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 Preface vii

Web Research Each chapter offers web research activities that encourage students to
further study the topics introduced in the chapter.

Focus on Web Design Most chapters offer additional activities that explore the web
design topics related to the chapter. These activities can be used to reinforce, extend, and
enhance the course topics.

FAQs In the author’s web development courses, she is frequently asked similar questions
by students. They are included in this textbook and are marked with the identifying FAQ logo.

Checkpoints Each chapter contains two or three Checkpoints, which are groups of
questions to be used by students to self-assess their understanding of the material. A
­special Checkpoint icon appears with each group of questions.

Focus on Accessibility Developing accessible websites is more important than

ever and this textbook is infused with accessibility techniques throughout. The special icon Focus on
shown here makes accessibility information easy to find. Accessibility

Focus on Ethics Ethics issues related to web development are highlighted through-
out the textbook and are marked with the special ethics icon shown here.

Reference Materials The appendixes in the Web Developer’s Handbook offer ref-
erence materials, including an HTML5 Quick Reference, an XHTML Quick Reference,
­Special Entity Characters, Comparison of XHTML and HTML5, a CSS Property Reference,
a WCAG 2.0 Quick Reference, an FTP Tutorial, and a Web-Safe Color Palette.

VideoNotes VideoNotes are Pearson’s new visual tool designed for teaching students
key programming concepts and techniques. These short step-by-step videos demon-
VideoNote
strate how to solve problems from design through coding. VideoNotes allow for self-placed
instruction with easy navigation including the ability to select, play, rewind, fast-forward,
and stop within each VideoNote exercise.
Margin icons in your textbook let you know when a VideoNote video is available for a
particular concept or homework problem.

Supplemental Materials
Student Resources The student files for the web page exercises, Website Case
Study assignments, and access to the book’s VideoNotes are available to all readers of
this textbook at its companion website http://www.pearsonhighered.com/felke-morris. A
complimentary access code for the companion website is available with a new copy of this
textbook. Subscriptions may also be purchased online.

Instructor Resources The following supplements are available to qualified ­instructors

only. Visit the Pearson Instructor Resource Center (http://www.pearsonhighered.com/irc) or
send an e-mail to computing@aw.com for information on how to access them:
• Solutions to the end-of-chapter exercises
• Solutions for the case study assignments

A01_FELK0746_03_SE_FM.indd 7 12/21/15 7:04 PM

 viii Preface

• Test questions
• PowerPoint® presentations
• Sample syllabi

Author’s Website In addition to the publisher’s companion website for this textbook,
the author maintains a website at http://www.webdevfoundations.net. This website contains
additional resources, including review activities and a page for each chapter with exam-
ples, links, and updates. This website is not supported by the publisher.

Acknowledgments
Very special thanks go to all the folks at Pearson, especially Michael Hirsch,
Matt Goldstein, Carole Snyder, Camille Trentacoste, and Scott Disanno.
Thank you to the following people who provided comments and suggestions that were
useful for this eighth edition and previous editions:
Carolyn Andres—Richland College
James Bell—Central Virginia Community College
Ross Beveridge—Colorado State University
Karmen Blake—Spokane Community College
Jim Buchan—College of the Ozarks
Dan Dao—Richland College
Joyce M. Dick—Northeast Iowa Community College
Elizabeth Drake—Santa Fe Community College
Mark DuBois—Illinois Central College
Genny Espinoza—Richland College
Carolyn Z. Gillay—Saddleback College
Sharon Gray—Augustana College
Tom Gutnick—Northern Virginia Community College
Jason Hebert—Pearl River Community College
Sadie Hébert—Mississippi Gulf Coast College
Lisa Hopkins—Tulsa Community College
Barbara James—Richland Community College
Nilofar Kadivi—Richland Community College
Jean Kent—Seattle Community College
Mary Keramidas—Sante Fe College
Karen Kowal Wiggins—Wisconsin Indianhead Technical College
Manasseh Lee—Richland Community College
Nancy Lee—College of Southern Nevada
Kyle Loewenhagen—Chippewa Valley Technical College
Michael J. Losacco—College of DuPage
Les Lusk—Seminole Community College
Mary A. McKenzie—Central New Mexico Community College
Bob McPherson—Surry Community College
Cindy Mortensen—Truckee Meadows Community College
John Nadzam—Community College of Allegheny County
Teresa Nickeson—University of Dubuque
Brita E. Penttila—Wake Technical Community College
Anita Philipp—Oklahoma City Community College

A01_FELK0746_03_SE_FM.indd 8 12/21/15 7:04 PM

 Preface ix

Jerry Ross—Lane Community College

Noah Singer—Tulsa Community College
Alan Strozer—Canyons College
Lo-An Tabar-Gaul—Mesa Community College
Jonathan S. Weissman—Finger Lakes Community College
Tebring Wrigley—Community College of Allegheny County
Michelle Youngblood-Petty—Richland College

A special thank you also goes to Jean Kent, North Seattle Community College, and Teresa
Nickeson, University of Dubuque, for taking time to provide additional feedback and
sharing student comments about the book.
Thanks are in order to colleagues at William Rainey Harper College for their support and
encouragement, especially Ken Perkins, Enrique D’Amico, and Dave Braunschweig.
Most of all, I would like to thank my family for their patience and encouragement. My
wonderful husband, Greg Morris, has been a constant source of love, understanding,
support, and encouragement. Thank you, Greg! A big shout-out to my children, James and
Karen, who grew up thinking that everyone’s Mom had their own website. Thank you both
for your understanding, patience, and timely suggestions! And, finally, a very special
dedication to the memory of my father who is greatly missed.

About the Author

Terry Ann Felke-Morris is a Professor Emerita of Computer Information Systems at William
Rainey Harper College in Palatine, Illinois. She holds a Doctor of Education degree, a
Master of Science degree in information systems, and numerous certifications, including
Adobe Certified Dreamweaver 8 Developer, WOW Certified Associate Webmaster, Microsoft
Certified Professional, Master CIW Designer, and CIW Certified Instructor.
Dr. Felke-Morris has been honored with Harper College’s Glenn A. Reich Memorial Award
for Instructional Technology in recognition of her work in designing the college’s Web
Development program and courses. In 2006, she received the Blackboard Greenhouse
Exemplary Online Course Award for use of Internet technology in the academic
environment. Dr. Felke-Morris received two international awards in 2008: the Instructional
Technology Council’s Outstanding e-Learning Faculty Award for Excellence and the
MERLOT Award for Exemplary Online Learning Resources—MERLOT Business Classics.
With more than 25 years of information technology experience in business and industry,
Dr. Felke-Morris published her first website in 1996 and has been working with the Web
ever since. A long-time promoter of Web standards, she was a member of the Web
Standards Project Education Task Force. Dr. Felke-Morris was instrumental in developing
the Web Development certificate and degree programs at William Rainey Harper College.
For more information about Dr. Terry Ann Felke-Morris, visit http://terrymorris.net.

A01_FELK0746_03_SE_FM.indd 9 12/21/15 7:04 PM

 Contents

Chapter 1 1.7 Uniform Resource Identifiers and Domain

Names 13
URIs and URLs 13
Introduction to the Internet and Domain Names 13
World Wide Web 1 1.8 Markup Languages 16
1.1 The Internet and the Web 2 Standard Generalized Markup Language
The Internet 2 (SGML) 16
Birth of the Internet 2 Hypertext Markup Language
Growth of the Internet 2 (HTML) 16
Birth of the Web 2 Extensible Markup Language
The First Graphical Browser 2 (XML) 16
Convergence of Technologies 3 Extensible Hypertext Markup Language
(XHTML) 17
Who Runs the Internet? 3
HTML5—the Newest Version
Intranets and Extranets 4
of HTML 17
1.2 Web Standards and Accessibility 4
W3C Recommendations 4
1.9 Popular Uses of the Web 17
E-Commerce 17
Web Standards and Accessibility 5
Mobile Access 18
Accessibility and the Law 5
Blogs 18
Universal Design for the Web 5
Wikis 18
1.3 Information on the Web 6 Social Networking 18
Reliability and Information on the Web 6 Cloud Computing 19
Ethical Use of Information on the Web 7 RSS 19
1.4 Network Overview 8 Podcasts 19
Web 2.0 19
1.5 The Client/Server Model 9
1.6 Internet Protocols 10 Chapter Summary 21
File Transfer Protocol (FTP) 10 Key Terms 21
E-mail Protocols 11 Review Questions 21
Hypertext Transfer Protocol (HTTP) 11 Hands-On Exercise 22
Transmission Control Protocol/Internet Protocol Web Research 23
(TCP/IP) 11 Focus on Web Design 24

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 Contents xi

Chapter 2 2.18 HTML Validation

Chapter Summary 62
59

HTML Basics 25 Key Terms 62

Review Questions 63
2.1 HTML Overview 26
Apply Your Knowledge 64
HTML 26
Hands-On Exercises 65
XML 26
Web Research 66
XHTML 26
Focus on Web Design 66
HTML5 27
Website Case Study 66
2.2 Document Type Definition 27
2.3 Web Page Template 28
2.4 HTML Element 28
2.5 Head, Title, Meta, and Body
Chapter 3
Elements 28 Configuring Color and Text
The Head Section 28 with CSS 81
The Body Section 29
3.1 Overview of Cascading Style
2.6 Your First Web Page 29 Sheets 82
2.7 Heading Element 33 Advantages of Cascading Style Sheets 82
Accessibility and Headings 35 Configuring Cascading Style Sheets 83
CSS Selectors and Declarations 83
2.8 Paragraph Element 35 The background-color Property 83
Alignment 36
The color Property 84
2.9 Line Break Element 37 Configure Background and Text Color 84
2.10 Blockquote Element 38 3.2 Using Color on Web Pages 85
Hexadecimal Color Values 86
2.11 Phrase Elements 39
Web-Safe Colors 86
2.12 Ordered List 40 CSS Color Syntax 86
The Type, Start, and Reversed
Attributes 41 3.3 Inline CSS with the Style Attribute 87
The Style Attribute 87
2.13 Unordered List 42
3.4 Embedded CSS with the Style
2.14 Description List 44 Element 89
2.15 Special Characters 46 Style Element 89
2.16 Structural Elements 47 3.5 Configuring Text with CSS 92
The Div Element 47 The font-family Property 92
HTML5 Structural Elements 48 More CSS Text Properties 94
The Header Element 48 CSS3 text-shadow Property 97
The Nav Element 48
3.6 CSS Class, Id, and Descendant
The Main Element 48
Selectors 100
The Footer Element 48
The Class Selector 100
Practice with Structural Elements 50
The Id Selector 101
2.17 Anchor Element 51 The Descendant Selector 102
Absolute Hyperlinks 53 3.7 Span Element 104
Relative Hyperlinks 53
Site Map 53
3.8 Using External Style Sheets 105
Link Element 105
E-Mail Hyperlinks 57
Accessibility and Hyperlinks 58 3.9 Center HTML Elements with CSS 110

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 xii Contents

3.10 The “Cascade” 112 4.8 CSS3 Visual Effects 165

3.11 CSS Validation 115 The CSS3 background-clip
Property 165
Chapter Summary 117 The CSS3 background-origin
Key Terms 117 Property 166
Review Questions 117 The CSS3 background-size
Apply Your Knowledge 118 Property 166
Hands-On Exercises 120 CSS3 Multiple Background Images 168
Web Research 122 CSS3 Rounded Corners 170
Focus on Web Design 122 The CSS3 box-shadow Property 172
Website Case Study 123 The CSS3 opacity Property 176
CSS3 RGBA Color 178

Chapter 4 CSS3 HSLA Color 180

CSS3 Gradients 183

Visual Elements and Graphics 135 Chapter Summary 185

Key Terms 185
4.1 Configuring Lines and Borders 136
Review Questions 185
The Horizontal Rule Element 136
Apply Your Knowledge 187
The border and padding Properties 136
Hands-On Exercises 188
4.2 Types of Graphics 142 Web Research 189
Graphic Interchange Format (GIF) Images 142 Focus on Web Design 190
Joint Photographic Experts Group (JPEG) Website Case Study 190
Images 143

5
Portable Network Graphic (PNG) Images 144
New WebP Image Format 144
Chapter
4.3 Image Element 145
Accessibility and Images 146
Web Design 205
Image Hyperlinks 147 5.1 Design for Your Target Audience 206
Accessibility and Image Hyperlinks 149 5.2 Website Organization 207
4.4 HTML5 Visual Elements 150 Hierarchical Organization 207
HTML5 Figure and Figcaption Elements 151 Linear Organization 208
HTML5 Meter Element 153 Random Organization 208
HTML5 Progress Element 153 5.3 Principles of Visual Design 209
4.5 Background Images 154 Repetition: Repeat Visual Components
The background-image Property 154 Throughout the Design 209
Browser Display of a Background Image 154 Contrast: Add Visual Excitement and Draw
Attention 209
The background-repeat Property 155
Proximity: Group Related Items 210
The background-position Property 157
Alignment: Align Elements to Create Visual
The background-attachment Property 158
Unity 210
4.6 More About Images 158
5.4 Design to Provide Accessibility 210
Image Maps 158
Who Benefits from Universal Design and
The Favorites Icon 160 Increased Accessibility? 211
Configuring a Favorites Icon 160 Accessible Design Can Benefit Search Engine
Image Slicing 162 Listing 211
CSS Sprites 162 Accessibility is the Right Thing
4.7 Sources and Guidelines for Graphics 162 to Do 211
Sources of Graphics 162 5.5 Writing for the Web 212
Guidelines for Using Images 163 Organize Your Content 212
Accessibility and Visual Elements 164 Choosing a Font 213

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 Contents xiii

Font Size 213 5.12 Web Design Best Practices

Font Weight 213 Checklist 234
Font Color Contrast 213
Line Length 214 Chapter Summary 238
Alignment 214 Key Terms 238
Text in Hyperlinks 214 Review Questions 238
Reading Level 214 Hands-On Exercises 239
Spelling and Grammar 214 Web Research 242
Focus on Web Design 242
5.6 Use of Color 214
Website Case Study 243
Color Scheme Based on an Image 214
Color Wheel 215
Shades, Tints, Tones 215
Color Scheme Based on the
Color Wheel 216
Chapter 6
Implementing a Color Scheme 217 Page Layout 247
Accessibility and Color 217 6.1 The Box Model 248
Colors and Your Target Audience 218 Content 248
5.7 Use of Graphics and Multimedia 220 Padding 248
File Size and Image Dimensions Border 248
Matter 220 Margin 248
Antialiased/Aliased Text in Media 220 The Box Model in Action 249
Use Only Necessary Multimedia 221
6.2 Normal Flow 250
Provide Alternate Text 221
6.3 CSS Float 252
5.8 More Design Considerations 221
Load Time 221
6.4 CSS: Clearing a Float 254
The clear Property 254
Above the Fold 222
The overflow Property 255
White Space 223
Avoid Horizontal Scrolling 223 6.5 CSS Box Sizing 257
Browsers 223 6.6 CSS Two-Column Layout 258
Screen Resolution 223 Your First Two-Column Layout 258
5.9 Navigation Design 224 Two-Column Layout Example 261
Ease of Navigation 224 6.7 Hyperlinks in an Unordered List 262
Navigation Bars 224 Configure List Markers with CSS 262
Breadcrumb Navigation 224 Vertical Navigation with an Unordered List 263
Using Graphics for Navigation 225 Horizontal Navigation with an Unordered List 264
Skip Repetitive Navigation 225
Dynamic Navigation 225
6.8 CSS Interactivity with
Pseudo-Classes 265
Site Map 226
CSS Buttons 267
Site Search Feature 227
5.10 Page Layout Design 227
6.9 Practice with CSS Two-Column
Layout 268
Wireframes and Page Layout 227
Page Layout Design Techniques 228 6.10 Header Text Image Replacement 271
Improved Header Text Image Replacement
5.11 Design for the Mobile Web 231 Technique 272
Three Approaches 231
Mobile Device Design Considerations 231
6.11 Practice with an Image Gallery 273
Example Desktop Website and Mobile 6.12 Positioning with CSS 276
Website 232 Static Positioning 276
Mobile Design Quick Checklist 232 Fixed Positioning 276
Responsive Web Design 232 Relative Positioning 276

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 xiv Contents

Absolute Positioning 277 7.7 CSS3 Media Queries 331

Practice with Positioning 278 What’s a Media Query? 331
6.13 CSS Debugging Techniques 280 Media Query Example Using a Link
Verify Correct HTML Syntax 280 Element 332
Verify Correct CSS Syntax 280 Media Query Example Using an @media
Configure Temporary Background Colors 280 Rule 332
Configure Temporary Borders 280 7.8 Responsive Images 336
Use Comments to Find the Unexpected Flexible Images with CSS 336
Cascade 281 HTML5.1 Picture Element 338
6.14 More HTML5 Structural Elements 282 HTML5.1 Responsive Img Element
The Section Element 282 Attributes 340
The Article Element 282 Explore Responsive Images 341
The Aside Element 282 7.9 Testing Mobile Display 342
The Time Element 282 Testing with a Desktop Browser 342
6.15 HTML5 Compatibility with Older For Serious Developers Only 343
Browsers 284 Media Queries and Internet Explorer 343
Configure CSS Block Display 285 Mobile First 343
HTML5 Shim 285 7.10 CSS3 Flexible Box Layout 344
Configure a Flexible Container 344
Chapter Summary 287
Configure the Flex Items 345
Key Terms 287
Review Questions 287 Chapter Summary 350
Apply Your Knowledge 288 Key Terms 350
Hands-On Exercises 291 Review Questions 350
Web Research 292 Apply Your Knowledge 351
Focus on Web Design 292 Hands-On Exercises 354
Website Case Study 292 Web Research 355

7
Focus on Web Design 355
Website Case Study 356
Chapter
More on Links, Layout, and
Mobile 307 Chapter 8
7.1 Another Look at Hyperlinks 308 Tables 371
More on Relative Linking 308 8.1 Table Overview 372
Relative Link Examples 308 Table Element 372
Fragment Identifiers 310 The border Attribute 373
Landmark Roles with ARIA 312 Table Captions 373
The Target Attribute 312 8.2 Table Rows, Cells, and Headers 374
Block Anchor 313 Table Row Element 374
Telephone and Text Message Hyperlinks 313 Table Data Element 374
7.2 CSS Sprites 313 Table Header Element 374
7.3 Three-Column CSS Page Layout 316 8.3 Span Rows and Columns 376
7.4 CSS Styling for Print 322 The colspan Attribute 376
Print Styling Best Practices 323 The rowspan Attribute 376

7.5 Designing for the Mobile Web 327 8.4 Configure an Accessible Table 378
Mobile Web Design Best Practices 328 8.5 Style a Table with CSS 380
7.6 Viewport Meta Tag 330 8.6 CSS3 Structural Pseudo-Classes 382

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 Contents xv

8.7 Configure Table Sections 384 Telephone Number Input 425

Search Field Input 426
Chapter Summary 387 Datalist Form Control 426
Key Terms 387 Slider Form Control 427
Review Questions 387 Spinner Form Control 428
Apply Your Knowledge 388 Calendar Form Control 429
Hands-On Exercises 390 Color-well Form Control 430
Web Research 391 HTML5 and Progressive Enhancement 433
Focus on Web Design 391
Website Case Study 391 Chapter Summary 434
Key Terms 434

9
Review Questions 434
Apply Your Knowledge 435
Chapter Hands-On Exercises 437
Web Research 438
Forms 399
Focus on Web Design 439
9.1 Overview of Forms 400 Website Case Study 440
Form Element 400

10
Form Controls 401
9.2 Input Element Form Controls 401
Chapter
Text Box 402
Submit Button 403 Web Development 451
Reset Button 403
10.1 Successful Large-Scale Project
Check Box 405
Development 452
Radio Button 406
Project Job Roles 452
Hidden Input Control 407
Project Staffing Criteria 453
Password Box 408
10.2 The Development Process 453
9.3 Scrolling Text Box 408 Conceptualization 455
Textarea Element 408
Analysis 456
9.4 Select List 411 Design 456
Select Element 411 Production 458
Option Element 412 Testing 458
9.5 Image Buttons and the Button Launch 461
Element 413 Maintenance 462
Image Button 413 Evaluation 462
Button Element 413 10.3 Domain Name Overview 462
9.6 Accessibility and Forms 414 Choosing a Domain Name 462
Label Element 414 Registering a Domain Name 463
Fieldset and Legend Elements 416 10.4 Web Hosting 464
The tabindex Attribute 418 Web Hosting Providers 464
The accesskey Attribute 418
10.5 Choosing a Virtual Host 465
9.7 Style a Form with CSS 419
Chapter Summary 468
9.8 Server-Side Processing 420 Key Terms 468
Privacy and Forms 423 Review Questions 468
Server-Side Processing Resources 423 Hands-On Exercises 469
9.9 HTML5 Form Controls 424 Web Research 471
E-mail Address Input 424 Focus on Web Design 472
URL Input 425 Website Case Study 472

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 xvi Contents

Chapter 11 Chapter Summary 507

Key Terms 507
Review Questions 507
Web Multimedia and Apply Your Knowledge 509
Interactivity 473 Hands-On Exercises 510
Web Research 510
11.1 Plug-Ins, Containers, and Codecs 474
Focus on Web Design 511
11.2 Getting Started with Audio and Website Case Study 512
Video 476

12
Provide a Hyperlink 476
Working with Multimedia on the Web 477
Chapter
11.3 Adobe Flash 479
HTML5 Embed Element 479 E-Commerce Overview 517
Flash Resources 481 12.1 What Is E-Commerce? 518
11.4 HTML5 Audio and Video Elements 482 Advantages of E-Commerce 518
Audio Element 482 Risks of E-Commerce 519
Source Element 483 12.2 E-Commerce Business
HTML5 Audio on a Web Page 483 Models 520
Video Element 484 12.3 Electronic Data Interchange
Source Element 485 (EDI) 520
HTML5 Video on a Web Page 485
12.4 E-Commerce Statistics 520
11.5 M
 ultimedia Files and Copyright
Law 487 12.5 E-Commerce Issues 521
11.6 CSS and Interactivity 487 12.6 E-Commerce Security 523
Encryption 523
CSS Drop Down Menu 487
Integrity 524
CSS3 Transform Property 489
Secure Sockets Layer (SSL) 524
CSS3 Rotate Transform 490
Digital Certificate 525
CSS3 Scale Transform 490
SSL and Digital Certificates 526
CSS Transition Property 490
Practice with Transitions 493 12.7 Order and Payment Processing 526
Credit Card 527
11.7 Java 495
Stored-value Card 527
Adding a Java Applet to a
Web Page 496 Digital Wallet 527
Java Applet Resources 498 Digital Cash 527

11.8 JavaScript 498 12.8 E-Commerce Storefront

JavaScript Resources 500 Solutions 528
Instant Online Storefront 528
11.9 Ajax 500
Off-the-Shelf Shopping Cart Software 528
Ajax Resources 501
Custom-Built Solutions 528
11.10 jQuery 501 Semi-Custom-Built Solutions on
jQuery Resources 502 a Budget 529
11.11 HTML5 APIs 502 Chapter Summary 530
Geolocation 502 Key Terms 530
Web Storage 502 Review Questions 530
Offline Web Applications 503 Hands-On Exercises 531
Drawing with the Canvas Element 503 Web Research 532
11.12 Accessibility and Multimedia/ Focus on Web Design 533
Interactivity 505 Website Case Study 533

A01_FELK0746_03_SE_FM.indd 16 12/21/15 7:04 PM

 Contents xvii

13
Review Questions 564

Chapter Hands-On Exercises 565

Web Research 566
Web Promotion 547 Focus on Web Design 566
13.1 Search Engine Overview 548 Website Case Study 567

13.2 Popular Search Engines 548

13.3 Components of a Search Engine
Robot 548
548
Chapter 14
Database 549 A Brief Look at JavaScript and
Search Form 549 jQuery 571
13.4 Search Engine Optimization 549 14.1 Overview of JavaScript 572
Keywords 550
Page Titles 550
14.2 The Development of JavaScript 572
Heading Tags 550 14.3 Popular Uses for JavaScript 573
Description 550 Alert Message 573
Description Meta Tag 550 Popup Windows 573
Linking 551 Jump Menus 574
Images and Multimedia 551 Mouse Movement Techniques 574
Valid Code 551 14.4 Adding JavaScript to a Web Page 575
Content of Value 551 Script Element 575
13.5 Listing in a Search Engine 552 Legacy JavaScript Statement Block
Template 575
Map Your Site 553
Alert Message Box 576
Alliances 554

13.6 Monitoring Search Listings 554

14.5 Document Object Model Overview 578

13.7 Link Popularity 556 14.6 Events and Event Handlers 581

13.8 Social Media Optimization 556

14.7 Variables 584
Writing a Variable to a Web Page 584
Blogs and RSS Feeds 557
Collecting Variable Values Using a Prompt 586
Social Networking 557

13.9 Other Site Promotion Activities 557

14.8 Introduction to Programming
Concepts 588
Quick Response (QR) Codes 557
Arithmetic Operators 588
Affiliate Programs 558
Decision Making 588
Banner Ads 558
Functions 591
Banner Exchange 559
Reciprocal Link Agreements 559 14.9 Form Handling 594
Newsletters 559 14.10 Accessibility and JavaScript 600
Sticky Site Features 559
14.11 JavaScript Resources 601
Personal Recommendations 559
Newsgroup and Listserv Postings 559 14.12 Overview of jQuery 601
Traditional Media Ads and Existing Marketing 14.13 Adding jQuery to a Web Page 601
Materials 560 Download jQuery 601
13.10 Serving Dynamic Content with Inline Access jQuery via a Content Delivery
Network 602
Frames 560
The Ready Event 602
The Iframe Element 561
Video in an Inline Frame 562 14.14 jQuery Selectors 604
Chapter Summary 564 14.15 jQuery Methods 604
Key Terms 564 14.16 jQuery Image Gallery 607

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 xviii Contents

14.17 jQuery Plugins 611 Appendix C Special Entity

Characters 643
14.18 jQuery Resources 615
Appendix D Comparison of XHTML and
Chapter Summary 616 HTML5 645
Key Terms 616
Appendix E CSS Property Reference 653
Review Questions 616
Apply Your Knowledge 617 Appendix F WCAG 2.0 Quick
Hands-On Exercises 619 Reference 659
Web Research 620 Appendix G FTP Tutorial 661
Website Case Study 620
Appendix H Web-Safe Color Palette 665
Answers 667
Web Developer’s Hand book 633
Index 687
Appendix A HTML5 Quick Reference 635
Appendix B XHTML Quick Reference 639

LOCATION OF VIDEONOTES IN THE TEXT

VideoNote
A series of videos have been developed as a companion for this textbook. VideoNote
icons ­indicate the availability of a video on a specific topic.
Chapter 1 Evolution of the Web, p. 2
Chapter 2 Your First Web Page, p. 29
HTML Validation, p. 59
Chapter 3 External Style Sheets, p. 105
CSS Validation, p. 115
Chapter 4 CSS Background Images, p. 154
Rounded Corners with CSS, p. 170
Chapter 5 Principles of Visual Design, p. 209
Chapter 6 Interactivity with CSS pseudo-classes, p. 265
Chapter 7 Linking to a Named Fragment, p. 310
Chapter 8 Configure a Table, p. 372
Chapter 9 Connect a Form to Server-Side Processing, p. 421
Chapter 10 Choosing a Domain Name, p. 462
Chapter 11 HTML5 Video, p. 486
Chapter 12 E-Commerce Benefits and Risks, p. 518
Chapter 13 Configure an Inline Frame, p. 562
Chapter 14 JavaScript Message Box, p. 576

A01_FELK0746_03_SE_FM.indd 18 12/21/15 7:04 PM

 1
Introduction to the
Internet and World
Wide Web
Chapter Objectives   In this chapter, you will learn how to . . .

●● Describe the evolution of the Internet and ●● Identify ethical use of the Web
the Web ●● Describe the purpose of web browsers and
●● Explain the need for web standards web servers
●● Describe universal design ●● Identify networking protocols
●● Identify benefits of accessible web design ●● Define URIs and domain names
●● Identify reliable resources of information on ●● Describe HTML, XHTML, and HTML5
the Web ●● Describe popular trends in the use of the Web

The Internet and the Web are parts of our daily lives. How did they
begin? What networking protocols and programming languages work behind the
scenes to display a web page? This chapter provides an introduction to some of
these topics and is a foundation for the information that web developers need to
know. You’ll be introduced to Hypertext Markup Language (HTML), the language
used to create web pages.

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 2 Chapter 1 Introduction to the Internet and World Wide Web

1.1 The Internet and the Web

The Internet
The Internet, the interconnected network of computer networks that spans the globe,
seems to be everywhere today. It has become part of our lives. You can’t watch television
or listen to the radio without being urged to visit a website. Even newspapers and maga-
zines have their place on the Internet.

Birth of the Internet

The Internet began as a network to connect computers at research facilities and univer-
sities. Messages in this network would travel to their destination by multiple routes, or
paths. This configuration allowed the network to function even if parts of it were broken or
destroyed. In such an event, the message would be rerouted through a functioning por-
tion of the network while traveling to its destination. This network was developed by the
Advanced Research Projects Agency (ARPA)—and the ARPAnet was born. Four comput-
ers (located at UCLA, Stanford Research Institute, University of California Santa Barbara,
and the University of Utah) were connected by the end of 1969.

Growth of the Internet

As time went on, other networks, such as the National Science Foundation’s NSFnet, were
created and connected with the ARPAnet. Use of this interconnected network, or Internet,
was originally limited to government, research, and educational purposes. The number
of individuals accessing the Internet continues to grow each year. According to Internet
World Stats (http://www.internetworldstats.com/emarketing.htm), the percentage of the
global population that used the Internet was 0.4% in 1995, 5.8% in 2000, 15.7% in 2005,
28.8% in 2010, and 45% in 2015. Visit http://www.internetworldstats.com to explore more
statistics about the usage and growth of the Internet.
The lifting of the restriction on commercial use of the Internet in 1991 set the stage for future
electronic commerce: Businesses were now welcome on the Internet. However, the Internet
was still text based and not easy to use. The next set of developments solved this issue.

Birth of the Web

While working at CERN, a research facility in Switzerland, Tim Berners-Lee envisioned a
means of communication for scientists by which they could easily “hyperlink” to another
research paper or article and immediately view it. Berners-Lee created the World Wide
VideoNote
Evolution of the Web Web to fulfill this need. In 1991, Berners-Lee posted the code for the Web in a newsgroup
and made it freely available. This version of the World Wide Web used Hypertext Transfer
Protocol (HTTP) to communicate between the client computer and the web server, used
Hypertext Markup Language (HTML) to format the documents, and was text based.

The First Graphical Browser

In 1993, Mosaic, the first graphical web browser became available. Marc Andreessen and
graduate students working at the National Center for Supercomputing Applications (NCSA)
at the University of Illinois Urbana–Champaign developed Mosaic. Some individuals in this

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 1.1 The Internet and the Web 3

group later created another well-known web browser—Netscape Navigator—which is an

ancestor of today’s Mozilla Firefox browser.

Convergence of Technologies
By the early 1990s, personal computers with easy-to-use graphical operating systems (such
as Microsoft’s Windows, IBM’s OS/2, and Apple’s Macintosh OS) were increasingly available
and affordable. Online service providers such as CompuServe, AOL, and Prodigy offered
low-cost connections to the Internet. Figure 1.1 depicts this convergence of available com-
puter hardware, easy-to-use operating systems, low-cost Internet connectivity, the HTTP
protocol and HTML language, and a graphical browser that made information on the Inter-
net much easier to access. The World Wide Web—the graphical user interface to informa-
tion stored on computers running web servers connected to the Internet—had arrived!

Figure 1.1 Convergence of Technologies. Used by permission of World Wide Web

Consortium (W3C)

Who Runs the Internet?

You may be surprised that there is no single person “in charge” of the global intercon-
nected network of computer networks known as the Internet. Instead, Internet infrastruc-
ture standards are overseen by groups such as the Internet Engineering Task Force (IETF)
and the Internet Architecture Board (IAB). The IETF is the principal body engaged in the
development of new Internet protocol standard specifications. It is an open international
community of network designers, operators, vendors, and researchers concerned with
the evolution of Internet architecture and the smooth operation of the Internet. The actual
technical work of the IETF is completed in its working groups. These working groups are
organized into areas by topic, such as security and routing.

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 4 Chapter 1 Introduction to the Internet and World Wide Web

The IAB is a committee of the IETF and provides guidance and broad direction to the IETF. As
a function of this purpose, the IAB is responsible for the publication of the Request for Com-
ments (RFC) document series. An RFC is a formal document from the IETF that is drafted by
a committee and subsequently reviewed by interested parties. RFCs are available for online
review at http://www.ietf.org/rfc.html. Some RFCs are informational in nature, while others are
meant to become Internet standards. In the latter case, the final version of the RFC becomes
a new standard. Future changes to the standard must be made through subsequent RFCs.
The Internet Corporation for Assigned Numbers and Names (ICANN), http://www.icann.org,
was created in 1998 and is a nonprofit organization. Its main function is to coordinate the
assignment of Internet domain names, IP address numbers, protocol parameters, and pro-
tocol port numbers. Prior to 1998, the Internet Assigned Numbers Authority (IANA) coordi-
nated these functions. IANA still performs certain functions under the guidance of ICANN
and maintains a website at http://www.iana.org.

Intranets and Extranets

Recall that the Internet is an interconnected network of computer networks that is globally
available. When an organization needs the communication capabilities of the Internet, but
doesn’t want its information to be available to everyone, either an intranet or extranet is
appropriate.
An intranet is a private network that is contained within an organization or business. Its
purpose is to share organizational information and resources among coworkers. When an
intranet connects to the outside Internet, usually a gateway or firewall protects the intranet
from unauthorized access.
An extranet is a private network that securely shares part of an organization’s information
or operations with external partners such as suppliers, vendors, and customers. Extranets
can be used to exchange data, share information exclusively with business partners, and
collaborate with other organizations. Privacy and security are important issues in extranet
use. Digital certificates, encryption of messages, and virtual private networks (VPNs) are
some technologies used to provide privacy and security for an extranet. Digital certificates
and encryption used in e-commerce are discussed in Chapter 12.

1.2 Web Standards and Accessibility

Just as with the Internet, no single person or group runs the World Wide Web. However,
the World Wide Web Consortium (http://www.w3.org), referred to as the W3C, takes a pro-
active role in developing recommendations and prototype technologies related to the Web.
Topics that the W3C addresses include web architecture, standards for web design, and
accessibility. In an effort to standardize web technologies, the W3C produces specifications
called recommendations.

W3C Recommendations
The W3C Recommendations are created in working groups with input from many major cor-
porations involved in building web technologies. These recommendations are not rules; they
are guidelines. Major software companies that build web browsers, such as Microsoft, do not
always follow the W3C Recommendations. This makes life challenging for web developers
because not all browsers will display a web page in exactly the same way. The good news

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 1.2 Web Standards and Accessibility 5

is that there is a convergence toward the W3C Recommendations in new versions of major
browsers. You’ll follow W3C Recommendations as you code web pages in this book. Follow-
ing the W3C Recommendations is the first step toward creating a website that is accessible.

Web Standards and Accessibility

The Web Accessibility Initiative (WAI) (http://www.w3.org/WAI), is a major area of work by
the W3C. Since the Web has become an integral part of daily life, there is a need for all
individuals to be able to access it. Focus on
Accessibility
The Web can present barriers to individuals with visual, auditory, physical, and neuro-
logical disabilities. An accessible website provides accommodations that help individu-
als overcome these barriers. The WAI has developed recommendations for web content
developers, web authoring tool developers, web browser developers, and developers of
other user agents to facilitate use of the Web by those with special needs. See the WAI’s
Web Content Accessibility Guidelines (WCAG) at http://www.w3.org/WAI/WCAG20/glance/
WCAG2-at-a-Glance.pdf for a quick overview.

Accessibility and the Law

The Americans with Disabilities Act (ADA) of 1990 is a federal civil rights law that prohibits
discrimination against people with disabilities. The ADA requires that business, federal,
and state services are accessible to individuals with disabilities. A 1996 Department of Jus- Focus on
tice ruling (http://www.justice.gov/crt/foia/readingroom/frequent_requests/ada_coreletter/ Accessibility
cltr204.txt) indicated that ADA accessibility requirements apply to Internet resources.
Section 508 of the Federal Rehabilitation Act was amended in 1998 to require that U.S. gov-
ernment agencies give individuals with disabilities access to information technology that is
comparable to the access available to others. This law requires developers creating information
technology (including web pages) for use by the federal government to provide for accessibil-
ity. The Federal IT Accessibility Initiative (http://www.section508.gov) provides accessibility
requirement resources for information technology developers. As the
Web and Internet technologies developed, it became necessary to
review the original Section 508 requirements. New proposed Section
508 requirements were aligned to WCAG 2.0 guidelines and released
for comment in 2015. This textbook focuses on WCAG 2.0 guidelines
to provide for accessibility.
In recent years, state governments have also begun to encourage
and promote web accessibility. The Illinois Information Technology
Accessibility Act (IITAA) guidelines (see http://www.dhs.state.il.us/
IITAA/IITAAWebImplementationGuidelines.html) are an example of
this trend.

Universal Design for the Web

The Center for Universal Design defines universal design as “the
design of products and environments to be usable by all people,
to the greatest extent possible, without the need for adaptation or
specialized design.” Examples of universal design are all around Figure 1.2 A smooth ride is a benefit of
us. The cutouts on curbs that make it possible for people in wheel- universal design. Definition from The Principles
of Universal Design by The Center for Universal
chairs to access the street also benefit a person pushing a stroller Design. Published by by NC State University,
or riding a Segway Personal Transporter (Figure 1.2). Doors that ©1997

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 6 Chapter 1 Introduction to the Internet and World Wide Web

open automatically for people with mobility challenges also benefit people carrying pack-
ages. A ramp is useful for a person in a wheelchair, a person dragging a rolling backpack
or carry-on bag, and so on.
Awareness of universal design by web developers has been steadily increasing. Forward-
thinking web developers design with accessibility in mind because it is the right thing to
do. Providing access for visitors with visual, auditory, and other challenges should be an
integral part of web design rather than an afterthought.
A person with visual difficulties may not be able to use graphical navigation buttons and may
use a screen reader device to provide an audible description of the web page. By making a
few simple changes, such as providing text descriptions for the images and perhaps providing
a text navigation area at the bottom of the page, web developers can make the page accessi-
ble. Often, providing for accessibility increases the usability of the website for all visitors.
Accessible websites, with alternative text for images, headings used in an organized man-
ner, and captions or transcriptions for multimedia features, are more easily used not only
Focus on
Accessibility by visitors with disabilities, but also by visitors using a browser on a mobile device such as
a phone or tablet. Finally, accessible websites may be more thoroughly indexed by search
engines, which can be helpful in bringing new visitors to a site. As this text introduces web
development and design techniques, corresponding web accessibility and usability issues are
discussed.

1.3 Information on the Web

These days anyone can publish just about anything on the Web. In this section we’ll
explore how you can tell if the information you’ve found is reliable and how you can use
that information.

Reliability and Information on the Web

There are many websites—but which ones are reliable sources of information? When
visiting websites to find information, it is important not to take everything at face value
(Figure 1.3).
Questions to ask about web resources are listed as follows;
• Is the organization credible?
Anyone can post anything on the Web! Choose your information
sources wisely. First, evaluate the credibility of the website itself.
Does it have its own domain name, such as http://mywebsite.com,
or is it a free website consisting of just a folder of files hosted on a
free web hosting site (such as weebly.com, awardspace.com, or
000webhost.com)? The URL of a free website usually includes part
of the free web host's domain name. Information obtained from a
website that has its own domain name will usually (but not always)
be more reliable than information obtained from a free website.
Evaluate the type of domain name: Is it for a nonprofit organization
(.org), a business (.com or .biz), or an educational institution (.edu)?
Businesses may provide information in a biased manner, so be
Figure 1.3 Who really updated that web careful. Nonprofit organizations and schools will sometimes treat a
page you are viewing? subject more objectively.

M01_FELK0746_03_SE_C01.indd 6 12/21/15 7:05 PM

Another Random Scribd Document
with Unrelated Content
The Project Gutenberg eBook of Cupid of
Campion
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Cupid of Campion

Author: Francis J. Finn

Release date: July 16, 2016 [eBook #52583]

Most recently updated: October 23, 2024

Language: English

Credits: Produced by Mardi Desjardins & the online Distributed

Proofreaders Canada team at http://www.pgdpcanada.net
from
page images generously made available by the Internet
Archive (https://archive.org)

*** START OF THE PROJECT GUTENBERG EBOOK CUPID OF

CAMPION ***
CUPID OF CAMPION
 CUPID
OF CAMPION

BY
FRANCIS J. FINN, S.J.

Author of “Tom Playfair,” “Percy Wynn,” “Harry Dee,”

“Claude Lightfoot,” etc.

New York, Cincinnati, Chicago

BENZIGER BROTHERS
PUBLISHERS OF BENZIGER’S MAGAZINE

Copyright 1916 by Benziger Brothers

 CONTENTS

CHAPTER I
In which Clarence Esmond places himself in the hands of
the Bright-eyed Goddess of Adventure, and entrusted by that
Deity to the care of a Butcher’s Boy 9

CHAPTER II
In which the Steamer St. Paul and a tramp lend their aid to
the Bright-eyed Goddess 18

CHAPTER III
In which Clarence and his companion, the Butcher’s Boy,
discourse, according to their respective lights, on poetry and
other subjects, ending with a swim that was never taken and
the singing of Ta-ra-ra-boom-de-ay for the last time 28

CHAPTER IV
In which Clarence Esmond, alone and deserted, tries to
pray; and his parents defer their trip to the Coast 45

CHAPTER V
In which Ben, the gypsy, associates himself with the Bright-
eyed Goddess in carrying out her will upon Master Clarence
Esmond, and that young gentleman finds himself a captive 58
 CHAPTER VI
In which Clarence meets Dora, learns much of his gypsy
companion, fights Ezra, and is sung to slumber 69

CHAPTER VII
In which the strange tale of Dora, another victim of the
Bright-eyed Goddess, is told to Clarence 89

CHAPTER VIII
In which Clarence enters upon his career as a gypsy, and
makes himself a disciple of Dora 100

CHAPTER IX
In which Clarence gets some further knowledge of a
shrine, which has much to do with the most important events
of this veracious narrative, and pays back the gypsy, Pete, with
compound interest 106

CHAPTER X
In which Clarence engages in a swimming race, and to the
consternation of Dora disappears in the waters of the
Mississippi 118

CHAPTER XI
In which John Rieler, of Campion College, greatly daring, 126
goes swimming alone, finds a companion, and acts in such a
manner as to bring to Campion College the strangest, oddest
boy visitor that ever entered its portals

CHAPTER XII
In which Clarence relieves the reader of all possible doubts
concerning his ability as a trencherman, and the Reverend
Rector of Campion reads disastrous news 135

CHAPTER XIII
In which Clarence as the guest of Campion College makes
an ineffectual effort to bow out the Bright-eyed Goddess of
Adventure 141

CHAPTER XIV
In which Clarence tells his story and gets the Reverend
Rector to take a hand against the Bright-eyed Goddess 147

CHAPTER XV
In which Clarence begins to admire Campion College, and
becomes the room-mate of a very remarkable young man, as
the sequel will clearly show 164

CHAPTER XVI
In which the Bright-eyed Goddess comes to bat again, and
promises to win the game 170
 CHAPTER XVII
In which one surprise follows so closely upon the heels of
another that Masters Esmond and Rieler lose power of speech
and Will Benton strikes a blow which will live forever in the
traditions of Campion College 182

CHAPTER XVIII
In which there are a joyful return, a sad duty and a picnic,
ending with a reunion of loved ones 195

CHAPTER XIX
In which John Rieler fails to finish his great speech, and
Clarence is seriously frightened 207

CHAPTER XX
In which there is another joyful reunion, and Clarence
presents an important letter to the Rector of Campion College 215

CHAPTER XXI
In which everybody is happy, Will Benton is jocose, and
justifies the title of this Romance of the Upper Mississippi 228

CUPID OF CAMPION
 CHAPTER I
In which Clarence Esmond places himself in the hands of the
Bright-eyed Goddess of Adventure, and is entrusted by that Deity
to the care of a Butcher’s Boy.

O nupon
a morning early in September, the sun was shining brightly
the village of McGregor. Nestled in a coulée between two
hills, one rising squarely and rock-ribbed, lacking only the illusion of
windows to give it the appearance of a ruined castle, the other to
the northwest, sloping gently upwards, and crowned at the summit
with a number of villas, McGregor, running down to the Mississippi
River, was as pretty a town as Iowa could boast.
On this bright particular morning, an overgrown youth was sitting
on the boat-landing, his feet dangling above the water, his face
glooming darkly. Master Abe Thompson, age sixteen, was troubled in
spirit.
He was homeless. He had lost his position, that of a butcher’s
boy, just a little after sunrise. It arose out of a difference of seventy-
five cents in the butcher’s accounts. Abe had been told under
penalty of having “his face shoved in” never to darken the doors of
the butcher-shop again. At the tender age of twelve Abe had left his
home unostentatiously and without serving notice, and ever since
had spent his time in losing jobs up and down the river. The trouble
with Abe was that he never could resist “obeying that impulse,” no
matter what that impulse might be. He had been blessed, if one may
say so, with an obedient mother and an indifferent father. The
discipline of the public school which Abe was supposed to attend
might have done something for the boy had he been present for so
much as six days hand-running. But Abe had early made a
successful course in the art of dodging duty. He was by way of
joining that vast army of the unemployed who are the ornament of
our country roads in summer and of our back alleys in winter. Abe
was entitled to graduate with honors in the ranks of those who have
learned the gentle art entitled “How not to do it.” At the present
moment Abe Thompson was in darkest mood. His soul just now was
fit for treasons, stratagems, and spoils. His gloomy eyes moved
vacantly over the waters shimmering in the sun. Suddenly his air of
listlessness disappeared, his eyes grew tense. Among the boats
around the landing was one small skiff riding high on the water, in
which (for some people will be careless) lay a pair of oars and a
paddle.
Abe was still gazing at this boat and its contents with greedy
eyes when there came upon his ears the sound of a sweet, piercing
soprano voice, giving, to whoso should wish to hear, the ineffable
chorus of an almost forgotten music-hall melody:

“Ta-ra-ra-boom-de-ay,
Ta-ra-ra-boom-de-ay,
Ta-ra-ra-boom-de-ay,
Ta-ra-ra-boom-de-ay!”

Abe turned to discover coming blithely down street—the one

street running through McGregor—a gay lad of about fourteen years
of age, dressed in an immaculate white sailor-suit. The approaching
youth was walking, skipping, and jumping in such wise that it was
hard to define what he was doing at any particular moment. He was
rather small for his years, but apparently of muscle all compact.
Gracefulness characterized his wildest and most impetuous motions.
He was a perfect blonde, and his hair, bobbed after the fashion of
little girls of ten or eleven, gave him a somewhat feminine aspect,
further emphasized by his cream-and-rose complexion. A close
observer, studying his pretty features, might indeed have inferred
from his tip-tilted nose and his square chin that the youngster was
not safely to be treated as a mollycoddle. Abe was not a close
observer.
“I say,” he broke out, as the pretty boy drew near, “what sort of a
lingo is that you’re giving us? You don’t call that American, do you?”
 “Good morning, fair sir,” replied the boy, raising his sailor hat and
bowing elaborately, “may I have the pleasure of your acquaintance?”
“What lingo was that you was a-singing?”
“The language, fair sir, of adventure.”
Abe frowned, and spat into the river.
“Permit me,” continued the newcomer, “to introduce myself. I
have the honor of informing you that my name is Clarence Esmond.
What is yours?”
“I’m Abe Thompson. What are you looking for this morning?”
continued Abe, as he noticed that Clarence was gazing longingly at
the craft moored at the river’s edge.
“Who?—me?” queried the debonair youth. He drew himself erect,
threw back his head, raised his eyes, and with a dramatic gesture
continued: “I am looking for the bright-eyed goddess of adventure!”
“Oh, talk American!”
“I will, gentle youth. I am looking for fun; and if something
happens, so much the better.”
“Do you want to go anywheres?”
“I want to go everywhere. I’d like to be on the ocean, running a
liner; I’d like to be a cowboy, dodging Indians; I’d like to be a soldier
in the trenches, and a sailor in a submarine. In fact, I’d like to be
everywhere at the same time.”
“You can’t do that, you boob,” said Abe with strong disfavor on
his rugged face.
“I am one of those fellows,” continued Clarence, “who wants to
eat his cake and have it.”
“Oh, jiminy!” roared Abe, breaking into a loud laugh, “you want
to eat your cake and you want to have it at the same time?”
“That’s it exactly. I want to eat my cake, and at the same time
have it.”
“Oh, jiminy! Why, do you know what you are?” asked Abe
laughing with conscious superiority.
“Won’t you please tell me?”
“Why, you are an idiot, a plumb-born idiot.”
“Oh, am I?” and as Clarence asked the question his face beamed
with joy.
 “You sure are.”
“I suppose,” continued Clarence, “that you think I am one of
those chaps who hasn’t got enough sense to come in out of the rain
when it is raining.”
“You’re the dumbdest idiot I ever met,” said the frank butcher’s
boy.
“I guess you are right,” assented the lad beamingly. “Lots of
people have told me I am an idiot. And I never do come in out of
the rain when it is raining. I use a cravenette.”
“Oh, Lord!” cried Abe, all his crude humor stirred to scornful
laughter, “what an awful ass you are!”
“Thank you so much,” answered Clarence glowing with delight.
“It’s a pleasure to meet a fellow who says just what he thinks.”
“Any more like you at home?”
“I happen to be the only child,” answered Clarence. “I am the
light of my mother’s eyes. There are no others like me.”
“I should say not! Say, who let you loose?”
“That reminds me,” said Clarence, his smile leaving him. “I’ve got
to be back at noon, and it’s nearly eight-thirty now. Say, do you
know this river?”
“I should say I do. Do you want me to row you?”
“Is there any place around here worth seeing?”
“Sure! Pictured Rocks! Everybody goes there. It’s a mile down
the river.”
“Suppose I hire a boat, would you mind acting as my guide—
salary, fifty cents?”
“I can do better than that,” said Abe, becoming all of a sudden
obsequious. “That’s my boat down there—that little boat with the
oars—and I’ll take you to Pictured Rocks and bring you back for one
dollar. That’s fair enough, ain’t it?”
Abe was young and his imagination undeveloped. Had he been
older, he would have tried to sell the boat and a few houses nearest
the river bank, all together, for a slightly larger sum.
“That’s a go!” cried Clarence, running for the boat, jumping in
and seating himself to row. “Come on quick. Cast off, old boy.”
 The boat was locked to a post. Abe was accustomed to facing
such difficulties. He broke the lock under Clarence’s unobservant
eyes, and, shoving the skiff off and jumping in, seated himself in the
stern.
“You row and I’ll steer,” he said, as he picked up the paddle.
Clarence dipped the oars into the water, and with a few strokes
the two started down the river with the swift current. It was a
beautiful morning, clear and crisp. The river, a vast lake in width
with islands and inlets and lagoons and streams between the Iowa
and the Wisconsin shores, was dancing in the sunlight. Birds, late
though the season was, made the air gay. On the Wisconsin shore
the solemn hills, noble and varied, stood sentinel over the smiling
valleys of golden grain which ran almost to the river’s banks; on the
Iowa side, a twin range came down almost to the water. The river
was clear and, despite the current, had all the appearance of a vast
lake.
The air and the sunshine and the scenery entered into Clarence’s
soul.
“Hurrah!” he cried, brandishing an oar. “All aboard to meet the
bright-eyed goddess of adventure!”
And the bright-eyed goddess was not deaf to the summons of
the thoughtless lad. The goddess was awaiting him. The meeting
was to be very soon, and the interview a long one. And it is because
of the meeting that this veracious story is written.
 CHAPTER II
In which the Steamer St. Paul and a tramp lend their aid to the
Bright-eyed Goddess.

“I say,”“What
observed Abe presently, “you can row some!”
do you think I’ve been going to school for?” retorted
the dainty youngster, as with even and strong stroke he sent the
boat flying down the current.
“What are you giving us? There ain’t no rowing-schools.”
“It may be, fair sir,” answered Clarence, “that there be no schools
with that precise name; at the same time, I don’t mind telling you
that for the past three years I’ve been attending Clermont Academy
in New York State, a young gentleman’s boarding school, as the
prospectus says, where for the trifling sum of nine hundred dollars a
year, cash in advance semi-annually, I have learned to play handball,
baseball, football, lawn tennis, basket-ball, hurdling, shot-throwing,
swimming, skating, and a few other little things like that.”
“You call that a school?” exclaimed Abe, his large nose curling in
disdain.
“Everybody calls it a school,” answered Clarence, blithely, “even
the babes in their mothers’ arms.”
“What about readin’, ’ritin’ and ’rithmetic?” continued the
incredulous steersman.
“Oh, we’ve got all that, too; if we want that sort of thing. We
can’t be running and jumping all day, you know.”
“That’s a measly school,” continued Abe.
“Awful sorry you don’t like it. Of course, you don’t have to come.”
“No school for me,” said Abe emphatically. “Say, why ain’t you at
school now?”
“Because my ma and my pa are over here visiting. They’re going
West as far as the coast, and my pa’s taking me along so’s he’ll
know me next time he sees me. And my ma says she’s real anxious
to make my acquaintance.”
“You don’t mean to say you don’t know your own pa and your
own ma?” cried the scandalized Abe.
“Well, I haven’t seen ’em ever since I was eleven. A boy changes
a good deal in three years. My ma didn’t change so much. But she
says she’d hardly know me. I say, this river looks fine! How is it for
swimming?”
“Mighty bad,” answered Abe, his power of invention beginning to
stir. “If you don’t know this river, you’re just as like as not to get
drownded. It looks all right,” continued the young vagabond,
warming up to his theme; “but it’s full of sink-holes and places that
suck you down. Don’t you ever go in this river unless you know
some one who can show you a safe spot. You see that little house
there, with the red roof?”
“It appears to me I do.”
“Well, the other day, three guys who didn’t know nothing about
this river went in swimming just in front of it. All three went down,
and they never come up no more.”
“What!” cried Clarence, resting on his oars and losing something
of his color.
“Yes, sir,” Abe affirmed, regretting now that he hadn’t made it six
or seven boys. “And their fathers all came here to see what could be
done, and one of them went in and he was drownded too. It’s a
mighty dangerous river in these parts.”
“That settles it,” said Clarence, resuming his rowing with a sigh.
“I’ll not take the swim today that I promised myself.”
“Oh, I can fix that,” said Abe, “I know a place right down by
Pictured Rocks where a hen wouldn’t mind swimming; it’s so safe.
Oh, look!” he continued, “here comes the St. Paul.”
“What? Where?” cried Clarence, once more relinquishing the oars
and craning his neck. “By George! That’s worth seeing. Where is it
from?”
“From St. Louis. It’s a passenging boat and is going to St. Paul.”
The approaching steamboat, just turned a bend, was quite near
them.
 “Aha!” cried Clarence, picking up the oars and becoming
melodramatic. “There she is! I can see her. Somewhere, Master Abe,
in that boat is the bright-eyed goddess of adventure, and I’m going
to meet her.” As he spoke he set vigorously to rowing out towards
mid-stream.
“Say, you boob,” roared Abe, dropping his paddle in dismay:
“You’re going to get run down. Do you want to get drownded?”
“Not at all. Now just sit tight, don’t rock the boat, and let me do
it all by myself. We’re going to shoot right across her bow. You just
leave it to me. We can do it easily.”
They were now quite near the steamer and it looked to Abe, as it
looked to the captain of the boat, as though the little craft were
almost certain of being run down. Abe fell back, his cheeks grew
white, his teeth chattered; he turned his face from the approaching
vessel. Meantime, there was a whistle, a clanging of bells, and
hurried movements on the St. Paul. As the forward deck filled with
excited passengers, the steamboat came almost to a full stop;
observing which Mister Clarence, who had been rowing with all his
might and main, lessened his efforts most perceptibly, and gazed
enquiringly at the big boat.
“Say, do you know, Abe, I believe that boat’s in trouble? Maybe
they want our help.”
Abe sat up and once more took notice.
“You young jackass!” roared the captain leaning as far as it was
safe over the deck.
“Which one of us do you mean, sir?” asked Clarence.
“You, gosh blame you! You, drat your hide! If there were more
idiots on this river like you, I’d give it up and take to farming. I’ve
stopped my boat on your account.”
“Go right ahead, sir. I didn’t want you to stop.”
Clarence beamed kindly on the captain, smiled upon the
passengers, and doffed his cap. There came a cheer from the deck,
Clarence hummed “Ta-ra-ra-boom-de-ay,” and presently the two
adventurers had the river to themselves.
“He said you were a young jackass,” said Abe presently.
“Yes, I noticed.”
 “Well, you are.”
“Why, I could have made that easily. There was no danger at all.
He had no business to stop that old boat of his. I didn’t ask him to.
And then he goes and calls me names.”
“He said you were an idiot,” pursued Abe.
“That’s nothing. I’ve heard that before. Nearly all my friends say
things like that to me.”
“I’ll not go rowing with you again, you big boob.”
“You’ll not get the chance. I’m off for the Coast at noon-time.”
“Here we are,” cried Abe presently, steering towards the shore.
“This is the place that leads up to Pictured Rocks.”
“Hurrah for Pictured Rocks!” shouted Clarence, bringing with a
few swift strokes the boat well up on the beach. “And what are
Pictured Rocks anyhow?”
“The folks round here,” answered Abe, as he took the oars from
the boat and carefully hid them in the undergrowth near the shore,
“calls ’em Pictured Rocks, because the rocks up this here hill instead
of being white like other rocks is in layers of red and orange and
blue and all sorts of colors between, and they says that the Injuns
used to come here and use the stuff of the rocks for war-paint.”
“Well,” said Clarence, blithely turning a few cartwheels on
reaching the bank, “I’m ready for your Pictured Rocks. Do you think
I’ll find the bright-eyed goddess of adventure amongst them?”
“I dunno. Come right along; we can get up there in about fifteen
minutes.”
But the bright-eyed goddess of adventure was nearer than
Clarence fancied. She took, on this occasion, the guise of a tramp,
who, making his way along the railroad ties of the Chicago,
Milwaukee, and St. Paul towards McGregor and chancing to see a
youth in a white sailor-suit, thought it worth his while to pause upon
his weary journey.
Abe led the way. He passed the tracks unnoticed by the road
adventurer. Clarence, pausing at every other step to take in the
view, presently followed.
“Say, young feller, could I say a word to you?”
 “Make it a dozen, while you’re about it,” answered Clarence,
gazing at the long-haired, unshorn, shabby, middle-aged man before
him.
“I ain’t had nothing to eat since last night. Could you spare me a
dime?”
“With pleasure,” responded the youth, taking out as he spoke a
handful of coin, selecting a quarter and handing it over to the
hungry one.
The sight of money brings a strange light into certain eyes. The
tramp’s were of that kind.
“You’re carrying too much money for a kid. Give me some more,”
he said.
“Skiddoo! Hump yourself!” yelled Abe from a safe distance.
Clarence was looking hard at his new acquaintance. There was
no mistaking the glint in the fellow’s eye. The beggar had developed
into the highwayman.
“Excuse me!” said Clarence, and turning tail he dashed down the
track.
The tramp had a good pair of legs in excellent condition from
much travel. He was quick to the pursuit.
“Run faster!” roared Abe, content to give advice. “He’s catching
up.”
Clarence had a start of nearly ten yards; but before he had gone
far, it grew clear to him that his pursuer was no mean runner. Nearer
and nearer drew the tramp. The race could not last much longer.
Suddenly Clarence stopped, whirled around, and before his
pursuer could realize the turn of events, plunged through the air,
landing with both arms about the astounded man’s knees. The
tramp went down with a suddenness to which few men are
accustomed, and, assisted by a quick shove from the boy’s agile
arm, started rolling from the tracks down an incline of some fifteen
feet. By the time he had arisen to a sitting posture below and passed
his hand over the several bruises on his head, the boy was back with
Abe and lustily making his way up the hillside.
The tramp saw him, no more; but as he rose to resume his
wearied journey, he heard a blithe voice far up the hillside carolling
forth:

“Ta-ra-ra-boom-de-ay,
Ta-ra-ra-boom-de-ay,
Ta-ra-ra-boom-de-ay,
Ta-ra-ra-boom-de-ay!”
 CHAPTER III
In which Clarence and his companion, the Butcher’s Boy,
discourse, according to their respective lights, on poetry and other
subjects, ending with a swim that was never taken and the singing
of Ta-ra-ra-boom-de-ay for the last time.

“T hat was great,” said Abe, enthusiastically, as he led the way up

a steep and winding path. “You dished that feller easy. How did
you do it?”
“I just tackled him.”
“What’s that?”
“Don’t you know anything about football?”
“Naw!”
“Well, when a chap on the other side has the ball and is running
up the field with it and you want to stop him, you make a dive at his
knees and clasp your arms right above ’em; and the faster he’s
going, the harder he’ll fall.”
“I’d like to learn that game,” remarked Abe with some show of
enthusiasm.
“What a nice little stream that is,” continued Clarence, waving his
hand towards a tiny streamlet beside their upward path. “I like the
sound of running water, don’t you? There ought to be a waterfall
somewhere about here.”
“There is; it’s furder up.”
“Are you fond of Tennyson, Abe?”
“Eh? What’s that? Another game?”
“He’s a poet.”
“A what?”
“A poet: he writes verses, you know.”
“I don’t read nothin’.”
“Well, listen to this:
 “‘I come from haunts of coot and hern,
I make a sudden sally
And sparkle out among the fern
To bicker down a valley!’”

“Sally is a girl’s name,” said Abe, whose brows had grown

wrinkled from concentrated attention.
“I don’t think you quite got the idea of those lines,” said Clarence
suavely. “But just listen to this:

“‘I chatter, chatter as I flow

To join the brimming river;
For men may come and men may go,
But I go on forever.’”

“Say that again, will you?”

Clarence obligingly and with some attention to elocution repeated
the famous stanza.
“Who said that?” asked Abe.
“Tennyson.”
“What was he chattering for?”
“He wasn’t chattering; it was the brook that chattered.”
“Well, why didn’t he say so, then? He said, ‘I chatter.’”
“Oh, hang it! He put those words into the mouth of the brook.”
“But a brook ain’t got no mouth.”
“Yes; but he put himself in place of the brook. He just imagined
what the brook would say, if it could talk. Listen once more.” And for
the third time and still more melodramatically Clarence gave voice to
the quatrain.
“Tennysee was a fool. The idea of a feller taking himself to be a
brook. Why, if he was a brook, he couldn’t talk anyhow.”
“Abe, you’re hopeless.”
“See here, don’t you call me no names.”
“You’re a literalist!”
“You’re another, and you’re a liar!”
 “Oh!” cried Clarence, gurgling with delight, “here are the Pictured
Rocks, sure enough. And a cave!”
Beside the stream, a vast bed of rocks in veritable war-paint,
hollowed at the centre into a rather large cavern, greeted the eyes
of the astonished youth. The colors in horizontal layers were gay and
well-defined, red being predominant.
“This is where the Injuns used to come for their paint,” explained
Abe, forgetting his grievance in the pleasure of being a cicerone.
“They used to come down this path and daub themselves up, and
then cross the river to Wisconsin, and shoot the Injuns on the other
side with their bows and arrers.”
Clarence was examining the surface of the rock. It was easy to
rub away the outer part of the soft layers.
“Say, Abe, let me paint you. I think you’d make a fine Indian.”
And Clarence with a handful of red sand sprang smilingly at his
guide.
“You go on and paint yourself,” growled Abe, backing quickly. As
a result, he missed his footing, slipped and fell into the tiny stream,
where he sat for several seconds before it occurred to him to rise.
“Ha, ha, ha!” screamed Clarence. His silvery laughter, clear and
sweet, was caught up by the echoes and came back translated into
the merriment of elfland.
Much as the echoes seemed to appreciate his burst of glee, it did
not appeal at all to the wrathful guide. His face had grown red as a
turkey-cock’s; his fists doubled, and he was on the point of
assaulting the unsuspecting Clarence.
“Oh, hark, oh, hear!” cried Clarence with a gesture and in a voice
so high and ringing that Abe was startled, and paused in the
execution of his revenge.
“Did you hear ’em?”
“Hear what?”
“The echoes. They’re the horns of elfland, you know.”
“The what!” exclaimed Abe. He had a dread of the unknown
word.
“The horns of elfland faintly blowing.”
 “You’re blowing yourself. Here you”——Abe stooped, picked up a
small twig and placed it on one shoulderband of his blue overalls
—“Knock that chip off’n my shoulder!”
Clarence surveyed his offended companion severely.
“Abe, come on; let’s go up. You know, I owe you a dollar. If you
were to put one of my beautiful blue eyes into mourning, I think I’d
claim that dollar for damages and then where would you be?”
“Well, then, you stop using them big words.”
“All right, Abe.”
With an occasional shout to set the wild echoes flying, the two
pursued their steep upward way. For the most part, there was no
conversation.
When they reached the waterfall, nothing would do Clarence but
at the risk of life and limb to get under the hollow rock, over which
fell the water in a wide but thin stream, and, extending his head and
opening his mouth, catch what drops he could as they fell.
“Abe!” he suddenly said, “I think I know now where the goddess
of adventure lives.”
“Eh? What?”
“If ever I wish to communicate with that bright-eyed lady, I’ll
address my letters thus:

“‘To the Goddess of Adventure,

The Bright-eyed Waterfall,
Pictured Rocks,
Iowa, U. S. A.’”

“You drop that goddess of adventure. I don’t believe in no such

foolishness as that.”
“All right, Abe, if you don’t believe in her, she doesn’t exist. Now
for the top.”
Up they went, with quick steps and, as regards Clarence, steady
breathing. Abe was puffing. Loose living had reached out into the
future and gained for him the “far off interest of years.” Abe
belonged to that steadily increasing class of Americans who, growing