycare Center . . HTML 361
Adding Multiple Backgrounds . . . . . . . . . . . . . HTML 288
SESSION 5.1 ��HTML 362
Working with Borders . . . . . . . . . . . . . . . . . . . . . HTML 290
Introducing Responsive Design . . . . . . . . . . . . . . . HTML 364
Setting Border Width and Color . . . . . . . . . . . HTML 290
Introducing Media Queries . . . . . . . . . . . . . . . . . . HTML 365
Setting the Border Design . . . . . . . . . . . . . . . . HTML 291
The @media Rule . . . . . . . . . . . . . . . . . . . . . . HTML 366
Creating Rounded Corners . . . . . . . . . . . . . . . . HTML 293
Media Queries and Device Features . . . . . . . . . HTML 367
Applying a Border Image . . . . . . . . . . . . . . . . . HTML 297
Applying Media Queries to a Style Sheet . . . . . HTML 369
Session 4.1 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 301
Exploring Viewports and Device Width . . . . . . . . . HTML 372
SESSION 4.2 ��HTML 302
Creating a Mobile Design . . . . . . . . . . . . . . . . . . . HTML 375
Creating Drop Shadows . . . . . . . . . . . . . . . . . . . . HTML 304
Creating a Pulldown Menu with CSS . . . . . . . . HTML 376
Creating a Text Shadow . . . . . . . . . . . . . . . . . . HTML 304
Testing Your Mobile Website . . . . . . . . . . . . . . HTML 379
Creating a Box Shadow . . . . . . . . . . . . . . . . . . HTML 306
Creating a Tablet Design . . . . . . . . . . . . . . . . . . . HTML 383
Applying a Color Gradient . . . . . . . . . . . . . . . . . . HTML 312
Creating a Desktop Design . . . . . . . . . . . . . . . . . . HTML 387
Creating a Linear Gradient . . . . . . . . . . . . . . . HTML 312
Session 5.1 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 391

SESSION 5.2��HTML 392 Session 5.3 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 437

Introducing Flexible Boxes . . . . . . . . . . . . . . . . . . HTML 394 Review Assignments . . . . . . . . . . . . . . . . . . . . . . . HTML 443

Defining a Flexible Box . . . . . . . . . . . . . . . . . . HTML 394 Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 446

Cross-Browser Flexboxes . . . . . . . . . . . . . . . . . HTML 395

HTML LEVEL III TUTORIALS
Setting the Flexbox Flow . . . . . . . . . . . . . . . . . HTML 395
Tutorial 6 Working with Tables and Columns
Working with Flex Items . . . . . . . . . . . . . . . . . . . HTML 397 Creating a Program Schedule for a Radio Station . . HTML 451
Setting the Flex Basis . . . . . . . . . . . . . . . . . . . HTML 397
SESSION 6.1��HTML 452
Defining the Flex Growth . . . . . . . . . . . . . . . . . HTML 398
Introducing Web Tables . . . . . . . . . . . . . . . . . . . . HTML 454
Defining the Shrink Rate . . . . . . . . . . . . . . . . . HTML 399
Marking Tables and Table Rows . . . . . . . . . . . . HTML 454
The flex Property . . . . . . . . . . . . . . . . . . . . . . HTML 401
Marking Table Headings and Table Data . . . . . HTML 456
Applying a Flexbox Layout . . . . . . . . . . . . . . . HTML 402
Adding Table Borders with CSS . . . . . . . . . . . . . . HTML 459
Reordering Page Content with Flexboxes . . . . . . . HTML 407
Spanning Rows and Columns . . . . . . . . . . . . . . . . HTML 464
Exploring Flexbox Layouts . . . . . . . . . . . . . . . . . . HTML 409
Creating a Table Caption . . . . . . . . . . . . . . . . . . . HTML 471
Aligning Items along the Main Axis . . . . . . . . . HTML 409
Session 6.1 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 475
Aligning Flex Lines . . . . . . . . . . . . . . . . . . . . . HTML 410

Aligning Items along the Cross Axis . . . . . . . . . HTML 410 SESSION 6.2 ��HTML 476

Creating a Navicon Menu . . . . . . . . . . . . . . . . . . . HTML 412 Creating Row Groups . . . . . . . . . . . . . . . . . . . . . . HTML 478

Session 5.2 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 417 Creating Column Groups . . . . . . . . . . . . . . . . . . . . HTML 482

Exploring CSS Styles and Web Tables . . . . . . . . . HTML 485

SESSION 5.3��HTML 418
Working with Width and Height . . . . . . . . . . . . HTML 486
Designing for Printed Media . . . . . . . . . . . . . . . . . HTML 420
Applying Table Styles to Other
Previewing the Print Version . . . . . . . . . . . . . . HTML 420 Page Elements . . . . . . . . . . . . . . . . . . . . . . . . HTML 490
Applying a Media Query for Printed Output . . . HTML 421 Tables and Responsive Design . . . . . . . . . . . . . . . . HTML 492
Working with the @page Rule . . . . . . . . . . . . . . . HTML 422 Designing a Column Layout . . . . . . . . . . . . . . . . . HTML 496
Setting the Page Size . . . . . . . . . . . . . . . . . . . HTML 423 Setting the Number of Columns . . . . . . . . . . . . HTML 496
Using the Page Pseudo-Classes . . . . . . . . . . . . HTML 423 Defining Columns Widths and Gaps . . . . . . . . . HTML 498
Page Names and the Page Property . . . . . . . . HTML 423 Managing Column Breaks . . . . . . . . . . . . . . . . HTML 501
Formatting Hypertext Links for Printing . . . . . HTML 428 Spanning Cell Columns . . . . . . . . . . . . . . . . . . HTML 503
Working with Page Breaks . . . . . . . . . . . . . . . . . . HTML 431 Session 6.2 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 505
Preventing Page Breaks . . . . . . . . . . . . . . . . . HTML 432 Review Assignments . . . . . . . . . . . . . . . . . . . . . . . HTML 510
Working with Widows and Orphans . . . . . . . . . HTML 434 Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 512

Tutorial 7 Designing a Web Form Creating a Range Slider . . . . . . . . . . . . . . . . . . HTML 566

Creating a Survey Form . . . . . . . . . . . . . . . . . . HTML 517
Suggesting Options with Data Lists . . . . . . . . . . . . HTML 569
SESSION 7.1 ��HTML 518 Working with Form Buttons . . . . . . . . . . . . . . . . . HTML 572
Introducing Web Forms . . . . . . . . . . . . . . . . . . . . HTML 520 Creating a Command Button . . . . . . . . . . . . . . HTML 572
Parts of a Web Form . . . . . . . . . . . . . . . . . . . . HTML 520 Creating Submit and Reset Buttons . . . . . . . . . HTML 572
Forms and Server-Based Programs . . . . . . . . . HTML 521 Designing a Custom Button . . . . . . . . . . . . . . . HTML 575
Starting a Web Form . . . . . . . . . . . . . . . . . . . . . . HTML 522 Validating a Web Form . . . . . . . . . . . . . . . . . . . . . HTML 575
Interacting with the Web Server . . . . . . . . . . . HTML 523 Identifying Required Values . . . . . . . . . . . . . . . HTML 575
Creating a Field Set . . . . . . . . . . . . . . . . . . . . . . . HTML 525 Validating Based on Data Type . . . . . . . . . . . . HTML 577
Marking a Field Set . . . . . . . . . . . . . . . . . . . . . HTML 525 Testing for a Valid Pattern . . . . . . . . . . . . . . . HTML 578
Adding a Field Set Legend . . . . . . . . . . . . . . . HTML 526 Defining the Length of the Field Value . . . . . . . HTML 580
Creating Input Boxes . . . . . . . . . . . . . . . . . . . . . . HTML 528 Applying Inline Validation . . . . . . . . . . . . . . . . . . . HTML 581
Input Types . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 528 Using the focus Pseudo-Class . . . . . . . . . . . . . . HTML 581
Input Types and Virtual Keyboards . . . . . . . . . HTML 531 Pseudo-Classes for Valid and Invalid Data . . . . HTML 583
Adding Field Labels . . . . . . . . . . . . . . . . . . . . . . . HTML 532 Session 7.3 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 586
Designing a Form Layout . . . . . . . . . . . . . . . . . . . HTML 534 Review Assignments . . . . . . . . . . . . . . . . . . . . . . . HTML 592
Defining Default Values and Placeholders . . . . . . . HTML 539 Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 595
Session 7.1 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 543 Tutorial 8 Enhancing a Website with Multimedia
Working with Sound, Video, and Animation . . . HTML 601
SESSION 7.2��HTML 544
SESSION 8.1 ��HTML 602
Entering Date and Time Values . . . . . . . . . . . . . . HTML 546
Introducing Multimedia on the Web . . . . . . . . . . . HTML 604
Creating a Selection List . . . . . . . . . . . . . . . . . . . HTML 547
Understanding Codecs and Containers . . . . . . . HTML 604
Working with select Attributes . . . . . . . . . . . . . HTML 549
Understanding Plug-Ins . . . . . . . . . . . . . . . . . . HTML 605
Grouping Selection Options . . . . . . . . . . . . . . . HTML 551
Working with the audio Element . . . . . . . . . . . . . . HTML 607
Creating Option Buttons . . . . . . . . . . . . . . . . . . . . HTML 553
Browsers and Audio Formats . . . . . . . . . . . . . . HTML 607
Creating Check Boxes . . . . . . . . . . . . . . . . . . . . . . HTML 556
Applying Styles to the Media Player . . . . . . . . HTML 610
Creating a Text Area Box . . . . . . . . . . . . . . . . . . . HTML 558
Providing a Fallback to an Audio Clip . . . . . . . . HTML 613
Session 7.2 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 561
Exploring Embedded Objects . . . . . . . . . . . . . . . . HTML 615
SESSION 7.3 ��HTML 562
Plug-In Attributes . . . . . . . . . . . . . . . . . . . . . . HTML 615
Entering Numeric Data . . . . . . . . . . . . . . . . . . . . HTML 564
Plug-Ins as Fallback Options . . . . . . . . . . . . . . HTML 616
Creating a Spinner Control . . . . . . . . . . . . . . . HTML 564
Session 8.1 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 616

SESSION 8.2��HTML 618 The Development of JavaScript . . . . . . . . . . . . HTML 685

Exploring Digital Video . . . . . . . . . . . . . . . . . . . . HTML 620 Working with the script Element . . . . . . . . . . . . . HTML 686

Video Formats and Codecs . . . . . . . . . . . . . . . HTML 620 Loading the script Element . . . . . . . . . . . . . . . HTML 686

Using the HTML 5 video Element . . . . . . . . . . . . . HTML 621 Inserting the script Element . . . . . . . . . . . . . . HTML 687

Adding a Text Track to Video . . . . . . . . . . . . . . . . HTML 624 Creating a JavaScript Program . . . . . . . . . . . . . . . HTML 689

Making Tracks with WebVTT . . . . . . . . . . . . . HTML 625 Adding Comments to your JavaScript Code . . . HTML 689

Placing the Cue Text . . . . . . . . . . . . . . . . . . . . HTML 628 Writing a JavaScript Command . . . . . . . . . . . . HTML 690

Applying Styles to Track Cues . . . . . . . . . . . . . HTML 630 Understanding JavaScript Syntax . . . . . . . . . . HTML 691

Using Third-Party Video Players . . . . . . . . . . . . . HTML 634 Debugging Your Code . . . . . . . . . . . . . . . . . . . . . . HTML 692

Exploring the Flash Player . . . . . . . . . . . . . . . HTML 635 Opening a Debugger . . . . . . . . . . . . . . . . . . . . HTML 692

Embedding Videos from YouTube . . . . . . . . . . . HTML 636 Inserting a Breakpoint . . . . . . . . . . . . . . . . . . . HTML 694

HTML 5 Video Players . . . . . . . . . . . . . . . . . . HTML 637 Applying Strict Usage of JavaScript . . . . . . . . . HTML 695

Session 8.2 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 639 Session 9.1 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 697

SESSION 8.3 ��HTML 640 SESSION 9.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 698

Creating Transitions with CSS . . . . . . . . . . . . . . . HTML 642 Introducing Objects . . . . . . . . . . . . . . . . . . . . . . . HTML 700

Introducing Transitions . . . . . . . . . . . . . . . . . . HTML 642 Object References . . . . . . . . . . . . . . . . . . . . . . HTML 701

Setting the Transition Timing . . . . . . . . . . . . . . HTML 644 Referencing Object Collections . . . . . . . . . . . . HTML 701

Delaying a Transition . . . . . . . . . . . . . . . . . . . . HTML 647 Referencing an Object by ID and Name . . . . . . HTML 703

Creating a Hover Transition . . . . . . . . . . . . . . . HTML 647 Changing Properties and Applying Methods . . . . . HTML 704

Animating Objects with CSS . . . . . . . . . . . . . . . . . HTML 652 Object Properties . . . . . . . . . . . . . . . . . . . . . . HTML 704

The @keyframes Rule . . . . . . . . . . . . . . . . . . . HTML 652 Applying a Method . . . . . . . . . . . . . . . . . . . . . HTML 704

Applying an Animation . . . . . . . . . . . . . . . . . . . HTML 655 Writing HTML Code . . . . . . . . . . . . . . . . . . . . . . . HTML 705

Controlling an Animation . . . . . . . . . . . . . . . . . HTML 658 Working with Variables . . . . . . . . . . . . . . . . . . . . HTML 709

Session 8.3 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 666 Declaring a Variable . . . . . . . . . . . . . . . . . . . . HTML 709

Review Assignments . . . . . . . . . . . . . . . . . . . . . . . HTML 673 Variables and Data Types . . . . . . . . . . . . . . . . HTML 710

Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 676 Using a Variable . . . . . . . . . . . . . . . . . . . . . . . HTML 711

Tutorial 9 Getting Started with JavaScript Working with Date Objects . . . . . . . . . . . . . . . . . . HTML 711
Creating a Countdown Clock . . . . . . . . . . . . . . . HTML 681
Creating a Date Object . . . . . . . . . . . . . . . . . . HTML 712
SESSION 9.1 ��HTML 682 Applying Date Methods . . . . . . . . . . . . . . . . . . HTML 713
Introducing JavaScript . . . . . . . . . . . . . . . . . . . . . HTML 684 Setting Date and Time Values . . . . . . . . . . . . . HTML 716
Server-Side and Client-Side Programming . . . . HTML 684 Session 9.2 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 717

SESSION 9.3 ��HTML 718 Reversing an Array . . . . . . . . . . . . . . . . . . . . . HTML 763

Working with Operators and Operands . . . . . . . . . HTML 720 Sorting an Array . . . . . . . . . . . . . . . . . . . . . . . HTML 764

Using Assignment Operators . . . . . . . . . . . . . . HTML 720 Extracting and Inserting Array Items . . . . . . . . HTML 765

Calculating the Days Left in the Year . . . . . . . . HTML 721 Using Arrays as Data Stacks . . . . . . . . . . . . . . HTML 766

Working with the Math Object . . . . . . . . . . . . . . . HTML 723 Session 10.1 Quick Check . . . . . . . . . . . . . . . . . . . HTML 769

Using Math Methods . . . . . . . . . . . . . . . . . . . . HTML 723

SESSION 10.2 �� HTML 770
Using Math Constants . . . . . . . . . . . . . . . . . . . HTML 728
Working with Program Loops . . . . . . . . . . . . . . . . HTML 772
Working with JavaScript Functions . . . . . . . . . . . . HTML 730
Exploring the for Loop . . . . . . . . . . . . . . . . . . HTML 772
Calling a Function . . . . . . . . . . . . . . . . . . . . . . HTML 732
Exploring the while Loop . . . . . . . . . . . . . . . . . HTML 774
Creating a Function to Return a Value . . . . . . . HTML 733
Exploring the do/while Loop . . . . . . . . . . . . . . HTML 775
Running Timed Commands . . . . . . . . . . . . . . . . . . HTML 734
Comparison and Logical Operators . . . . . . . . . . . . HTML 776
Working with Time-Delayed Commands . . . . . . HTML 734
Program Loops and Arrays . . . . . . . . . . . . . . . . . . HTML 777
Running Commands at Specified Intervals . . . . HTML 734
Array Methods to Loop Through Arrays . . . . . . HTML 780
Controlling How JavaScript Works with
Running a Function for Each Array Item . . . . . HTML 781
Numeric Values . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 736
Mapping an Array . . . . . . . . . . . . . . . . . . . . . . HTML 781
Handling Illegal Operations . . . . . . . . . . . . . . . HTML 736
Filtering an Array . . . . . . . . . . . . . . . . . . . . . . HTML 782
Defining a Number Format . . . . . . . . . . . . . . . HTML 737
Session 10.2 Quick Check . . . . . . . . . . . . . . . . . . . HTML 785
Converting Between Numbers and Text . . . . . HTML 737

Session 9.3 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 739 SESSION 10.3 . . . . . . . . . . . . . . . . . . . . . . . . . HTML 786
Review Assignments . . . . . . . . . . . . . . . . . . . . . . . HTML 744 Introducing Conditional Statements . . . . . . . . . . . HTML 788
Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 746 Exploring the if Statement . . . . . . . . . . . . . . . HTML 789

Tutorial 10 Exploring Arrays, Loops, and Conditional Nesting if Statements . . . . . . . . . . . . . . . . . . . HTML 791
Statements Exploring the if else Statement . . . . . . . . . . . . HTML 793
Creating a Monthly Calendar . . . . . . . . . . . . . . HTML 751
Using Multiple else if Statements . . . . . . . . . . HTML 794
SESSION 10.1 . . . . . . . . . . . . . . . . . . . . . . . . . HTML 752
Completing the Calendar App . . . . . . . . . . . . . . . . HTML 796
Introducing the Monthly Calendar . . . . . . . . . . . . HTML 754
Setting the First Day of the Month . . . . . . . . . HTML 797
Reviewing the Calendar Structure . . . . . . . . . . HTML 755
Placing the First Day of the Month . . . . . . . . . HTML 798
Adding the calendar() Function . . . . . . . . . . . . HTML 756
Writing the Calendar Days . . . . . . . . . . . . . . . . HTML 799
Introducing Arrays . . . . . . . . . . . . . . . . . . . . . . . . HTML 757
Highlighting the Current Date . . . . . . . . . . . . . HTML 801
Creating and Populating an Array . . . . . . . . . . HTML 758
Displaying Daily Events . . . . . . . . . . . . . . . . . . HTML 803
Working with Array Length . . . . . . . . . . . . . . . HTML 761

Managing Program Loops and Conditional Appendix C Cascading Styles and Selectors . . HTML C1
Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 806
Appendix D Making the Web
Exploring the break Command . . . . . . . . . . . . . HTML 806
More Accessible. . . . . . . . . . . . . . . . . . . . . . . . HTML D1
Exploring the continue Command . . . . . . . . . . HTML 806
Appendix E Designing for the Web. . . . . . . . . . HTML E1
Exploring Statement Labels . . . . . . . . . . . . . . HTML 807
Appendix F Page Validation with XHTML. . . . HTML F1
Session 10.3 Quick Check . . . . . . . . . . . . . . . . . . . HTML 809
GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .REF 1
Review Assignments . . . . . . . . . . . . . . . . . . . . . . . HTML 815

Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 817 INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REF 11

Appendix A Color Names with Color Values,

and HTML Character Entities . . . . . . . . . . . . . HTML A1

Appendix B HTML Elements and Attributes. . . HTML B1

STARTING DATA FILES

html01 tutorial review code1

ct_catering_txt.html mp_catering_txt.html code1-1_txt.html

ct_contact_txt.html mp_events_txt.html
ct_locations_txt.html mp_index_txt.html
ct_menu_txt.html mp_menu_txt.html + 5 files
ct_reviews._txt.html + 16 files

code2 code3 code4

code1-2_txt.html code1-3_txt.html + 7 files code1-4_txt.html + 2 files

case1 case2 demo

jtc_index_txt.html dr_faq_txt.html demo_characters.html

jtc_services_txt.html dr_index_txt.html demo_html.html
+ 6 files dr_info_txt.html + 9 files + 3 files
HTML 1

Session 1.1 Visual Overview:

The document type
declaration is a processing The <html> tag
instruction indicating the marks the
markup language used in beginning of the
the document. HTML document.

The <head> tag marks

the document head
containing information An HTML comment is a
about the document. descriptive note added
to the HTML file.
The <meta> tag marks
metadata containing The <title> tag marks
information about the the page title that
document. appears on the browser
title bar or browser tab.

The <body> tag marks

the document body
containing all of the
content that will
appear in the page.

An opening tag marks

the start of the element
content; this tag marks
the start of page footer.

© Kzenon/Shutterstock.com;
A closing tag marks the © martiapunts/Shutterstock.com;
end of the element © Brian A Jackson/Shutterstock.com;
content; this tag marks the © sayhmog/Shutterstock.com;
end of the page footer. © rangizzz/Shutterstock.com

The Structure of an HTML Document

Document as it appears
in the browser.

The exact layout of the

document elements is
determined by a style
sheet and not by the
document markup.

com; Brian A Jackson/Shutterstock.com; A Studios/Shutterstock.com; rangizzz/
Shutterstock.com

Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Another random document with
no related content on Scribd:
venial. Nevertheless, as some of them lived on in a lesser degree in his
son, we must remember his arrogance, his melodramatic airs, his over-
weening self-will, and his strange inconsistencies. In no one else would
these vices and defects have been tolerated; that they were
overlooked in him is the highest tribute that can be paid to the
splendour of his services and the sterling worth of his nature.
If we look further back into the antecedents of the Pitt family, we
find it domiciled at or near Blandford in Dorset, where it had produced
one poet of quite average abilities, Christopher Pitt (1699–1748),
whose translation of Virgil had many admirers. The love of adventure
and romance, so often found in West Country families, had already
been seen in Thomas Pitt (1653–1726), who worked his way to the
front in India despite the regulations of the Company, became
Governor of Madras, and made his fortune by very questionable
37
transactions. His great stroke of good fortune was the purchase of
the famous diamond, which he thereafter sold to the Regent of France
for nearly six times the price of purchase. He married a lady who
traced her descent to a natural son of James V of Scotland; and to this
union of a daring adventurer with the scion of a chivalrous race we
may perhaps refer the will-power and the mental endowments which
shone so brightly in their grandson, the first Earl of Chatham.
On his mother’s side the younger Pitt could claim a distinguished
descent. Her maiden name was Hester Grenville, and she was the
daughter of Richard Grenville and Hester, Countess Temple. The
appended table will show the relation of the Pitt and Grenville families:
RICHARD GRENVILLE m. HESTER (Countess Temple).
|
+-----------------------+------+-----------------------+
| | |
RICHARD GRENVILLE GEORGE GRENVILLE HESTER GRENVILLE (created
(Earl Temple), (1712–70) (m. Baroness Chatham in 1761) m.
(1711–79). Elizabeth Wyndham). William Pitt (created Earl of
| Chatham in 1766).
+-----------------+----------+ |
| | |
GEORGE GRENVILLE WILLIAM WYNDHAM GRENVILLE |
(2nd Earl Temple, (Lord Grenville), |
and Marquis of Foreign Minister |
Buckingham), d. 1813. in 1791–1801, |
and 1806–7. |
|
+--------------------+---------------+-----------+------+-------+
| | | | |
HESTER JOHN (2nd Earl HARRIET WILLIAM PITT JAMES CHARLES
(1755–80) m. Lord of Chatham) (1758–86) (the younger) (1761–79).
Mahon (3rd Earl (1756–1835). m. Mr. E. (1759–1806).
Stanhope). Eliot.
|
+----+
|
LADY HESTER STANHOPE, etc.

The personality of Lady Chatham, if less remarkable, is more

lovable than that of her husband. In contrast to his theatrical, lordly,
and imperious ways, she shone by her simplicity and sweetness. His
junior by many years, she accepted his devotion with something of
awe, and probably felt his oft recurring attacks of gout, for which he
magniloquently apologized, to be a link between them; for the Jove of
the Senate became docile and human when he was racked with
38
pain. Her tender care at these times, and at others her tactful
acquiescence in his moods and plans, ensured tranquillity and
happiness in their household. Not that she lacked firmness of
character, when occasion required; but we may ascribe her pliability to
the personal ascendancy of her lord, to the customs of the times, and
to her perception of the requisites for a peaceful existence. She carried
her complaisance so far as to leave to her consort the choice of the
residence at Hayes, near Bromley, in Kent, which he bought at the end
of the year 1754. The following are the almost Griselda-like terms in
which she defers to his opinion on the matter: “For the grand affair
proposed by my dear love, I have only to reply that I wish him to
follow what he judges best, for he can best judge what sort of
economy suits with the different plans which he may choose to make
hereafter. Whatever you decide upon will be secure of being approved
39
by me.”
When a woman renounces all claim to a voice in the selection of
her abode, we may be sure that she will neither interfere much in her
husband’s political career, nor seek to shine in a salon of blue-
stockings. In fact, Lady Chatham’s influence on her children was purely
domestic. Her realm was the home. There is scarcely a trace of any
intellectual impress consciously exerted upon her gifted son, William;
but her loving care ensured his survival from the many illnesses of his
early years; and she dowered him with the gentler traits for which we
search in vain in the coldly glittering personality of Chatham. As
examples of her loving care for her children, I may cite the following
passages from her letters. In August 1794, when she felt old age
coming on apace, she wrote in this tender strain:

I feel that I cannot support the idea of leaving you, my

beloved sons, without saying unto ye how truly my fond affection
has increasingly ever attended ye both, and that my constant
prayers have been daily addresst to the Omnipotent Disposer of all
events, that you might be directed in all things by the blessing of
heavenly wisdom....

Or take this gentle chiding to William (25th April 1796):

I do not [hear] from you, my dear son, but I hear often of you
in a way that makes up to me in the best manner possible for your
silence. I cannot, however, help wishing that my pleasure was
increased by receiving now and then a few words from you, and
immediately comes almost a reflection that obliges me to unwish it
again, that I may not take up any part of the small leisure you
have to enjoy a little relaxation from your various calls.
The old lady long retained her vigour; for in the autumn of 1795
she describes herself as “stout enough both in body and mind to wish
40
the wind to shift to the east so that the fleet might not be detained.”
Indeed, in the even strength of her body, as in the constancy of her
mind, she far excelled her husband. We find Wilberforce, in the
summer of 1791, entering the following note in his diary: “Old Lady
Chatham, a noble antiquity—Lady Chatham asked about Fox’s
speaking—is much interested about politics—seventy-five years old,
41
and a very active mind.”
Emery Walker Ph. sc.

Hester Grenville, Countess of Chatham

from a painting in the possession of E. G. Pretyman Esq.
Doubtless, her pride in the triumphs of her second son explains
the singular buoyancy of her nature almost up to the time of her
death. She must have recognized him as pre-eminently her child. In
appearance he certainly favoured her. A comparison of the two noble
Gainsboroughs of mother and son preserved at Orwell Park shows
William to have been more a Grenville than a Pitt. His nose—that
feature on which caricaturists eagerly fastened, and on which he was
said proudly to suspend the House of Commons—had nothing in
common with Chatham’s aquiline and terrifying prow. So, too, the
whole bearing of the son was less fiery and less formidable than that
of the father. In Chatham there lay the potentialities of a great warrior;
but in the son’s nature these powers were wholly subordinate to the
faculties that make for supremacy in civil affairs, namely, patience,
reasonableness, and aptitude for logic and finance. Above all, there
shone in the younger Pitt a harmony of the faculties, in which the
father was lacking.
There is ample proof of the devotion with which Pitt regarded his
parents. His letters to them were long and loving; but while he
addressed Chatham in the stilted terms which the Earl himself
affected, he wrote to his mother in a simple and direct style that tells
of complete sympathy. In one of his youthful letters to her he
apologized humbly for some little act of inattention; and in later years
the busy Prime Minister often begged her forgiveness for his long
silence. In all 363 letters to his mother have survived, and prove the
tenderness of his love. Clearly also he valued her advice; for at the
crisis of the early part of 1783 he asked her opinion whether or no he
42
should take office as Prime Minister. For the most part the letters
contain little more than references to private affairs, which prove the
warmth of his family feelings; but sometimes, especially in the later
years when the overworked Prime Minister could rarely visit his mother
at her home, Burton Pynsent in Somerset, he gives reasons for hoping
that the progress of measures through Parliament, or the state of the
negotiations with France during the Revolutionary war, would permit
him to pay her a visit. The letters bear touching witness to the
hopefulness of spirit which buoyed him up; but sometimes they are
overclouded by disappointments in the political sphere, which were all
the keener because they held him to his post and prevented the
longed-for stay at Burton Pynsent in August or at Christmas. In such
cases Lady Chatham’s replies are restrained and dignified. I shall
sometimes draw on this correspondence, especially where it reveals
Pitt’s hopes for the work of the session or the conclusion of peace.
Ingenious pleaders from the time of Macaulay onwards have
shown their skill in comparing the achievements of father and son. The
futility of all such tight-rope performances must be obvious to those
who remember the world-wide difference between the cataclysmic
forces and novel problems of the revolutionary era and the
comparatively simple tasks of the age of Chatham. We shall have
cause, later on, to insist on the difference in efficiency between
Frederick the Great and Frederick William II as an ally; and not even
the most fervent panegyrists of Chatham will dare to assert that the ill-
led and underfed armies of Louis XV were foes as redoubtable as the
enthusiastic hosts called into being and marshalled by the French
Revolution and Napoleon.
Nevertheless, there is one of these fallacious comparisons which
deserves a brief notice. Lady Chatham, on being asked by one of her
grandchildren which was the cleverer, the Earl of Chatham or Mr. Pitt,
43
replied: “Your grandpapa without doubt.” The answer is remarkable.
No woman in modern times has been blessed with such prodigality of
power and talent both in husband and son; and we, with a knowledge
of the inner forces of the two periods which she could not possess,
may perhaps be inclined to ascribe her verdict to the triumph of the
early memories of the wife even over the promptings of maternal
pride. Explain it as we may, her judgement is certainly a signal
instance of self-effacement; for the gifts of tact, prudence, and
consistency whereby Pitt restored England to her rightful place in the
years 1783–93 were precisely those which he derived from her.
It has often been remarked that great men have owed more to the
mother’s nature than to that of the father; and, while Chatham
dowered his second son with the qualities that make for versatility,
display, and domination, his mother certainly imparted to him
forethought, steadiness of purpose, and the gentler gifts that
endeared him to a select circle of friends. Here again, one might
suggest a parallel between Pitt and his great opponent, Napoleon, who
owed to his father characteristics not unlike those named above, but
received from his mother the steel-like powers of mind and body which
made him so terrible an opponent.

* * * * *
Enough has been said to indicate some of the influences of
heredity which helped to shape the career of Pitt. It is a topic on which
only sciolists would venture to dogmatize. Even in his early youth
William began to outshine his elder brother. In their boyhood, mostly
spent at Hayes, the difference of temperament between John and
William made itself felt to the disadvantage of the former. He was
reserved, not to say heavy and indolent, where William was bright and
attractive. “Eager” is the epithet applied to him by Lady Chatham in
1766. The eldest son, having none of the intellectual gifts and graces
of Chatham, could not satisfy the imperious cravings of the father, with
the result that William received an undue share of admiration. He was
“the wonderful boy.” John was designed for the army, with results no
less unfortunate for England than a similar choice proved ultimately to
be for France in the case of Joseph Bonaparte. Well would it have
been for the United Kingdom had John Pitt allowed the glorious name
of Chatham to sink to comfortable mediocrity on the paternal estates
of Hayes or Burton Pynsent, and never to be associated with the Isle
of Walcheren. His colleagues in the Cabinet learnt to respect his
judgement as that of a safe man; but, as the sequel will show, he was
utterly lacking in energy and the power of inspiring others.
William, having alertness of mind and brightness of speech, was
designed for Parliament. Or rather, this was his choice at the age of
seven. In May 1766, on hearing that his father was raised to the
Peerage, he told his tutor, the Rev. Edward Wilson, in all seriousness,
that he was glad he was not the eldest son, but that he could serve his
44
country in the House of Commons like his papa. The words have
often been misquoted, even by Earl Stanhope, the boy being reported
as saying, “I want to speak in the House of Commons like papa.” The
words, when correctly cited, are remarkable, not for childish conceit,
but for a grave and premature sense of responsibility. They show the
strength of that patriotic instinct which inspired every action of his
career, spurring him on to his early studies, and to the complex and
crushing duties of his youth and manhood. They sound the keynote of
his character and enable us to form some notion of the strength of
that life-long desire to serve his native land. This, his first recorded
utterance, links itself in noble unison with that last tragic gasp of 23rd
January 1806—“My country. How I leave my country!”

* * * * *
The health of the little William was so precarious that he and his
brothers and sisters spent much time at the seaside resorts,
Weymouth and Lyme Regis, which were not far from Burton Pynsent,
an estate bequeathed by an admirer to the Earl of Chatham. Yet
notwithstanding all the care bestowed on him, the boy had but a frail
hold on life. Illness beset him during fully the half of his youth. At the
age of fourteen he was still short and thin and weighed only six stone,
45
two pounds. Observers, however, agree that his spirits always rose
superior to weakness; and to this characteristic, as also to his
indomitable will, we may attribute his struggling on through an
exhausting career to the age of forty-seven. The life of Pitt is a signal
proof of the victory which mind can, for a time, win over matter.
Very naturally, his parents decided to have him trained at home
rather than at a public school. Chatham, while at Eton, formed the
most unfavourable impression of the public school system and
summed it up in his remark to Shelburne that he had “scarce observed
a boy who was not cowed for life at Eton; that a public school might
suit a boy of a turbulent, forward disposition, but would not do where
46
there was any gentleness.”
The tutor chosen for this purpose was the Rev. Edward Wilson, of
Pembroke Hall (now College), Cambridge, who had charge of him from
his sixth to his fourteenth year. The mutual affection of tutor and pupil
is seen in a letter which the tutor wrote at Weymouth in September
1766, describing William as often standing by him while he read, and
making remarks that frequently lit up the subject and impressed it on
47
the memory. His ardour, he adds, could not be checked. Wilson’s
training seems to have been highly efficient, as will appear when we
come to consider the phenomenal attainments of his pupil at the time
of his admission to the University of Cambridge.
It is perhaps significant that that later prodigy of learning and
oratorical power, Macaulay, was also not brought into contact with our
public school system. Both of these remarkable men may have owed
some of their originality to the thoroughness of the private tuition
which they received before entering the university. Had they passed
through the mill of a public school they would certainly have been less
angular, and would have gained in knowledge of men. Pitt especially
might have cast off that reserve and stiffness which often cost him so
dear. But both of them would assuredly have lost in individuality what
they might have gained in bonhomie. Still more certain is it that those
hotbeds of slang would have unfitted them for the free expression of
their thoughts in dignified and classical English. The ease with which,
from the time of his first entrance into Parliament, Pitt wielded the
manifold resources of his mother tongue may be ascribed partly to
hereditary genius but also to daily converse with one of the greatest of
orators. It was Chatham’s habit to read with his favourite son passages
from the Bible or from some other great classic. We also know from
one of the Earl’s private memoranda that he made it a special study to
48
clothe his thoughts in well-chosen words. Indeed, he never talked
but always conversed. We may be sure, then, that even the lighter
efforts of the statesman must have been to the boy at once an
inspiration to great deeds, a melodious delight, and a lesson in
rhetoric. What youth possessed of genius would not have had his
faculties braced by learning English from such a tongue, by viewing
mankind through such a lens?
This education at home probably explains one of Pitt’s marked
characteristics, namely, his intense hopefulness. Brought up on the
best authors, imbued with the highest principles, and lacking all
knowledge of the seamy side of life, he cherished an invincible belief in
the triumph of those aims which he felt to be good and true. This is an
invaluable faculty; but it needs to be checked by acquaintance with the
conduct of the average man; and that experience Pitt scarcely ever
gained except by hearsay. Sir George Trevelyan has remarked that the
comparative seclusion of Macaulay in youth led to his habitual over-
estimate of the knowledge usually possessed by men. Certainly it led
to the creation of that singular figment, “Macaulay’s school-boy.” A
similar remark probably holds true of the quality of Pitt’s nature noted
above. Partly, no doubt, his hopefulness was the heritage bequeathed
by Chatham; but it was strengthened by Pitt’s bookish outlook on life.
The surroundings of his childhood and early youth must also have
favoured the growth of that patrician virtue, confidence. Up to the year
1774 he lived on his father’s estates at Hayes and Burton Pynsent,
amidst some of the choicest scenery in the south of England. The land
overflowed with prosperity, which was rightly ascribed in large
measure to the genius of Chatham. Until the shadow of the American
War of Independence fell on the youth, in his seventeenth year, he
was the favourite son of a father whom all men revered; and his lot
was cast in a land which seemed to be especially favoured. Thus pride
of family and pride of race must have helped to stiffen the mental fibre
of a youth on whom nature and art alike showered the gifts and
graces of a chivalrous order. In a coarse nature the result would have
been snobbishness. In William Pitt the outcome was devotion to the
ideals of his father and buoyant confidence as to their ultimate
triumph.
In some respects there is truth in the statement of Windham that
Pitt never was young. Certainly for so delicate a plant the forcing
process was perilously early and prolonged. In the Pitt Papers (No. XI)
I have found a curious proof of the hold which the boy had over Latin
at a very early age. It is a letter written to his father, the general
correctness of which contrasts strangely with its large round letters
enclosed within lines. It is not dated, but probably belongs to 1766,
that is, to the seventh year of his age.

Mi Charissime Pater,
Gaudeo audire te rursum bene valere. Vidimus primates
Mohecaunnuck et Wappinger, Tribuum Indicorum a septentrioli
America, qui veniunt in Angliam supplicare regem ob quosdam
agros. Gulielmus Johnson, eques auratus, desiderabat auxilium
eorum in bello, et illi omnes abierunt ut pugnarent contra Gallos;
sed, cum domum rediebant, sentiebant Batavos arripuisse omnes
suos agros. Vulgus apud Portland illos parum commode tractabat.
Sum, mi charissime Pater,
tibi devinctissimus,
Gulielmus Pitt.

I have also found a curious proof of the stilted style in which the
boy wrote to his father, while on the very same day he wrote to his
brother almost in the terms which a boy of eleven would use. To the
Earl of Chatham he thus begins a letter of 31st July 1770:

From the weather we have had here I flatter myself that the
sun shone on your expedition, and that the views were enough
enlivened thereby to prevent the drowsy Morpheus from taking
the opportunity of the heat to diffuse his poppies upon the eyes of
49
the travellers.

This almost rises to the pomposity of style with which Chatham

described to his son William the stinging of carriage-horses by wasps.
The insects figure as “an ambuscade of Pandours,” and the horses as
50
“these coursers of spirit not inferior to Xanthus and Podarges.”

* * * * *
Here on the other hand is the boy’s letter to his brother:

Hayes, July 31 1770.

Dear Brother,
I assure you that I am obliged to you beyond what is to
be expressed for your epistle or journal. The dialogue between
you and your host is very entertaining to those not interested in
the want of provision in the inn. But I fancy it was not so to you,
as it afforded little or no hope of dinner unless you could dine on
the small tithes. The 2 Masons are incomparable. I think the
intended candidate is to the full as likely as G. O. to succeed, and
for what I know deserves it better. As I have seen neither the
statue at Guilford nor that at South Carolina, I cannot judge which
excels in point of workmanship, but I know which of the two noble
Persons (in my opinion) is the superior. Your white mare I take to
be more of the species of an elephant than any other; and can
carry houses or castles on her back. Tho’, great as She is, Long
Sutton might perhaps keep her under her feet. These two
mornings I have rode out before breakfast. Your Greek was
excellent, and (I think) with practice you may become a
Thucydides. Dapple is in good health; and we have taken the
liberty to desire him to honour us with following the little chaise. I
hope all stock is pure well.
I am, dear brother,
Affectionately yours,
51
William Pitt.

The contrast between the two letters proves that Chatham’s

influence must have overwrought the boy’s brain and inflated his style.
The letter to John evinces a joy in life natural to a boy of eleven,
together with a wide range of interests and accomplishments.
That the writers of the period also did much to form the boy’s style
will appear from his first poem, “On the Genius of Poetry,” which bears
52
date May 1771. It seems to be the joint product of Harriet and
William Pitt:
Ye sacred Imps of thund’ring Jove descend,
Immortal Nine, to me propitious, bend
Inclining downward from Parnassus’ brow;
To me, young Bard, some Heav’nly fire allow.
From Aganippe’s murmur strait repair,
Assist my labours and attend my pray’r.
Inspire my verse. Of Poetry it sings.
Thro’ Her, the deeds of Heroes and of Kings
Renown’d in arms, with fame immortal stand.
By Her no less, are spread thro’ ev’ry land
Those patriot names, who in their country’s cause
Triumphant fall, for Liberty and Laws.
Exalted high, the Spartan Hero stands,
Encircled with his far-renowned bands.
Whoe’er devoted for their country die,
Thro’ Her their fame ascends the starry sky.
She too perpetuates each horrid deed;
When laws are trampled, when their guardians bleed,
That shall the Muse to infamy prolong
Example dread, and theme of tragic song.
Nor less immortal, than the Chiefs, resound
The Poets’ names, who spread their deeds around.
Homer shall flourish first in rolls of fame;
And still shall leave the Roman Virgil’s name;
With living bays is lofty Pindar crown’d;
In distant ages Horace stands renown’d.
These Bards, and more, fair Greece and Rome may boast,
And some may flourish on this British Coast.
Witness the man, on whom the Muse did smile,
Who sung our Parents’ fall and Satan’s guile,
A second Homer, favor’d by the Nine.
Sweet Spenser, Jonson, Shakspear the divine.
And He, fair Virtue’s Bard, who rapt doth sing
The praise of Freedom and Laconia’s King.
But high o’er Chiefs and Bards supremely great
Shall Publius shine, the Guardian of our state.
Him shall th’ immortal Nine themselves record,
With deathless fame his gen’rous toil reward,
Shall tune the harp to loftier sounding lays
And thro’ the world shall spread his ceaseless praise.
Their hands alone can match the Heav’nly strain
And with due fire his wond’rous glories sing.

The poem, which is in William’s handwriting, shows that by the

age of twelve he had acquired the trick—it was no more—of writing in
the style of Pope and Johnson. The lines remind us of the felicitous
phrase in which Cowper characterized the output of that school:

The click-clock tintinnabulum of rhyme.

But they show neatness of thought and phrase. In a word, they are
good Johnsonese.
The same quality of sonorous ponderosity is observable in Pitt’s
letters of 3rd June 1771 to his uncle the statesman, Earl Temple,
thanking him for a present, in which the names of Lyttelton and Coke
are invoked. In the following sentences the trend of the boy’s thoughts
is very marked: “I revere this gift the more, as I have heard Lyttelton
and Coke were props of the Constitution, which is a synonimous [sic]
term for just Liberty.” The “marvellous boy” ends by quoting part of a
line of Virgil, which still more powerfully inspired him:

avunculus excitat Hector.

The next year saw the production of a play, which he and his
brothers and sisters acted at Burton Pynsent on 30th May 1772. Here
again the motive is solely political: a King, Laurentius, on his way
homeward, after a successful war, suffers shipwreck, and is mourned
as dead. The news leads an ambitious counsellor, Gordinus, to plot the
overthrow of the regency of the Queen; but his advances are repelled
by a faithful minister, Pompilius—the character played by William Pitt—
in the following lines:

Our honoured Master’s steps may guide her on,

Whose inmost soul she knew; and surely she
Is fitted most to fill her husband’s throne,
She, whom maternal tenderness inspires,
Will watch incessant o’er her lovely son
And best pursue her dear Laurentius’ plans.

Pompilius warns the Queen of the plot of Gordinus, and persuades her
to entrust her son Florus to his care in a sylvan retreat. Thither also
Laurentius comes in disguise; for, after landing as a forlorn survivor, he
hears of dangerous novelties that had poisoned men’s minds and
seduced the army from allegiance to the Queen. Pompilius, while
visiting the royal heir, sees and recognizes Laurentius, brings him to
Florus, and prepares to overthrow the traitors. In due course the
King’s adherents defeat the forces of Gordinus, who is slain by
Laurentius himself, while Pompilius, his standard bearer, kills another
arch-conspirator. The King grants a general pardon in these lines:

Us it behoves, to whom by gracious Heav’n

The cares of nations and of States are giv’n—
Us it behoves with clemency to sway
That glorious sceptre which the gods bestow.
We are the shepherds sent to tend the flock,
Sent to protect from wrong, not to destroy.
Oh! Florus! When thou govern’st our domains,
Bear these thy father’s precepts in thy mind.
Thro’ love control thy subjects, not thro’ fear.
The people’s love the bulwark of thy throne.
Give not thy mind to passion or revenge,
53
But let fair Mercy ever sway thy soul.
It is fairly certain that none of the children but William could have
written these lines; and the fact that the mainspring of the action is
political further stamps the play as his own. Some Spirit of the Future
seems to have hovered over him, for the mental derangement of
George III in 1788 brought to the front questions relating to a
Regency not very unlike those sketched by the boy playwright. The
sense of loyalty and devotion which informs the play was then also to
guide Pitt’s footsteps through a bewildering maze. Indeed this effusion
seems almost like a marionette’s version of the Regency affair:
Laurentius is a more romantic George III, Pompilius quite startlingly
foreshadows Pitt the Prime Minister, the Prince of Wales (an undutiful
Florus) and Fox may pass for the conspirators; and the motif of the
play twangs a mimic prelude to the intrigues of Carlton House. In the
acting of the play the elder brother seems far to have surpassed
William, who bore himself stiffly and awkwardly. Such was the
testimony of young Addington, a lifelong friend, who saw the play
54
acted on another occasion at Hayes. The criticism is valuable as
showing how ingrained in Pitt’s nature was the shyness and gaucherie
in public which were ever to hamper his progress.
Juvenile authorship has its dangers for a delicate child; and we are
not surprised to find from notes left by his first tutor to Bishop Tomline
that the half of Pitt’s boyhood was beset by illnesses which precluded
all attempt at study. But nothing stopped the growth of his mental
powers, which Wilson summed up in the Platonic phrase, “Pitt seemed
never to learn but merely to recollect.” At the age of fourteen and a
half, then, he was ripe for Cambridge. It is true that youths then
entered the English Universities at an age fully as early as the Scottish
lads who went from the parish school, or manse, straight to Edinburgh
or Aberdeen. Charles James Fox, Gibbon, and the lad who became
Lord Eldon, entered Oxford at fifteen. Wilberforce, who at seventeen
went up from Hull to St. John’s College, Cambridge, was probably the
senior of most of the freshmen of his year; but the case of Pitt was
even then exceptional.
Cambridge on the whole enjoyed a better reputation than Oxford
for steady work; but this alone does not seem to have turned the
thoughts of the Earl of Chatham so far eastwards. He himself was an
Oxford man, and the distance of Cambridge from Burton Pynsent, the
usual abode of the family, would naturally have told in favour of
Oxford.
The determining facts seem to have been that Wilson’s
companionship was deemed essential, and that he, as a graduate of
Pembroke Hall, Cambridge, turned the scale in favour of his own
college. This appears from Wilson’s letter of 2nd December 1772 to his
wife:

I could not have acted with more prudence than I have done
in the affair of Pembroke Hall. Mr. Pitt is not the child his years
bespeak him to be. He has now all the understanding of a man,
and is, and will be, my steady friend thro’ life.... He will go to
Pembroke, not a weak boy to be made a property of, but to be
admir’d as a prodigy; not to hear lectures but to spread light. His
parts are most astonishing and universal. He will be fully qualified
for a wrangler before he goes, and be an accomplished classick,
55
mathematician, historian and poet.

How often have similar prophecies led to disappointment. In the

case of the “wonderful boy,” they did but point the way to a career
whose meridian splendour has eclipsed the tender beauty of its dawn.
CHAPTER II
AT CAMBRIDGE

A man that is young in yeares may be old in houres, if he have

lost no time. But that happeneth rarely.—Bacon.

O N 26th April 1773 Pitt’s name was entered at Pembroke Hall,

Cambridge; and he commenced residence there on 8th October
1772. His health being ever a matter of grave concern, Wilson stayed
with him in order to prevent any boyish imprudences and accompany
him in riding. But all precautions were in vain. Despite the invigorating
influences of sea-air at Lyme Regis, where William and his brother had
stayed from June up to 21st September, he soon fell ill at Cambridge,
and remained in bed for several weeks. Thanks to the medical skill of
Drs. Addington and Glynn (the former an old friend of Chatham), he
gradually got the better of the hereditary foe, gout; but the letters
which passed between Lady Chatham and Wilson attest the severity of
the seizure. The boy seems to have won the love of his medical
attendants, as appears from this sentence in her letter of 22nd
November. “What a gift William has to conciliate the love of those who
are once acquainted with him.”
There is a story told to Thomas Moore by the Bishop of Bath and
Wells, that Pitt brought his nurse with him in the carriage to
Cambridge, and that she stayed to look after him. This strange
assertion is made in the poet’s diary for 13th February 1826; and the
distrust which that late date inspires is increased when we find that
the Bishop had the anecdote from Paley, who “was very near being his
56
[Pitt’s] tutor, instead of Pretyman, but Paley did not like it.” As Paley
was at Christ’s, and there never was any question of Pitt entering at
that college or receiving from the outset regular instruction outside the
walls of Pembroke, the story lacks every element of credibility.
The facts are as follows: Mrs. Sparry, who was attendant or
housekeeper at Burton Pynsent, went to Cambridge to nurse the boy
through his long and serious illness, and finally brought him home. At
last the invalid was strong enough to bear the journey. Four days were
taken up in reaching London; and we find him writing thence to his
mother on 6th December that he had not been fatigued and felt strong
enough to walk all the way home; but, he added, Mrs. Sparry urged
57
him not to write much. He did not return to Cambridge (“the
evacuated seat of the Muses” as Chatham styled it) until 13th July
1774. Then he informed Lady Chatham that Cambridge was empty,
that Dr. Glynn had called on him and had inquired after Mrs. Sparry,
who would be glad to hear that the bed at his rooms had been well
aired. These trifles enable us to reduce the oft quoted nurse story to
its proper insignificance.
Wilson seems to have done his best to amuse his charge in the
dreary vacation time of July–September 1774; for on 24th August Pitt
described to his mother a ride in which Wilson and he had lost their
way among lanes and fields and regained the track with some damage
to hedges, and after a chase of one of the steeds, but far too late to
share in college dinner. Again, on 1st September, he wrote to the Earl
of Chatham: “The ardour for celebrating this day is as great at
Cambridge as anywhere; and Mr. Wilson himself, catching a spark of it,
signalized himself by killing a crow on the wing after a walk of six
58
hours.”
The natural vivacity of disposition, which charmed all his friends,
must have played no small part in the recovery of his health. The
medical authorities of to-day would also probably assign more
importance to regular hours, exercise, and careful diet than to the use
of port wine, adopted in compliance with his physicians’
recommendation, on which some contemporary writers dwell with
much gusto. Certain it is that from the year 1774 onwards “his health
became progressively confirmed.”
This phrase occurs in the biography of Pitt written by his college
tutor, Dr. Pretyman, whose style it aptly characterizes. The book is
indeed one of the most ponderous ever published. As tutor, friend, and
adviser, the Rev. Dr. Pretyman had unique opportunities for giving to
the world a complete and life-like portrait. Pitt was entrusted to his
care and to that of his colleague, Dr. Turner, in 1773–4, and thereafter
to Pretyman alone. The undergraduate soon conceived for him an
affection which was strong and lasting. Their intercourse suffered little
interruption, not even from the ecclesiastical honours which the young
Prime Minister so freely bestowed on his old tutor. The bishop, who in
1803 took the name of Tomline, continued to be the friend and adviser
of the Statesman up to the dreary days which succeeded the death-
blow of Austerlitz. Pitt died in his arms, and he was his literary
executor. Yet, despite the mass of materials put into his hands (or was
59
it because of their mass?) he wrote one of the dullest biographies in
the English language.
The solution of the riddle may perhaps be found in the cast of his
mind, which was that of a mathematician and divine, while it lacked
the gifts of interest in men and affairs, of insight into character, of
delicate and instinctive sympathy, and of historic imagination, which
enliven, reveal, interpret, and illuminate personalities and situations.
Talleyrand, with a flash of almost diabolical wit, once described
language as a means of concealing thought. Tomline, with laboured
conscientiousness, seems to have looked on biography as a means of
concealing character. Certainly he portrayed only those features which
are easily discernible in the tomes of the Parliamentary History. An
almost finnikin scrupulousness clogged him in the exercise of the
scanty powers of portraiture with which Nature had endowed him. The
biographer was continually being reined in by the literary executor, the
result being a progress, which, while meant to be stately, succeeds
only in being shambling. Here and there we catch glimpses of Pitt
under the senatorial robes with which his friend adorned and
concealed him, but they are tantalizingly brief. The Bishop was beset
by so many qualms concerning the propriety of mentioning this or that
incident as to “suppress many circumstances and anecdotes of a more
private nature,” and to postpone the compilation of a volume on this
more frivolous subject. Death supervened while the Bishop was still
revolving the question of the proprieties; and we shall therefore never
60
fully know Pitt as he appeared to his life-long counsellor.
There must have been sterling qualities in the man whom the
statesman thus signally honoured. Dr. Pretyman’s learning was vast.
Senior Wrangler and Fellow of his College, he also became a Fellow of
the Royal Society; and his attainments in the classics enabled him to
command the respect of his pupil in a sphere where, according to
Wilson, Pitt had the Platonic gift, not of learning, but of instinctive
remembrance (ἀνάμνησις). Nevertheless, nearly all contemporaries
seem to have found in the tutor and Bishop a primness and austerity
which were far from attractive. Perhaps he lacked the vitality which
might have energized that mass of learning. Or else the consciousness
that he was a Senior Wrangler, together with the added load of tutorial
and episcopal responsibility, may have been too much for him. To Pitt,
nurtured amidst the magniloquence of Hayes and Burton Pynsent, the
seriousness and pedantry of Pretyman doubtless appeared natural and
pleasing. To outsiders they were tedious; and the general impression
of half-amused, half-bored wonderment is cleverly, though spitefully,
expressed in the lines of the Rolliad:

61
Prim preacher, prince of priests and prince’s priest,
Pembroke’s pale pride, in Pitt’s praecordia placed,
Thy merits all shall future ages scan,
And prince be lost in parson Pretyman.

Among the most interesting parts of the bishop’s biography of Pitt

are those in which he describes his attainments, and his studies at
Pembroke Hall. The tutor found him, as Wilson expected, exceedingly
well versed in the classics, so that he seldom met with any difficulties.
Chatham had prescribed a careful study of Thucydides and Polybius;
and the young undergraduate was often able, with little or no
preparation, to translate six or seven pages of the former historian,
without making more than one or two mistakes. This is very
remarkable in a youth of fifteen; but his sense of the meaning and
fitness of words seems to have been not less instinctive than his
choice of language, which was soon to arouse the wonder and
admiration of the most experienced debaters at Westminster.
As regards his mathematical attainments, Tomline states that he
had already read the first six books of Euclid, and had mastered the
elementary parts of Algebra, Trigonometry, and Natural Philosophy.
The bent of his mind was towards the Humanities; but he had a good
hold on mathematics, and became expert at the solution of problems.
Newton’s Principia aroused his deepest admiration. Various notes on
mathematical and astronomical subjects extant in the Pitt Papers (too
fragmentary for reproduction here) show that he retained his interest
62
in the exact sciences.
At Cambridge, above all, he deepened his knowledge of the
classics. The ease with which he deciphered so obscure a work as
Lycophron’s “Cassandra” astonished even those who were familiar with
his exceptional powers. Everything therefore conduced to give him an
exceedingly wide and thorough knowledge of the literatures of Greece
and Rome; for, fortunately for him, he had neither the need nor the
inclination to bestow much time on the art of versifying in those
languages, which absorbed, and still absorbs, so much of the energy
of the dwellers by the Cam. Accordingly the life, thought, and
statecraft of Athens and Rome became thoroughly familiar to him. His
love for their masterpieces of art and imagination was profound; and
the many comments in his handwriting on the margin of the chief
authors suffice to refute the gibe of certain small-minded opponents,
that he kept up his acquaintance with the classics in order to find tags
63
for his speeches. To some extent, it is true, his studies were directed
towards his future vocation. At the wish of the Earl of Chatham, he
bestowed great attention on the oratory of the ancients; and he seems
to have bettered the precept by making critical notes on the speeches
which he read, and remarking how the various arguments were, or
might be, answered. Add to this a close and loving perusal of
Shakespeare and Milton, and it will be seen that Pitt’s studies at
Cambridge were such as invigorated the mind, cultivated his oratorical
gift, and thoroughly equipped him for the parliamentary arena.
From Tomline we glean a few details which enable us to picture
the young undergraduate in his surroundings. He states that his
manners even at that early age were formed and his behaviour manly,
that he mixed in conversation with unaffected vivacity and perfect
ease. His habits were most regular; he never failed to attend morning
and evening chapel except when prevented by ill health. Owing to his
father’s habit of reading aloud a chapter of the Bible every day, his
knowledge of the Holy Scripture was unusually good. Tomline
mentions a circumstance which will serve also to illustrate Pitt’s powers
of memory and fine sense of sound. On hearing his former tutor read
portions of Scripture in support of his “Exposition of the Thirty-nine
Articles,” the statesman (it was in that anxious year, 1797) stopped
him at one text with the remark—“I do not recollect that passage in
the Bible, and it does not sound like Scripture.” He was right: the
passage came from the Apocrypha, which he had not read.
The singular correctness of Pitt’s life while at Cambridge exposed
him to the risk of becoming a bookworm and a prig. From this he was
saved by his good sense and his ill-health. “The wonderful boy” was
begged by his parents not to court the Muses too assiduously.
Chatham’s fatherly anxiety and his love of classical allusions led him to
run this metaphor to death; but the strained classicisms had the
wished for effect. Pitt rode regularly and far. In the Pitt Papers (No.
221) I have found proof that, while at Cambridge, he was trained in
the then essential art of fencing. At a later date his old fencing-master,
Peter Renaud, sent to him a petition stating that he had “had the
honour of teaching you when you was at Pembroke College,” and that
in consequence of the decline in the habit of fencing, he was now in
poverty, and therefore begged for help from his illustrious pupil.
We clutch at these trifles which show the drift of Pitt’s early habits;
for the worthy Tomline, who had stacks, where we have only sheaves,
does not condescend to notice them. From the Pitt Papers we can,
however, in part reconstruct his Cambridge life. In his first term, Pitt
described Pembroke as “a sober, staid college, and nothing but solid
study there.” Fortunately, too, no exceptional privileges were accorded
to Chatham’s favourite son. The father in his letter to the tutor had not
claimed any, except those required on the score of health.
Consequently though Pitt had the right to don the gorgeous gown of a
“gentleman-commoner” (afterwards called “fellow commoner”), he did
not do so. In his first letter to his father he stated that his cap was “to
64
be stripped of its glories, in exchange for a plain loop and button.” It
is further pleasing to know that his father wished him not to make use
of that tattered mediaeval privilege which allowed sons of noblemen to
receive the degree without sitting for examination; and that persistent
ill-health alone led him to resort unwillingly to this miserable
expedient.
We are here reminded of Wordsworth’s reference to the sense of
social equality to be found at Cambridge, even at a time when titled
arrogance and old-world subservience ramped and cringed unchecked
and unrelieved in most parts of the land. The lines are worthy of
quotation because they show that the spirit prevalent at Cambridge, at
least at St. John’s College, prepared the poet to sympathize with the
French democracy. He speaks of Cambridge as

A Republic, where all stood thus far

Upon equal ground, that we were brothers all
In honour, as in one community,
Scholars and gentlemen; where, furthermore,
Distinction open lay to all that came,
And wealth and titles were in less esteem
Than talents, worth, and prosperous industry.

We do not know whether Pitt’s feelings at this time were akin to

those of Wordsworth, who entered St. John’s in 1787. Pitt’s
surroundings were not such as to favour the infiltration of new ideas.
In his first two years he mixed scarcely at all with undergraduates, and
even after 1776 his circle seems to have been limited, doubtless owing
to his intense shyness, ill-health, and constant association with Dr.
Pretyman. On 4th November 1776 he writes home that he had been
spending a few days at the house of Lord Granby (the future Duke of
Rutland), and had returned to the “sober hours and studies” of
college; but he rarely refers to pastimes and relaxations.
His letters also contain few references to study; but one of these is
worthy of notice. On 10th November 1776 he asked permission to
attend a month’s course of lectures on Civil Law for the fee of five
guineas; and later on he stated that they were “instructive and
amusing,” besides requiring little extra work. In that term he took his
degree in the manner aforesaid. Early in 1777 he moved to other
rooms which were small but perfectly sheltered from wind and
weather. About that time, too, he launched out more freely into social
life, so we may judge from the not infrequent requests for increased
supplies. On 30th June 1777 he writes that he has exceeded his
allowance by £60, the first sign of that heedlessness in money matters
which was to hamper him through life.

* * * * *
The chief feature of interest in these early letters is the frequent
references to the politics of the time, which show that he kept the
service of his country steadily in view. Thus, on 23rd March 1775
during vacation time at Hayes, he writes to his brother, begging him, if
he leaves his pillow before noon, to find out the fate of Mr. Burke’s
motion on behalf of conciliation with America. He signs the letters on
behalf of “the Society at Hayes,” possibly a reference to a family
65
debating club. It is noteworthy that the struggle of the American
colonists with George III was the first political event to arouse his
interest, which must have been heightened by the fervid speeches of
Chatham on the subject. A little later a side eddy must have set in, for
his elder brother, Lord Pitt, on receiving his commission in 1774, joined
his regiment, which was quartered successively at Quebec and
Montreal. On 31st May 1775 William writes from Cambridge that the
papers are full of the bad news from Boston, doubtless the fight at
Lexington. Ten days later he requests Lady Chatham to send, along
with the “Ethics,” Davenant on “Peace, War, and Alliance,” as it is not
in any library in Cambridge. Clearly, then, the youth was alive to the
legal and international questions then at stake.
Probably these wider interests carried him more into society. His
friendship with Lord Granby, then an undergraduate, is more than
once referred to; and thus was formed that connection which
furthered Pitt’s career, and led to the sending of Lord Granby (after
succeeding to the Dukedom of Rutland) to the Viceregal Lodge at
Dublin. The Duke, it may be mentioned, bequeathed to Pitt the sum of
66
£3,000. Friendships formed at the University counted for much in
times when court and governmental influence made or marred a man’s
career. We may therefore note that as Pitt’s health improved during
the last years at Cambridge, he also became friendly with the
following: Lord Westmorland, Lord Euston, Lowther (Lord Lonsdale),
Pratt (Lord Camden), Pepper Arden, Eliot, Bankes, Long, and St. John.
The name of him who was perhaps Pitt’s dearest friend is here
conspicuous by its absence. Wilberforce saw little of Pitt at Cambridge,
partly, perhaps, because he did not enter at St. John’s College until
1776 and then became associated with a dissolute set; but he made
Pitt’s acquaintance towards the end of their time there, and the youths
were mutually attracted by their brilliant conversational gifts and
intellectual powers, which were to be sharpened by delightful
intercourse at London and Wimbledon. In a passage penned in 1821,
Wilberforce contrasts the comparative ill fortune of Pitt with the good
fortune of his rival, Charles James Fox, who at Oxford made the
acquaintance of a number of brilliant young men, Sheridan, Windham,
Erskine, Hare, General Fitzpatrick, and Lord John Townshend. Nearly
all of these, it is true, won distinction in public life; but it is scarcely
fair to say that Pitt’s Cambridge friends (to whose number Wilberforce
adds Lords Abercorn and Spencer) were deficient in parts. Their gifts,
if less brilliant, were more solid than those of Fox and Sheridan. Lords
Camden and Westmorland were to prove themselves able
administrators, and the future Duke of Rutland, though showy and
dissolute, displayed much ability as Lord Lieutenant of Ireland. Bankes
“the precise” (as the Rolliad terms him) was a hard-hitter in debate;
while the gentler qualities of Eliot endeared him both to Pitt and to his
sister Harriet, whom he married in 1785.
Viewing the question more widely, we may surmise that Pitt’s
career at Cambridge would have been more fruitful had he gone up
somewhat later and mixed more with undergraduates, especially with
good talkers. In that case we can imagine that the Grenville stiffness
in him would almost have vanished. A bon vivant like Fox or North he
could never have been; but the austerity of his life at Cambridge, save
in its closing months, did not tend to cure him of the awkward shyness
67
which Wilberforce noted as so prominent a trait in his character; and
thus he went forth into the life of Westminster weighted with that
serious defect, an incapacity for making a wide circle of friends or
winning over enemies. In a sense it may be said that Pitt took political
life too seriously. He prepared for it from boyhood so strenuously as
partly to stunt his social faculties, and thereby handicap himself for
life. For in that age the political arena was the close preserve of the
nobles, gentry, and nabobs, with whom a statesman could scarcely
succeed unless he had the manners of the clubs and the instincts of a
sportsman. A compromise between Lord Chatham and Tony Lumpkin
would have made the ideal leader. As it was, there entered on the
scene a compromise between Chatham and Aristides.
Pitt’s chief relaxation from the “sober studies” at Pembroke Hall
was found in visits to the great debates at Westminster. The first of
these visits belongs to the month of January 1775, when his father
was pleading passionately for conciliation with America. Benjamin
Franklin, the champion of the colonists, was present; and the orator
clearly aimed at persuading our kinsmen beyond the seas that they
had the sympathy of very many British hearts. Those two orations
echoed far and wide amid the dales of New England and the rocks of
the Alleghanies. What, then, must have been the effect of the living
voice and of that superb presence, which trebled the power of every
word, on a sensitive youth whose being ever thrilled responsive to that
of his father? Language failed him to express his feelings. “Nothing
prevented his speech,” so he wrote to his mother, “from being the
most forcible that can be imagined, and [the] Administration fully felt
it. The manner and matter both were striking; far beyond what I can
express. It was everything which was superior; ... his first speech
lasted above an hour and the second half an hour—surely the two
68
finest speeches that ever were made, unless by himself.” He heard
also Chatham’s great effort of 30th May 1777, and describes it as
marked by “a flow of eloquence and beauty of expression, animated
and striking beyond expression.”
For Pitt, indeed, the chief delights of the vacations centred in St.
Stephens. Never has there been a more eager listener to the debates;
and here his method of studying the orators of Greece and Rome
enabled him quickly to marshal the arguments of a speaker, assess
them at their real worth, and fashion a retort. During one of his visits
to the House of Lords he was introduced to Charles James Fox, already
famous as the readiest debater in the Lower House. The Whig leader
afterwards described the rapt attention with which the youth at his
side listened to the speeches of the peers, and frequently turned to
him with the remark: “But surely, Mr. Fox, that might be met thus,” or
“Yes; but he lays himself open to this retort.” Little can Fox have
imagined that these gifts, when whetted by maturity, were frequently
69
to dash the hopes of the Whigs.
The nice balancing of arguments, and the study of words, together
with the art of voice production, may make a clever and persuasive
speaker; but a great orator is he to whom such things are but trifling
adornments, needful, indeed, for a complete equipment, but lost
amidst the grander endowments of Nature, imagination and learning.
Pitt excelled in the greater gifts no less than in the smaller graces. He
had the advantage of a distinguished presence, a kindling eye, a
sonorous voice; and to these excellences were added those of the
mind, which outshone all adventitious aids. And these intellectual
powers, which give weight to attack and cover a retreat, were
cultivated with a wholeheartedness and persistence unparalleled in our
annals. The pompous greetings of the Earl of Chatham to “the civilians
and law of nations tribe” at Pembroke Hall show the thoroughness of
his son’s application to law. It also seems probable that during the
latter part of his stay at Cambridge he widened his outlook on public
affairs by a study of Adam Smith’s great work, “The Wealth of
Nations,” which appeared in 1776. He afterwards avowed himself a
disciple of Adam Smith; and it is questionable whether he would have
had time after leaving Cambridge thoroughly to master that work.
Books which bore upon the rise and fall of States seem to have
engaged his attention, as was also the case with the young Napoleon
—witness his copious notes on changes of dynasty and revolutions. In
truth, those questions were then “in the air.” In 1748 Montesquieu had
published his “Spirit of Laws”; Rousseau had brought out in 1762 his
“Social Contract,” which Quinet has described as the seed of the
French Revolution. Whether Pitt perused these works is doubtful; but it
is clear that in his reading he had an eye for the causes that make or
mar the fortunes of nations. Witness the remark in his letter of 19th
March 1778, that nowhere in history could he find “any instance of a
70
Nation so miserably sacrificed as this has been.” He shared the
general conviction that none but Chatham could steer the ship of State
into safe waters; and deep must have been his concern when the King
refused to hear of Chatham forming a new Ministry for the purpose of
conciliation. No consideration, not even the loss of his Crown (so he
71
wrote to Lord North) would induce him to “stoop to the Opposition.”
Such conduct bordered on the insane now that France had made
common cause with the United States; but there was no means of
forcing the King’s hand. The majority in Parliament supported his
Minister, Lord North; and little could be expected from the Earl of
Chatham in view of his growing infirmities of mind and body. His
haughty and exacting ways no less than his inconsistencies of aim had
scattered his following; and it was but a shadow of a name that
appeared in the House of Lords on 7th April 1778. Encased in flannel,
looking deadly pale, but with something of the old gleam in his eyes,
he entered, staying his tottering frame on his sons, William and James.
He spoke twice, urging the House not to debase the monarchy by
conceding full independence to America, still less by giving way before
France. “Shall this great kingdom now fall prostrate before the House
of Bourbon? If we must fall, let us fall like men.” Much of the speech
was inconsistent with his former opinions; but the peers recked not of

Get Basics of Web Design: HTML5 & CSS, 6th Edition Terry Felke-Morris PDF ebook with Full Chapters Now
100% (1)
Get Basics of Web Design: HTML5 & CSS, 6th Edition Terry Felke-Morris PDF ebook with Full Chapters Now
55 pages
Uci Assignment
No ratings yet
Uci Assignment
6 pages
(FREE PDF Sample) (Ebook PDF) Nakama 1 Enhanced, Student Text: Introductory Japanese Communication, Culture, Context 3rd Edition Ebooks
100% (4)
(FREE PDF Sample) (Ebook PDF) Nakama 1 Enhanced, Student Text: Introductory Japanese Communication, Culture, Context 3rd Edition Ebooks
49 pages
Tzul - Exp22 - Word - Ch04 - ML1 - Design (1) 2
No ratings yet
Tzul - Exp22 - Word - Ch04 - ML1 - Design (1) 2
9 pages
MTA Exam 98-375: HTML5 Application Development Fundamentals: Objective Domain
No ratings yet
MTA Exam 98-375: HTML5 Application Development Fundamentals: Objective Domain
4 pages
Software Engineering B.Tech IT/II Sem-II
No ratings yet
Software Engineering B.Tech IT/II Sem-II
44 pages
CNI Practical File
0% (1)
CNI Practical File
56 pages
Unit-2 BSG
No ratings yet
Unit-2 BSG
80 pages
Basics of Web Design: HTML5 & CSS, 6th Edition Terry Felke-Morris All Chapters Instant Download
50% (2)
Basics of Web Design: HTML5 & CSS, 6th Edition Terry Felke-Morris All Chapters Instant Download
47 pages
Iw3htp5 02
100% (1)
Iw3htp5 02
103 pages
Free HTML CSS Program From Zero To Hero 1 90e5e8c905
No ratings yet
Free HTML CSS Program From Zero To Hero 1 90e5e8c905
4 pages
Web Development
No ratings yet
Web Development
14 pages
Master Frontend Ebook
No ratings yet
Master Frontend Ebook
733 pages
Professional JavaScript for Web Developers 3rd Edition Nicholas C. Zakas - Instantly access the full ebook content in just a few seconds
100% (1)
Professional JavaScript for Web Developers 3rd Edition Nicholas C. Zakas - Instantly access the full ebook content in just a few seconds
62 pages
CSS3 For Web Designers - Dan Cederholm
No ratings yet
CSS3 For Web Designers - Dan Cederholm
295 pages
Web Design & UI - UX (PDFDrive)
No ratings yet
Web Design & UI - UX (PDFDrive)
115 pages
HTML Interview Questions & HTML5 Interview Questions in 2021
No ratings yet
HTML Interview Questions & HTML5 Interview Questions in 2021
93 pages
Module 6 - Introduction To Hypertext Preprocessor
No ratings yet
Module 6 - Introduction To Hypertext Preprocessor
19 pages
Introduction To Web Page Design
No ratings yet
Introduction To Web Page Design
5 pages
HTML5 Introduction by W3Schools
No ratings yet
HTML5 Introduction by W3Schools
3 pages
Web-Development ToC PDF
No ratings yet
Web-Development ToC PDF
3 pages
Web Applications Using ASP - Net-Basics
No ratings yet
Web Applications Using ASP - Net-Basics
13 pages
HTML&Css Quetion
100% (1)
HTML&Css Quetion
11 pages
PDF Learning PHP MySQL JavaScript With Jquery CSS HTML5 5th Edition Robin Nixon Download
100% (4)
PDF Learning PHP MySQL JavaScript With Jquery CSS HTML5 5th Edition Robin Nixon Download
52 pages
HTML Tables and Forms: of Web Development and of Web Development and
No ratings yet
HTML Tables and Forms: of Web Development and of Web Development and
61 pages
Web Lab Report 2
No ratings yet
Web Lab Report 2
6 pages
Instant Download New Perspectives On HTML 5 and CSS 8th Edition Patrick M. Carey - Ebook PDF PDF All Chapters
100% (8)
Instant Download New Perspectives On HTML 5 and CSS 8th Edition Patrick M. Carey - Ebook PDF PDF All Chapters
41 pages
Backpackers Lessons
No ratings yet
Backpackers Lessons
14 pages
Responsive Web Design: Fort Collins Internet Professionals August 12, 2010
No ratings yet
Responsive Web Design: Fort Collins Internet Professionals August 12, 2010
51 pages
All Projects S24
No ratings yet
All Projects S24
154 pages
8034 - Unit 13 Website Development - Assignment 2 Design Nathan Mckenzie-Hirst
No ratings yet
8034 - Unit 13 Website Development - Assignment 2 Design Nathan Mckenzie-Hirst
12 pages
Front-End Web Development
No ratings yet
Front-End Web Development
2 pages
Chapter 18 web
No ratings yet
Chapter 18 web
107 pages
Complete Download Learning Web Design 5th Edition Jennifer Niederst Robbins PDF All Chapters
100% (2)
Complete Download Learning Web Design 5th Edition Jennifer Niederst Robbins PDF All Chapters
62 pages
PPT ch04
50% (2)
PPT ch04
81 pages
Wordpress Workshop Syllabus
No ratings yet
Wordpress Workshop Syllabus
5 pages
Building Web Pages With HTML and CSS
100% (1)
Building Web Pages With HTML and CSS
9 pages
Fahad Farooq Resume
No ratings yet
Fahad Farooq Resume
1 page
Java Script
No ratings yet
Java Script
697 pages
Flipkart Web Scrapping Project
No ratings yet
Flipkart Web Scrapping Project
11 pages
CS197 W4 Lecture
No ratings yet
CS197 W4 Lecture
5 pages
CSS3
100% (1)
CSS3
25 pages
Apollo Institute of Engineering and Technology: Branch: CE Diploma Semester 2 Subject: Static Web Page Design (4311603)
No ratings yet
Apollo Institute of Engineering and Technology: Branch: CE Diploma Semester 2 Subject: Static Web Page Design (4311603)
12 pages
Work With Strings With Stringr::: Cheat Sheet
No ratings yet
Work With Strings With Stringr::: Cheat Sheet
2 pages
Dynamic HTML: Cascading Style Sheets (CSS)
No ratings yet
Dynamic HTML: Cascading Style Sheets (CSS)
66 pages
Frontend Documentation.
No ratings yet
Frontend Documentation.
40 pages
Understanding CSS Essentials: Content Flow, Positioning, and Styling
No ratings yet
Understanding CSS Essentials: Content Flow, Positioning, and Styling
28 pages
Software Engineeirng Lab Manual
No ratings yet
Software Engineeirng Lab Manual
125 pages
HTML 101: Introduction To HTML: LC Notebook Tab VII
No ratings yet
HTML 101: Introduction To HTML: LC Notebook Tab VII
18 pages
10416Download full Database and Application Security A Practitioners Guide 1st Edition Danturthi ebook all chapters
100% (1)
10416Download full Database and Application Security A Practitioners Guide 1st Edition Danturthi ebook all chapters
55 pages
Cascading Style Sheet: Nazia Hameed Comsats Institute of Information Technology Islamabad
No ratings yet
Cascading Style Sheet: Nazia Hameed Comsats Institute of Information Technology Islamabad
45 pages
Flexbox PDF
No ratings yet
Flexbox PDF
24 pages
KSOM Sitecore Training - Quick Reference Guide - 9-24
No ratings yet
KSOM Sitecore Training - Quick Reference Guide - 9-24
76 pages
Software Testinglab Manual DSCE
89% (9)
Software Testinglab Manual DSCE
159 pages
(Ebook PDF) Responsive Web Design With HTML 5 & CSS 9th Edition 2024 Scribd Download
75% (4)
(Ebook PDF) Responsive Web Design With HTML 5 & CSS 9th Edition 2024 Scribd Download
40 pages
(Ebook) HTML, CSS, and JavaScript All in One: Covering HTML5, CSS3, and ES6, Sams Teach Yourself by Meloni, Julie, Kyrnin, Jennifer ISBN 9780672338083, 0672338084 - Read the ebook now with the complete version and no limits
100% (4)
(Ebook) HTML, CSS, and JavaScript All in One: Covering HTML5, CSS3, and ES6, Sams Teach Yourself by Meloni, Julie, Kyrnin, Jennifer ISBN 9780672338083, 0672338084 - Read the ebook now with the complete version and no limits
75 pages
HTML5 CSS3 For The Real World 1st Edition Estelle Weyl - The ebook in PDF and DOCX formats is ready for download
100% (2)
HTML5 CSS3 For The Real World 1st Edition Estelle Weyl - The ebook in PDF and DOCX formats is ready for download
52 pages
HTML5 CSS3 For The Real World 1st Edition Estelle Weyl - The full ebook with complete content is ready for download
100% (2)
HTML5 CSS3 For The Real World 1st Edition Estelle Weyl - The full ebook with complete content is ready for download
62 pages
HTML5 CSS3 For The Real World 1st Edition Estelle Weyl pdf download
100% (1)
HTML5 CSS3 For The Real World 1st Edition Estelle Weyl pdf download
42 pages
Download Full (eBook PDF) Murach's HTML5 and CSS3 4th Edition by Anne Boehm PDF All Chapters
100% (10)
Download Full (eBook PDF) Murach's HTML5 and CSS3 4th Edition by Anne Boehm PDF All Chapters
45 pages
Web_Assignment
No ratings yet
Web_Assignment
43 pages
Download Full The Chemistry and Physics of Engineering Materials Limitations Properties and Models 1st Edition Alexandr A. Berlin (Editor) PDF All Chapters
No ratings yet
Download Full The Chemistry and Physics of Engineering Materials Limitations Properties and Models 1st Edition Alexandr A. Berlin (Editor) PDF All Chapters
55 pages
Get Systems Reliability and Usability for Engineers 1st Edition B. S. Dhillon free all chapters
No ratings yet
Get Systems Reliability and Usability for Engineers 1st Edition B. S. Dhillon free all chapters
64 pages
Download Full The Business of Mining: Mineral Project Valuation 1st Edition Odwyn Jones (Author) PDF All Chapters
No ratings yet
Download Full The Business of Mining: Mineral Project Valuation 1st Edition Odwyn Jones (Author) PDF All Chapters
65 pages
(Ebook PDF) Legal and Ethical Aspects of Health Information Management 5th Edition All Chapter Instant Download
100% (4)
(Ebook PDF) Legal and Ethical Aspects of Health Information Management 5th Edition All Chapter Instant Download
49 pages
Immediate Download (Ebook PDF) A Community of Readers: A Thematic Approach To Reading 8th Edition Ebooks 2024
100% (4)
Immediate Download (Ebook PDF) A Community of Readers: A Thematic Approach To Reading 8th Edition Ebooks 2024
49 pages
(Ebook PDF) Practical Real Estate Law 8th Edition Download PDF
100% (4)
(Ebook PDF) Practical Real Estate Law 8th Edition Download PDF
49 pages
Kumar 2015
No ratings yet
Kumar 2015
29 pages
BK2461 Beken
No ratings yet
BK2461 Beken
95 pages
Sage MAS 500 MRP Reference Guide FINAL
No ratings yet
Sage MAS 500 MRP Reference Guide FINAL
53 pages
Pages From Chapter 17 Keys and Key Ways Chapter 18 Worked Examples in Machine Drawing
No ratings yet
Pages From Chapter 17 Keys and Key Ways Chapter 18 Worked Examples in Machine Drawing
4 pages
Parallel Groove Clamps
No ratings yet
Parallel Groove Clamps
5 pages
karthik_bip38_decrypt.py
No ratings yet
karthik_bip38_decrypt.py
2 pages
ISEE Middle Level Student Guide
No ratings yet
ISEE Middle Level Student Guide
156 pages
Question Bank-Dot Net Framework For Application Development
No ratings yet
Question Bank-Dot Net Framework For Application Development
3 pages
Upload 01767899 1508328417980
No ratings yet
Upload 01767899 1508328417980
30 pages
Oil Reservoirs
No ratings yet
Oil Reservoirs
3 pages
Answer Key: Dimensions International College Science Topical Test 4 Energy Topics Cambridge Primary (Year 6)
No ratings yet
Answer Key: Dimensions International College Science Topical Test 4 Energy Topics Cambridge Primary (Year 6)
8 pages
RIB Hull Design and Slamming
No ratings yet
RIB Hull Design and Slamming
7 pages
02 Intrusion Detection by Analyzing Traffic Part2
No ratings yet
02 Intrusion Detection by Analyzing Traffic Part2
190 pages
Acceptance Sampling in Forging Products
No ratings yet
Acceptance Sampling in Forging Products
5 pages
Chemistry - URT Released Items
No ratings yet
Chemistry - URT Released Items
13 pages
P3 - EER Diagram
No ratings yet
P3 - EER Diagram
4 pages
Uninformed Search Strategies (Section 3.4) : Source: Fotolia
No ratings yet
Uninformed Search Strategies (Section 3.4) : Source: Fotolia
46 pages
NNAMDI AZIKIWE UNIVERSIT2. ARC 315 MARKING SCHEMEdocx
No ratings yet
NNAMDI AZIKIWE UNIVERSIT2. ARC 315 MARKING SCHEMEdocx
4 pages
Symphonic Band Lesson
100% (1)
Symphonic Band Lesson
3 pages
Carofit Plus
No ratings yet
Carofit Plus
26 pages
P4.4 Knowledge Organiser
No ratings yet
P4.4 Knowledge Organiser
3 pages
Bitcoin Protocol For Developers
No ratings yet
Bitcoin Protocol For Developers
82 pages
Variables, Constants, and Arithmetic Operators
No ratings yet
Variables, Constants, and Arithmetic Operators
41 pages
Best Practices For Writing SQL in Oracle PLSQL
No ratings yet
Best Practices For Writing SQL in Oracle PLSQL
39 pages
JPP Volume 3 Issue 1 Pages 109-116
No ratings yet
JPP Volume 3 Issue 1 Pages 109-116
8 pages
SAFE Analysis & Design Report: License #C85
No ratings yet
SAFE Analysis & Design Report: License #C85
16 pages
Cinétique Hydrolyse Amidon Blé
No ratings yet
Cinétique Hydrolyse Amidon Blé
7 pages
Chapter 5. Upthrust in Fluids, Archimedes' Principle and Floatation
No ratings yet
Chapter 5. Upthrust in Fluids, Archimedes' Principle and Floatation
30 pages
Advanced Server ds225 Datasheet
No ratings yet
Advanced Server ds225 Datasheet
2 pages
Tekton Pipelines Master Course
No ratings yet
Tekton Pipelines Master Course
46 pages

Get Basics of Web Design: HTML5 & CSS, 6th Edition Terry Felke-Morris PDF ebook with Full Chapters Now
Get Basics of Web Design: HTML5 & CSS, 6th Edition Terry Felke-Morris PDF ebook with Full Chapters Now
Uci Assignment
Uci Assignment
(FREE PDF Sample) (Ebook PDF) Nakama 1 Enhanced, Student Text: Introductory Japanese Communication, Culture, Context 3rd Edition Ebooks
(FREE PDF Sample) (Ebook PDF) Nakama 1 Enhanced, Student Text: Introductory Japanese Communication, Culture, Context 3rd Edition Ebooks
Tzul - Exp22 - Word - Ch04 - ML1 - Design (1) 2
Tzul - Exp22 - Word - Ch04 - ML1 - Design (1) 2
MTA Exam 98-375: HTML5 Application Development Fundamentals: Objective Domain
MTA Exam 98-375: HTML5 Application Development Fundamentals: Objective Domain
Software Engineering B.Tech IT/II Sem-II
Software Engineering B.Tech IT/II Sem-II
CNI Practical File
CNI Practical File
Unit-2 BSG
Unit-2 BSG
Basics of Web Design: HTML5 & CSS, 6th Edition Terry Felke-Morris All Chapters Instant Download
Basics of Web Design: HTML5 & CSS, 6th Edition Terry Felke-Morris All Chapters Instant Download
Iw3htp5 02
Iw3htp5 02
Free HTML CSS Program From Zero To Hero 1 90e5e8c905
Free HTML CSS Program From Zero To Hero 1 90e5e8c905
Web Development
Web Development
Master Frontend Ebook
Master Frontend Ebook
Professional JavaScript for Web Developers 3rd Edition Nicholas C. Zakas - Instantly access the full ebook content in just a few seconds
Professional JavaScript for Web Developers 3rd Edition Nicholas C. Zakas - Instantly access the full ebook content in just a few seconds
CSS3 For Web Designers - Dan Cederholm
CSS3 For Web Designers - Dan Cederholm
Web Design & UI - UX (PDFDrive)
Web Design & UI - UX (PDFDrive)
HTML Interview Questions & HTML5 Interview Questions in 2021
HTML Interview Questions & HTML5 Interview Questions in 2021
Module 6 - Introduction To Hypertext Preprocessor
Module 6 - Introduction To Hypertext Preprocessor
Introduction To Web Page Design
Introduction To Web Page Design
HTML5 Introduction by W3Schools
HTML5 Introduction by W3Schools
Web-Development ToC PDF
Web-Development ToC PDF
Web Applications Using ASP - Net-Basics
Web Applications Using ASP - Net-Basics
HTML&Css Quetion
HTML&Css Quetion
PDF Learning PHP MySQL JavaScript With Jquery CSS HTML5 5th Edition Robin Nixon Download
PDF Learning PHP MySQL JavaScript With Jquery CSS HTML5 5th Edition Robin Nixon Download
HTML Tables and Forms: of Web Development and of Web Development and
HTML Tables and Forms: of Web Development and of Web Development and
Web Lab Report 2
Web Lab Report 2
Instant Download New Perspectives On HTML 5 and CSS 8th Edition Patrick M. Carey - Ebook PDF PDF All Chapters
Instant Download New Perspectives On HTML 5 and CSS 8th Edition Patrick M. Carey - Ebook PDF PDF All Chapters
Backpackers Lessons
Backpackers Lessons
Responsive Web Design: Fort Collins Internet Professionals August 12, 2010
Responsive Web Design: Fort Collins Internet Professionals August 12, 2010
All Projects S24
All Projects S24
8034 - Unit 13 Website Development - Assignment 2 Design Nathan Mckenzie-Hirst
8034 - Unit 13 Website Development - Assignment 2 Design Nathan Mckenzie-Hirst
Front-End Web Development
Front-End Web Development
Chapter 18 web
Chapter 18 web
Complete Download Learning Web Design 5th Edition Jennifer Niederst Robbins PDF All Chapters
Complete Download Learning Web Design 5th Edition Jennifer Niederst Robbins PDF All Chapters
PPT ch04
PPT ch04
Wordpress Workshop Syllabus
Wordpress Workshop Syllabus
Building Web Pages With HTML and CSS
Building Web Pages With HTML and CSS
Fahad Farooq Resume
Fahad Farooq Resume
Java Script
Java Script
Flipkart Web Scrapping Project
Flipkart Web Scrapping Project
CS197 W4 Lecture
CS197 W4 Lecture
CSS3
CSS3
Apollo Institute of Engineering and Technology: Branch: CE Diploma Semester 2 Subject: Static Web Page Design (4311603)
Apollo Institute of Engineering and Technology: Branch: CE Diploma Semester 2 Subject: Static Web Page Design (4311603)
Work With Strings With Stringr::: Cheat Sheet
Work With Strings With Stringr::: Cheat Sheet
Dynamic HTML: Cascading Style Sheets (CSS)
Dynamic HTML: Cascading Style Sheets (CSS)
Frontend Documentation.
Frontend Documentation.
Understanding CSS Essentials: Content Flow, Positioning, and Styling
Understanding CSS Essentials: Content Flow, Positioning, and Styling
Software Engineeirng Lab Manual
Software Engineeirng Lab Manual
HTML 101: Introduction To HTML: LC Notebook Tab VII
HTML 101: Introduction To HTML: LC Notebook Tab VII
10416Download full Database and Application Security A Practitioners Guide 1st Edition Danturthi ebook all chapters
10416Download full Database and Application Security A Practitioners Guide 1st Edition Danturthi ebook all chapters
Cascading Style Sheet: Nazia Hameed Comsats Institute of Information Technology Islamabad
Cascading Style Sheet: Nazia Hameed Comsats Institute of Information Technology Islamabad
Flexbox PDF
Flexbox PDF
KSOM Sitecore Training - Quick Reference Guide - 9-24
KSOM Sitecore Training - Quick Reference Guide - 9-24
Software Testinglab Manual DSCE
Software Testinglab Manual DSCE
(Ebook PDF) Responsive Web Design With HTML 5 & CSS 9th Edition 2024 Scribd Download
(Ebook PDF) Responsive Web Design With HTML 5 & CSS 9th Edition 2024 Scribd Download
(Ebook) HTML, CSS, and JavaScript All in One: Covering HTML5, CSS3, and ES6, Sams Teach Yourself by Meloni, Julie, Kyrnin, Jennifer ISBN 9780672338083, 0672338084 - Read the ebook now with the complete version and no limits
(Ebook) HTML, CSS, and JavaScript All in One: Covering HTML5, CSS3, and ES6, Sams Teach Yourself by Meloni, Julie, Kyrnin, Jennifer ISBN 9780672338083, 0672338084 - Read the ebook now with the complete version and no limits
HTML5 CSS3 For The Real World 1st Edition Estelle Weyl - The ebook in PDF and DOCX formats is ready for download
HTML5 CSS3 For The Real World 1st Edition Estelle Weyl - The ebook in PDF and DOCX formats is ready for download
HTML5 CSS3 For The Real World 1st Edition Estelle Weyl - The full ebook with complete content is ready for download
HTML5 CSS3 For The Real World 1st Edition Estelle Weyl - The full ebook with complete content is ready for download
HTML5 CSS3 For The Real World 1st Edition Estelle Weyl pdf download
HTML5 CSS3 For The Real World 1st Edition Estelle Weyl pdf download
Download Full (eBook PDF) Murach's HTML5 and CSS3 4th Edition by Anne Boehm PDF All Chapters
Download Full (eBook PDF) Murach's HTML5 and CSS3 4th Edition by Anne Boehm PDF All Chapters
Web_Assignment
Web_Assignment
Download Full The Chemistry and Physics of Engineering Materials Limitations Properties and Models 1st Edition Alexandr A. Berlin (Editor) PDF All Chapters
Download Full The Chemistry and Physics of Engineering Materials Limitations Properties and Models 1st Edition Alexandr A. Berlin (Editor) PDF All Chapters
Get Systems Reliability and Usability for Engineers 1st Edition B. S. Dhillon free all chapters
Get Systems Reliability and Usability for Engineers 1st Edition B. S. Dhillon free all chapters
Download Full The Business of Mining: Mineral Project Valuation 1st Edition Odwyn Jones (Author) PDF All Chapters
Download Full The Business of Mining: Mineral Project Valuation 1st Edition Odwyn Jones (Author) PDF All Chapters
(Ebook PDF) Legal and Ethical Aspects of Health Information Management 5th Edition All Chapter Instant Download
(Ebook PDF) Legal and Ethical Aspects of Health Information Management 5th Edition All Chapter Instant Download
Immediate Download (Ebook PDF) A Community of Readers: A Thematic Approach To Reading 8th Edition Ebooks 2024
Immediate Download (Ebook PDF) A Community of Readers: A Thematic Approach To Reading 8th Edition Ebooks 2024
(Ebook PDF) Practical Real Estate Law 8th Edition Download PDF
(Ebook PDF) Practical Real Estate Law 8th Edition Download PDF
Kumar 2015
Kumar 2015
BK2461 Beken
BK2461 Beken
Sage MAS 500 MRP Reference Guide FINAL
Sage MAS 500 MRP Reference Guide FINAL
Pages From Chapter 17 Keys and Key Ways Chapter 18 Worked Examples in Machine Drawing
Pages From Chapter 17 Keys and Key Ways Chapter 18 Worked Examples in Machine Drawing
Parallel Groove Clamps
Parallel Groove Clamps
karthik_bip38_decrypt.py
karthik_bip38_decrypt.py
ISEE Middle Level Student Guide
ISEE Middle Level Student Guide
Question Bank-Dot Net Framework For Application Development
Question Bank-Dot Net Framework For Application Development
Upload 01767899 1508328417980
Upload 01767899 1508328417980
Oil Reservoirs
Oil Reservoirs
Answer Key: Dimensions International College Science Topical Test 4 Energy Topics Cambridge Primary (Year 6)
Answer Key: Dimensions International College Science Topical Test 4 Energy Topics Cambridge Primary (Year 6)
RIB Hull Design and Slamming
RIB Hull Design and Slamming
02 Intrusion Detection by Analyzing Traffic Part2
02 Intrusion Detection by Analyzing Traffic Part2
Acceptance Sampling in Forging Products
Acceptance Sampling in Forging Products
Chemistry - URT Released Items
Chemistry - URT Released Items
P3 - EER Diagram
P3 - EER Diagram
Uninformed Search Strategies (Section 3.4) : Source: Fotolia
Uninformed Search Strategies (Section 3.4) : Source: Fotolia
NNAMDI AZIKIWE UNIVERSIT2. ARC 315 MARKING SCHEMEdocx
NNAMDI AZIKIWE UNIVERSIT2. ARC 315 MARKING SCHEMEdocx
Symphonic Band Lesson
Symphonic Band Lesson
Carofit Plus
Carofit Plus
P4.4 Knowledge Organiser
P4.4 Knowledge Organiser
Bitcoin Protocol For Developers
Bitcoin Protocol For Developers
Variables, Constants, and Arithmetic Operators
Variables, Constants, and Arithmetic Operators
Best Practices For Writing SQL in Oracle PLSQL
Best Practices For Writing SQL in Oracle PLSQL
JPP Volume 3 Issue 1 Pages 109-116
JPP Volume 3 Issue 1 Pages 109-116
SAFE Analysis & Design Report: License #C85
SAFE Analysis & Design Report: License #C85
Cinétique Hydrolyse Amidon Blé
Cinétique Hydrolyse Amidon Blé
Chapter 5. Upthrust in Fluids, Archimedes' Principle and Floatation
Chapter 5. Upthrust in Fluids, Archimedes' Principle and Floatation
Advanced Server ds225 Datasheet
Advanced Server ds225 Datasheet
Tekton Pipelines Master Course
Tekton Pipelines Master Course

(Ebook PDF) New Perspectives On HTML 5 and CSS: Comprehensive 8th Edition All Chapter Instant Download

Uploaded by

(Ebook PDF) New Perspectives On HTML 5 and CSS: Comprehensive 8th Edition All Chapter Instant Download

Uploaded by

Full download ebook at ebooksecure.

(eBook PDF) New Perspectives on HTML 5 and

Download more ebook from https://ebooksecure.com

New Perspectives on HTML 5 and CSS: Comprehensive 8th

New Perspectives on HTML 5 and CSS 8th Edition Patrick

(eBook PDF) New Perspectives on Microsoft Access 2013,

(Original PDF) New Perspectives on HTML5, CSS3, and

(eBook PDF) Perspectives on Personality 8th Edition

(eBook PDF) New Perspectives Microsoft Office 365

(eBook PDF) New Perspectives Microsoft Office 365 &

Level III Tutorials

Writing the Page Body . . . . . . . . . . . . . . . . . . . . . . HTML 24

Web Pages and Web Servers . . . . . . . . . . . . . . . . HTML 4 Character Encoding . . . . . . . . . . . . . . . . . . . . . . HTML 33

Introducing HTML . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 5 Character Entity References . . . . . . . . . . . . . . . HTML 34

The History of HTML . . . . . . . . . . . . . . . . . . . . . HTML 5 Working with Inline Images . . . . . . . . . . . . . . . . . . HTML 36

Linking to an id . . . . . . . . . . . . . . . . . . . . . . . . . HTML 63 HSL Color Values . . . . . . . . . . . . . . . . . . . . . . HTML 101

Linking to a Web Resource . . . . . . . . . . . . . . . . HTML 64 Employing Progressive Enhancement . . . . . . . . . . HTML 106

Linking to a Phone Number . . . . . . . . . . . . . . . . HTML 67

Writing Style Comments . . . . . . . . . . . . . . . . . . HTML 96

Working with Margins and Padding . . . . . . . . . . . HTML 143

HTML LEVEL II TUTORIALS Using the span Keyword . . . . . . . . . . . . . . . . . HTML 226

Placing Grid Items by Area . . . . . . . . . . . . . . . HTML 228

Clipping an Element . . . . . . . . . . . . . . . . . . . . . . . HTML 257 Creating a Radial Gradient . . . . . . . . . . . . . . . HTML 316

Stacking Elements . . . . . . . . . . . . . . . . . . . . . . . . HTML 258 Repeating a Gradient . . . . . . . . . . . . . . . . . . . . HTML 320

Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 269

Understanding Perspective . . . . . . . . . . . . . . . HTML 333

The background Property . . . . . . . . . . . . . . . . HTML 286

SESSION 5.2�������������������������������������������������������HTML 392 Session 5.3 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 437

Introducing Flexible Boxes . . . . . . . . . . . . . . . . . . HTML 394 Review Assignments . . . . . . . . . . . . . . . . . . . . . . . HTML 443

Defining a Flexible Box . . . . . . . . . . . . . . . . . . HTML 394 Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 446

Cross-Browser Flexboxes . . . . . . . . . . . . . . . . . HTML 395

Exploring CSS Styles and Web Tables . . . . . . . . . HTML 485

Tutorial 7 Designing a Web Form Creating a Range Slider . . . . . . . . . . . . . . . . . . HTML 566

SESSION 8.2�������������������������������������������������������HTML 618 The Development of JavaScript . . . . . . . . . . . . HTML 685

SESSION 8.3 �����������������������������������������������������HTML 640 SESSION 9.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 698

Introducing Transitions . . . . . . . . . . . . . . . . . . HTML 642 Object References . . . . . . . . . . . . . . . . . . . . . . HTML 701

The @keyframes Rule . . . . . . . . . . . . . . . . . . . HTML 652 Applying a Method . . . . . . . . . . . . . . . . . . . . . HTML 704

Applying an Animation . . . . . . . . . . . . . . . . . . . HTML 655 Writing HTML Code . . . . . . . . . . . . . . . . . . . . . . . HTML 705

Controlling an Animation . . . . . . . . . . . . . . . . . HTML 658 Working with Variables . . . . . . . . . . . . . . . . . . . . HTML 709

Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 676 Using a Variable . . . . . . . . . . . . . . . . . . . . . . . HTML 711

SESSION 9.3 �������������������������������������������������������HTML 718 Reversing an Array . . . . . . . . . . . . . . . . . . . . . HTML 763

Using Math Methods . . . . . . . . . . . . . . . . . . . . HTML 723

Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 817 INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REF 11

Appendix A Color Names with Color Values,

Appendix B HTML Elements and Attributes. . . HTML B1

STARTING DATA FILES

html01 tutorial review code1

ct_catering_txt.html mp_catering_txt.html code1-1_txt.html

code2 code3 code4

code1-2_txt.html code1-3_txt.html + 7 files code1-4_txt.html + 2 files

case1 case2 demo

jtc_index_txt.html dr_faq_txt.html demo_characters.html

Session 1.1 Visual Overview:

The <head> tag marks

The <body> tag marks

An opening tag marks

The Structure of an HTML Document

The exact layout of the

Kzenon/Shutterstock.com; © Courtesy Patrick Carey; martiapunts/Shutterstock.

The personality of Lady Chatham, if less remarkable, is more

I feel that I cannot support the idea of leaving you, my

Or take this gentle chiding to William (25th April 1796):

Hester Grenville, Countess of Chatham

This almost rises to the pomposity of style with which Chatham

Hayes, July 31 1770.

The contrast between the two letters proves that Chatham’s

The poem, which is in William’s handwriting, shows that by the

The click-clock tintinnabulum of rhyme.

avunculus excitat Hector.

Our honoured Master’s steps may guide her on,

Us it behoves, to whom by gracious Heav’n

How often have similar prophecies led to disappointment. In the

A man that is young in yeares may be old in houres, if he have

O N 26th April 1773 Pitt’s name was entered at Pembroke Hall,

Among the most interesting parts of the bishop’s biography of Pitt

A Republic, where all stood thus far

SESSION 5.2��HTML 392 Session 5.3 Quick Check . . . . . . . . . . . . . . . . . . . . HTML 437

SESSION 8.2��HTML 618 The Development of JavaScript . . . . . . . . . . . . HTML 685

SESSION 8.3 ��HTML 640 SESSION 9.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 698

SESSION 9.3 ��HTML 718 Reversing an Array . . . . . . . . . . . . . . . . . . . . . HTML 763