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New Perspectives on HTML, CSS, and XML, 4th Edition
Textbook Reviewers
We are extremely grateful to the New Perspectives on HTML, CSS, and XML, 4th Edition textbook reviewers
listed below, and would like to take this opportunity to acknowledge them for their contributions in
the development of this text. Their timely reviews, informed feedback, and excellent suggestions were
tremendously valuable and helped us to produce an outstanding text that will meet the needs of all our New
Perspectives instructors and students. Our sincere thanks to all!

Textbook Reviewers
David Doering, St. Louis Community College
Bernice Howard, St. Johns River Community College
Ravinder Kang, Highline Community College
Diana Kokoska, University of Maine at Augusta
Lisa Macon, Valencia Community College
Dave Sciuto, University of Massachusetts—Lowell
Sharon Scollard, Mohawk College
Luke Sui, Daytona State College
John Taylor, Southeastern Technical College

“The New Perspectives on HTML, CSS, and XML, 4th Edition text follows in the tradition of earlier editions with its
hands-on, case-based approach, which has helped thousands of my students succeed in their pursuit of a career in
Web Development. The new pedagogical features, especially the Visual Overviews at the start of each new session, will
appeal to students with a variety of learning styles. The prior edition is a student favorite among text books. I predict
that this new edition will accomplish that which I thought was impossible: to top its predecessor in popularity. Add the
fun students have working through the real-world tutorials to the deep learning that occurs as a result, and we end up
with a student prepared for a high-paying industry career.”
—Lisa Macon,
Valencia Community College

Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 New Perspecti ves on

HTML, CSS, and XML

4th Edition

COMPREHENSIVE

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Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 New Perspecti ves on

HTML, CSS, and XML

4th Edition

COMPREHENSIVE

Patrick Carey
Sasha Vodnik

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

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This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
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New Perspectives on HTML, CSS, and XML © 2014 Cengage Learning
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 Preface
The New Perspectives Series’ critical-thinking, problem-solving approach is the ideal way
to prepare students to transcend point-and-click skills and take advantage of all that
HTML, CSS, and XML have to offer.
In developing the New Perspectives Series, our goal was to create books that give students
the software concepts and practical skills they need to succeed beyond the classroom.
We’ve updated our proven case-based pedagogy with more practical content to make
learning skills more meaningful to students. With the New Perspectives Series, students
understand why they are learning what they are learning, and are fully prepared to apply
their skills to real-life situations.

“I love this text because

About This Book
it provides detailed This book provides complete coverage of HTML, CSS, and XML and includes the following:
instructions and real- • Up-to-date coverage of using HTML5 and CSS3 to create Web sites
world application • Instruction on creating multimedia Web pages, interactive Web forms, and mobile
examples. It is ideal for
classroom and online
Web sites
instruction. At the end • Creating XML documents and validating them against DTDs or schemas
of the term my students New for this edition!
comment on how much • Each session begins with a Visual Overview, which includes colorful, enlarged fig-
they’ve learned and ures with numerous callouts and key term definitions, giving students a comprehen-
put to use outside the
sive preview of the topics covered in the session, as well as a handy study guide.
classroom.”
—Bernice Howard • New ProSkills boxes provide guidance for how to use the software in real-world,
St. Johns River Community professional situations, and related ProSkills exercises integrate the technology skills
College students learn with one or more of the following soft skills: decision making, prob-
lem solving, teamwork, verbal communication, and written communication.
• Important steps are highlighted in yellow with attached margin notes to help students
pay close attention to completing the steps correctly and avoid time-consuming rework.

System Requirements
This book assumes that students have an Internet connection, a text editor, and a current browser
that supports HTML5 and CSS3. The following is a list of the most recent versions of the major
browsers at the time this text was published: Internet Explorer 10, Firefox 21, Safari 6.0.5, Opera
12.15, and Chrome 27. More recent versions may have come out since the publication of this
book. Students should go to the Web browser home page to download the most current version.
All browsers interpret HTML and CSS code in slightly different ways. It is highly recommended
that students have several different browsers installed on their systems for comparison. Students
might also want to run older versions of these browsers to highlight compatibility issues. Students
who intend to validate their XML documents in Tutorials 12-14 should have access to an XML
validating parser such as Exchanger XML Editor or to an online validation service. The screen-
shots in this book were produced using Internet Explorer 9.0 (Tutorials 1-10) or Internet Explorer
10.0 (Tutorials 11-14) running on Windows 7 Professional (64-bit), unless otherwise noted.
If ­students are using different browsers or operating systems, their screens will vary slightly from
those shown in the book; this should not present any problems in completing the tutorials.
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 vi New Perspectives Series

“New Perspectives texts

provide up-to-date,
The New Perspectives Approach
real-world application
of content, making book Context
selection easy. The Each tutorial begins with a problem presented in a “real-world” case that is meaningful to
step-by-step, hands-on ­students. The case sets the scene to help students understand what they will do in the tutorial.
approach teaches
students concepts they Hands-on Approach
can apply immediately.” Each tutorial is divided into manageable sessions that combine reading and hands-on, step-by-step
—John Taylor
work. Colorful screenshots help guide students through the steps. Trouble? tips anticipate com-
Southeastern Technical
College
mon mistakes or problems to help students stay on track and continue with the tutorial.

Visual Overview Visual Overviews

New for this edition! Each session begins with a Visual Overview, a new two-page spread that
includes colorful, enlarged figures with numerous callouts and key term definitions, giving
students a comprehensive preview of the topics covered in the session, as well as a handy
study guide.

ProSk ill s ProSkills Boxes and Exercises

New for this edition! ProSkills boxes provide guidance for how to use the software in real-
world, professional situations, and related ProSkills exercises integrate the technology skills
students learn with one or more of the following soft skills: decision making, problem solving,
teamwork, verbal communication, and written communication.

K E Y STEP Key Steps

New for this edition! Important steps are highlighted in yellow with attached margin notes to
help students pay close attention to completing the steps correctly and avoid time-consuming
rework.

insight InSight Boxes

InSight boxes offer expert advice and best practices to help students achieve a deeper under-
standing of the concepts behind the software features and skills.

Margin Tips
Margin Tips provide helpful hints and shortcuts for more efficient use of the software. The Tips
appear in the margin at key points throughout each tutorial, giving students extra information
when and where they need it.

rev iew Assessment

Retention is a key component to learning. At the end of each session, a series of Quick Check
apply
questions helps students test their understanding of the material before moving on. Engaging
end-of-tutorial Review Assignments and Case Problems have always been a hallmark feature of
the New Perspectives Series. Colorful bars and brief descriptions accompany the exercises, mak-
ing it easy to understand both the goal and level of challenge a particular assignment holds.

reference Reference
Within each tutorial, Reference boxes appear before a set of steps to provide a succinct sum-
Glossary/Index mary and preview of how to perform a task. In addition, each book includes a combination
Glossary/Index to promote easy reference of material.

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 HTML, CSS, and XML 4th Edition, Comprehensive vii

Our Complete System of Instruction

Coverage To Meet Your Needs
Whether you’re looking for just a small amount of coverage or enough to fill a semester-long
class, we can provide you with a textbook that meets your needs.
• Brief books typically cover the essential skills in just 2 to 4 tutorials.
• Introductory books build and expand on those skills and contain an average of 5 to
8 tutorials.
• Comprehensive books are great for a full-semester class, and contain 9 to 12+ tutorials.
So if the book you’re holding does not provide the right amount of coverage for you, there’s
probably another offering available. Go to our Web site or contact your Cengage Learning
sales representative to find out what else we offer.

CourseCasts – Learning on the Go. Always available…always relevant.

Want to keep up with the latest technology trends relevant to you? Visit
http://coursecasts.course.com to find a library of weekly updated podcasts, CourseCasts,
and download them to your mp3 player.

Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State University Computer
Science Department where he is responsible for teaching technology classes to thousands of
FSU students each year. Ken is an expert in the latest technology trends; he gathers and sorts
through the most pertinent news and information for CourseCasts so your students can spend
their time enjoying technology, rather than trying to figure it out. Open or close your lecture
with a discussion based on the latest CourseCast.

Visit us at http://coursecasts.course.com to learn on the go!

Instructor Resources
We offer more than just a book. We have all the tools you need to enhance your lectures, check
students’ work, and generate exams in a new, easier-to-use and completely revised package. This
book’s Instructor’s Manual, ExamView testbank, PowerPoint presentations, data files, solution
files, figure files, and a sample syllabus are all available on a single CD-ROM or for downloading
at http://www.cengage.com.

SAM: Skills Assessment Manager

Get your students workplace-ready with SAM, the premier proficiency-based assessment and
training solution for Microsoft Office! SAM’s active, hands-on environment helps students
master computer skills and concepts that are essential to academic and career success.

Skill-based assessments, interactive trainings, business-centric projects, and comprehensive

remediation engage students in mastering the latest Microsoft Office programs on their own,
allowing instructors to spend class time teaching. SAM’s efficient course setup and robust
grading features provide faculty with consistency across sections. Fully interactive MindTap
Readers integrate market-leading Cengage Learning content with SAM, creating a compre-
hensive online student learning environment.

www.cengage.com/series/newperspectives

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viii New Perspectives Series

Acknowledgments
I would like to thank the people who worked so hard to make this book possible. Special
thanks to my developmental editor, Sasha Vodnik, for his hard work and valuable insights, and
to my Product Manager, Kathy Finnegan, who has worked tirelessly in overseeing this project
and made my task so much easier with her enthusiasm and good humor. Other people at
Course Technology who deserve credit are Marie Lee, Executive Editor; Julia Leroux-Lindsey,
Associate Product Manager; Jacqueline Lacaire, Editorial Assistant; Jennifer Goguen McGrail,
Senior Content Project Manager; Christian Kunciw, Manuscript Quality Assurance (MQA)
Supervisor; and John Freitas, Serge Palladino, Susan Pedicini, Danielle Shaw, Marianne Snow,
Ashlee Welz Smith, and Susan Whalen, MQA testers.

Feedback is an important part of writing any book, and thanks go to the following reviewers
for their helpful ideas and comments: Bernice Howard, St. Johns River Community College;
Lisa Macon, Valencia Community College; Sharon Scollard, Mohawk College; Luke Sui,
Daytona State College; and John Taylor, Southeastern Technical College.

I want to thank my wife Joan and my six children for their love, encouragement and patience
in putting up with a sometimes distracted husband and father. This book is dedicated to the
memory of Mac Mendelsohn, who generously gave me my chance in this business and whose
constant encouragement in the early years inspired me and taught me so much.
– Patrick Carey

Many thanks to everyone who helped in this revision. Pam Conrad, my sharp-eyed develop-
mental editor, suggested improvements and asked a lot of important questions that helped me
immeasurably in tightening up the material. The good advice of Kathy Finnegan, my product
manager, kept me focused on the important aspects of the revision process, and she sweated
a lot of the small stuff so I didn’t have to. I’m also grateful to Donna Gridley, the series
­executive editor, for keeping the faith during the evolution of this revision. Jen Goguen
McGrail, Kelly Morrison, and the staff at GEX Publishing Services made it all look amazing.
And MQA testers Serge Palladino, Danielle Shaw, and Susan Whalen read everything through,
­completed all the steps, and gave smart feedback that removed many roadblocks for future
users. Finally, thanks to my husband, Jason Bucy, for encouraging me to balance diving deep
into XML with stepping away from the computer, getting outside, and enjoying the world
with him.
– Sasha Vodnik

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Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 HTML, CSS, and XML 4th Edition, Comprehensive ix

BRIEF Contents
HTML Level I Tutorials
Tutorial 1 Getting Started with HTML5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 1
Creating a Product Page for a Small Business
Tutorial 2 Developing a Web Site. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 71
Creating a Web Site for Amateur Photographers

Level II Tutorials
Tutorial 3 Designing a Web Page with CSS . . . . . . . . . . . . . . . . . . . . . . HTML 137
Creating a Web Site for a Rural Farm
Tutorial 4 Creating Page Layouts with CSS . . . . . . . . . . . . . . . . . . . . . . HTML 221
Designing a Web Site for a Cycling Club
Tutorial 5 Working with Tables and Columns. . . . . . . . . . . . . . . . . . . . . HTML 317
Creating a Radio Program Schedule

Level III Tutorials

Tutorial 6 Creating a Web Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 393
Designing a Survey Form
Tutorial 7 Designing a Multimedia Web Site . . . . . . . . . . . . . . . . . . . . . . HTML 483
Enhancing a Document with Sound, Video, and Applets
Tutorial 8 Enhancing a Web Site with Advanced CSS . . . . . . . . . . . . . . . HTML 547
Designing for Special Effects, Print Media, and the Mobile Web
Tutorial 9 Working with XHTML. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 643
Creating a Well-Formed, Valid Document
Tutorial 10 Programming with JavaScript. . . . . . . . . . . . . . . . . . . . . . . . HTML 685
Hiding E-Mail Addresses on a Library Web Site
Additional Case 1 Creating a Music School Web Site. . . . . . . . . . . . . HTML ADD1
Additional Case 2 Creating a Culinary Web Site. . . . . . . . . . . . . . . . . HTML ADD9
Additional Case 3 Creating a Web Site for a Climbing School. . . . . . HTML ADD16

XML Level IV Tutorials

Tutorial 11 Creating an XML Document. . . . . . . . . . . . . . . . . . . . . . . . . . HTML 743
Developing a Document for SJB Pet Boutique
Tutorial 12 Validating Documents with DTDs. . . . . . . . . . . . . . . . . . . . . . HTML 809
Creating a Document Type Definition for Map Finds For You

Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
x New Perspectives Series

Tutorial 13 Validating Documents with Schemas. . . . . . . . . . . . . . . . . . . HTML 875

Creating a Schema for the ATC School of Information Technology
Tutorial 14 Working with Advanced Schemas . . . . . . . . . . . . . . . . . . . . . HTML 941
Creating Advanced Schemas for Higher Ed Test Prep
Appendix A Color Names with Color Values, and HTML Character
Entities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML A1
Appendix B Making the Web More Accessible. . . . . . . . . . . . . . . . . . . . . . HTML B1
Appendix C HTML Elements and Attributes. . . . . . . . . . . . . . . . . . . . . . . HTML C1
Appendix D Cascading Styles and Selectors . . . . . . . . . . . . . . . . . . . . . . HTML D1
Appendix E Frames and Framesets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML E1

Glossary/Index REF 1

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 HTML, CSS, and XML 4th Edition, Comprehensive xi

Table of Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Marking the Head Element . . . . . . . . . . . . . . . . . . . . . HTML 13

Defining the Page Title . . . . . . . . . . . . . . . . . . . . . HTML 13

HTML Level I Tutorials
Adding Comments . . . . . . . . . . . . . . . . . . . . . . . . HTML 14
Tutorial 1 Getting Started with HTML5
Creating a Product Page for a Small Business . . . . . . . . . HTML 1 Displaying an HTML File . . . . . . . . . . . . . . . . . . . . HTML 15

Defining the Structure of the Page Body . . . . . . . . . . HTML 17

Session 1.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 2
Working with HTML5 Structural Elements . . . . . . HTML 18
Exploring the History of the World Wide Web . . . . . . . HTML 4
Marking a Section with the div Element . . . . . . . HTML 21
Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 4
Session 1.1 Quick Check . . . . . . . . . . . . . . . . . . . . . . . HTML 23
Locating Information on a Network . . . . . . . . . . . . HTML 4

Web Pages and Web Servers . . . . . . . . . . . . . . . . . . HTML 5 Session 1.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 24

Introducing HTML . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 5 Working with Grouping Elements . . . . . . . . . . . . . . . HTML 26

The History of HTML . . . . . . . . . . . . . . . . . . . . . . . . HTML 5 Marking Content Headings . . . . . . . . . . . . . . . . . . HTML 26

XHTML and the Development of HTML5 . . . . . . . . . HTML 6 Grouping Headings . . . . . . . . . . . . . . . . . . . . . . . . HTML 29

HTML and Style Sheets . . . . . . . . . . . . . . . . . . . . . . HTML 7 Marking Paragraph Elements . . . . . . . . . . . . . . . . HTML 30

Tools for Creating HTML Documents . . . . . . . . . . . . HTML 8 Marking a Block Quote . . . . . . . . . . . . . . . . . . . . . HTML 32

Entering Elements and Attributes . . . . . . . . . . . . . . . . HTML 8 Marking an Address . . . . . . . . . . . . . . . . . . . . . . . HTML 33

Introducing HTML Tags . . . . . . . . . . . . . . . . . . . . . . HTML 8 Marking a List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 34

Specifying an Element Attribute . . . . . . . . . . . . . . . HTML 9 Ordered Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 35

White Space and HTML . . . . . . . . . . . . . . . . . . . . . . HTML 9 Unordered Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 36

Exploring the Structure of an HTML Document . . . . . HTML 10 Nesting Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 37

The Document Type Declaration . . . . . . . . . . . . . . . HTML 11 Description Lists . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 38

Creating the Initial Document . . . . . . . . . . . . . . . . HTML 12

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 xii New Perspectives Series

Applying an External Style Sheet . . . . . . . . . . . . . . . HTML 41 Mixed Structures . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 76

Linking to an External Style Sheet . . . . . . . . . . . . HTML 41 Protected Structures . . . . . . . . . . . . . . . . . . . . . . . HTML 78

Styles for HTML5 Elements . . . . . . . . . . . . . . . . . . HTML 42 Creating a Navigation List . . . . . . . . . . . . . . . . . . . . . HTML 79

Marking Text-Level Elements . . . . . . . . . . . . . . . . . . . HTML 45 Working with Hypertext Links . . . . . . . . . . . . . . . . . . HTML 81

Using the Generic Elements div and span . . . . . . . HTML 48 Attributes of the a Element . . . . . . . . . . . . . . . . . . HTML 84

Marking a Line Break . . . . . . . . . . . . . . . . . . . . . . . . . HTML 49 Specifying a Folder Path . . . . . . . . . . . . . . . . . . . . . . HTML 85

Inserting an Inline Image . . . . . . . . . . . . . . . . . . . . . . HTML 52 Absolute Paths . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 87

The img Element . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 52 Relative Paths . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 87

Figures and Figure Captions . . . . . . . . . . . . . . . . . HTML 53 Setting the Base Path . . . . . . . . . . . . . . . . . . . . . . HTML 88

Working with Character Sets and Special Linking to Locations within a Document . . . . . . . . . . HTML 89
Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 54
Marking Locations with the id Attribute . . . . . . . HTML 91
Character Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 54
Linking to an id . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 93
Character Encoding . . . . . . . . . . . . . . . . . . . . . . . . HTML 55
Creating Links to ids in Other Documents . . . . . . HTML 95
Character Entity References . . . . . . . . . . . . . . . . . HTML 55
Session 2.1 Quick Check . . . . . . . . . . . . . . . . . . . . . . . HTML 99
Specifying the Character Set . . . . . . . . . . . . . . . . HTML 58
Session 2.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 100
Session 1.2 Quick Check . . . . . . . . . . . . . . . . . . . . . . . HTML 60
Working with Linked Images and Image Maps . . . . HTML 102
Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 61
Introducing Image Maps . . . . . . . . . . . . . . . . . . . HTML 103
Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 63
Client-Side Image Maps . . . . . . . . . . . . . . . . . . . HTML 104
Tutorial 2 Developing a Web Site
Creating a Web Site for Amateur Photographers . . . . HTML 71 Defining Hotspots . . . . . . . . . . . . . . . . . . . . . . . . HTML 104

Session 2.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 72 Applying an Image Map . . . . . . . . . . . . . . . . . . . HTML 107

Exploring Web Site Structures . . . . . . . . . . . . . . . . . . HTML 73 Linking to Resources on the Internet . . . . . . . . . . . . HTML 109

Linear Structures . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 74 Introducing URLs . . . . . . . . . . . . . . . . . . . . . . . . . HTML 109

Hierarchical Structures . . . . . . . . . . . . . . . . . . . . . HTML 76 Linking to a Web Site . . . . . . . . . . . . . . . . . . . . . . HTML 110

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 HTML, CSS, and XML 4th Edition, Comprehensive xiii

Linking to FTP Servers . . . . . . . . . . . . . . . . . . . . . . HTML 114 Applying a Style Sheet . . . . . . . . . . . . . . . . . . . . . . . HTML 144

Linking to a Local File . . . . . . . . . . . . . . . . . . . . . . HTML 115 User-Defined Styles . . . . . . . . . . . . . . . . . . . . . . . HTML 145

Linking to an E-Mail Address . . . . . . . . . . . . . . . . . HTML 115 External Style Sheets . . . . . . . . . . . . . . . . . . . . . HTML 146

Working with Hypertext Attributes . . . . . . . . . . . . . . HTML 117 Embedded Style Sheets . . . . . . . . . . . . . . . . . . . HTML 148

Opening a Secondary Window or Tab . . . . . . . . . . HTML 117 Inline Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 149

Creating a Tooltip . . . . . . . . . . . . . . . . . . . . . . . . . HTML 119 Exploring the Style Cascade . . . . . . . . . . . . . . . . . . HTML 149

Creating a Semantic Link . . . . . . . . . . . . . . . . . . HTML 120 Style Precedence and Specificity . . . . . . . . . . . . HTML 150

Using the link Element . . . . . . . . . . . . . . . . . . . . HTML 121 Style Inheritance . . . . . . . . . . . . . . . . . . . . . . . . . HTML 150

Working with Metadata . . . . . . . . . . . . . . . . . . . . . . . HTML 121 Defining Important Styles . . . . . . . . . . . . . . . . . . . HTML 151

Using the meta Element . . . . . . . . . . . . . . . . . . . . HTML 121 Writing Style Comments . . . . . . . . . . . . . . . . . . . . . . HTML 151

Using the meta Element to Reload a Defining Color in CSS . . . . . . . . . . . . . . . . . . . . . . . . HTML 152
Web Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 124
RGB Color Values . . . . . . . . . . . . . . . . . . . . . . . . . HTML 152
Session 2.2 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 124
Using Color Names . . . . . . . . . . . . . . . . . . . . . . . HTML 154
Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . . HTML 125
Defining Text and Background Colors . . . . . . . . . HTML 156
Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 127
Enhancements to Color in CSS3 . . . . . . . . . . . . . . . . HTML 158
ProSkills Exercise: Written Communication . . . . . . . HTML 135
HSL Color Values . . . . . . . . . . . . . . . . . . . . . . . . . HTML 158

HTML Level II Tutorials Opacity Values in CSS3 . . . . . . . . . . . . . . . . . . . . HTML 159

Tutorial 3 Designing a Web Page with CSS Styles Using Progressive Enhancement . . . . . . . . HTML 160
Creating a Web Site for a Rural Farm . . . . . . . . . . . . . HTML137
Session 3.1 Quick Check . . . . . . . . . . . . . . . . . . . . . . . HTML 161
Session 3.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 138
Session 3.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 162
Introducing CSS . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 140
Exploring Selector Patterns . . . . . . . . . . . . . . . . . . . HTML 164
The History of CSS . . . . . . . . . . . . . . . . . . . . . . . . HTML 142
Contextual Selectors . . . . . . . . . . . . . . . . . . . . . . HTML 165
Browser Extensions . . . . . . . . . . . . . . . . . . . . . . . HTML 143
Attribute Selectors . . . . . . . . . . . . . . . . . . . . . . . HTML 168
Defining a Style Rule . . . . . . . . . . . . . . . . . . . . . . . . HTML 144

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 xiv New Perspectives Series

Styling Web Page Text . . . . . . . . . . . . . . . . . . . . . . . . HTML 171 Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 211

Choosing the Text Font . . . . . . . . . . . . . . . . . . . . . HTML 171 Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 214

Setting the Font Size . . . . . . . . . . . . . . . . . . . . . . HTML 174 Tutorial 4 Creating Page Layouts with CSS
Designing a Web Site for a Cycling Club . . . . . . . . . . . HTML 221
Controlling Spacing and Indentation . . . . . . . . . HTML 176
Session 4.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 222
Working with Font Styles . . . . . . . . . . . . . . . . . . . HTML 180
Exploring Display Styles . . . . . . . . . . . . . . . . . . . . . . HTML 224
Aligning Text Horizontally and Vertically . . . . . . HTML 182
The display style . . . . . . . . . . . . . . . . . . . . . . HTML 225
Combining All Text Formatting in a
Single Style . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 183 The Box Model . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 226

Working with Web Fonts . . . . . . . . . . . . . . . . . . . . . HTML 185 Creating a Reset Style Sheet . . . . . . . . . . . . . . . . . . HTML 227

The @font-face Rule . . . . . . . . . . . . . . . . . . . . HTML 186 Designing the Background . . . . . . . . . . . . . . . . . . . . HTML 229

Installing a Cross-Browser Web Font . . . . . . . . . HTML 187 Background Image Options . . . . . . . . . . . . . . . . HTML 230

Understanding the CSS @rules . . . . . . . . . . . . . HTML 189 CSS3 Background Styles . . . . . . . . . . . . . . . . . . . HTML 231

Session 3.2 Quick Check . . . . . . . . . . . . . . . . . . . . . . . HTML 191 The background Shorthand Property . . . . . HTML 233

Session 3.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 192 Multiple Image Backgrounds . . . . . . . . . . . . . . . HTML 234

Designing Styles for Lists . . . . . . . . . . . . . . . . . . . . . HTML 194 Adding a Page Background . . . . . . . . . . . . . . . . . HTML 235

Choosing a List Style Type . . . . . . . . . . . . . . . . . . HTML 194 Exploring Browser Extensions . . . . . . . . . . . . . . . . . HTML 236

Using Images for List Markers . . . . . . . . . . . . . . HTML 196 Exploring Layout Designs . . . . . . . . . . . . . . . . . . . . . HTML 237

Changing the List Layout . . . . . . . . . . . . . . . . . . HTML 198 Fixed, Fluid, and Elastic Layouts . . . . . . . . . . . . . HTML 239

Using Pseudo-Classes and Pseudo-Elements . . . . . . HTML 200 Setting the Page Width and Height . . . . . . . . . . HTML 240

Pseudo-Classes . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 200 Floating Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 242

Pseudo-Elements . . . . . . . . . . . . . . . . . . . . . . . . . HTML 204 Setting a Float . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 242

Session 3.3 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 210 Clearing a Float . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 246

Session 4.1 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 249

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 HTML, CSS, and XML 4th Edition, Comprehensive xv

Session 4.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 250 Stacking Elements . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 300

Setting Margins and Padding . . . . . . . . . . . . . . . . . HTML 252 Session 4.3 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 303

Margin Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 252 Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . . HTML 304

Padding Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 256 Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 306

Working with Borders . . . . . . . . . . . . . . . . . . . . . . . . HTML 262 Tutorial 5 Working with Tables and Columns
Creating a Radio Program Schedule . . . . . . . . . . . . . . HTML 317
Setting Border Width and Color . . . . . . . . . . . . . HTML 263
Session 5.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 318
Setting the Border Design . . . . . . . . . . . . . . . . . . HTML 264
Introducing Web Tables . . . . . . . . . . . . . . . . . . . . . . HTML 320
Creating Rounded Corners . . . . . . . . . . . . . . . . . . . . HTML 266
Marking Tables and Table Rows . . . . . . . . . . . . . HTML 321
Elongated Corners . . . . . . . . . . . . . . . . . . . . . . . . HTML 267
Marking Table Headings and Table Data . . . . . . .HTML 323
Browser Extensions to Rounded Corners . . . . . . HTML 268
Adding a Table Border . . . . . . . . . . . . . . . . . . . . HTML 325
Managing Your Layout . . . . . . . . . . . . . . . . . . . . . . . HTML 270
Spanning Rows and Columns . . . . . . . . . . . . . . . . . . HTML 327
Using the Outline Style . . . . . . . . . . . . . . . . . . . . HTML 271
Creating a Table Caption . . . . . . . . . . . . . . . . . . . . . HTML 333
Putting It All Together . . . . . . . . . . . . . . . . . . . . HTML 273
Marking Row Groups . . . . . . . . . . . . . . . . . . . . . . . . HTML 336
Session 4.2 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 281
Marking Column Groups . . . . . . . . . . . . . . . . . . . . . HTML 338
Session 4.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 282
Adding a Table Summary . . . . . . . . . . . . . . . . . . . . . HTML 342
Positioning Objects . . . . . . . . . . . . . . . . . . . . . . . . . HTML 284
Session 5.1 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 343
Absolute Positioning . . . . . . . . . . . . . . . . . . . . . . HTML 284
Session 5.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 344
Relative Positioning . . . . . . . . . . . . . . . . . . . . . . . HTML 287
Formatting Tables with HTML Attributes . . . . . . . . . HTML 346
Fixed and Inherited Positioning . . . . . . . . . . . . . HTML 290
Setting Cell Spacing with HTML . . . . . . . . . . . . . HTML 346
Absolute Positioning and Element Widths . . . . . HTML 295
Setting Cell Padding with HTML . . . . . . . . . . . . . HTML 346
Working with Overflow and Clipping . . . . . . . . . . . . HTML 296
Setting Table Widths and Heights in HTML . . . . HTML 348
Horizontal Overflow and White Space . . . . . . . . HTML 299
Setting Row Heights with HTML . . . . . . . . . . . . . HTML 349
Clipping an Element . . . . . . . . . . . . . . . . . . . . . . HTML 299

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 xvi New Perspectives Series

Formatting Table Borders with HTML . . . . . . . . . HTML 349 Creating a Web Form . . . . . . . . . . . . . . . . . . . . . . . . HTML 399

Aligning Cell Contents with HTML . . . . . . . . . . . HTML 351 Interacting with a Web Server . . . . . . . . . . . . . . HTML 400

Vertical Alignment in HTML . . . . . . . . . . . . . . . . HTML 351 Creating a Field Set . . . . . . . . . . . . . . . . . . . . . . . . . HTML 402

Formatting Tables with CSS . . . . . . . . . . . . . . . . . . . HTML 353 Creating Input Boxes . . . . . . . . . . . . . . . . . . . . . . . . HTML 404

Table Border Styles . . . . . . . . . . . . . . . . . . . . . . . HTML 353 Adding Field Labels . . . . . . . . . . . . . . . . . . . . . . . . . HTML 408

Applying Styles to Rows and Columns . . . . . . . . HTML 358 Applying a Style Sheet to a Web Form . . . . . . . . . . . HTML 411

Using the Width and Height Styles . . . . . . . . . . . HTML 362 Defining Default Values and Placeholders . . . . . . . . HTML 415

Caption Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 367 Session 6.1 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 419

Applying Table Styles to Other Page Elements . . . . HTML 369 Session 6.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . .HTML 420
Creating Columnar Layouts . . . . . . . . . . . . . . . . . . . HTML 371 Creating a Selection List . . . . . . . . . . . . . . . . . . . . . HTML 422
CSS3 Column Styles . . . . . . . . . . . . . . . . . . . . . . HTML 372 Setting the Size of the Selection List . . . . . . . . . HTML 425
Browser Extensions to Columns . . . . . . . . . . . . . HTML 373 Allowing for Multiple Selections . . . . . . . . . . . . . HTML 427
Session 5.2 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 377 Grouping Selection Options . . . . . . . . . . . . . . . . HTML 428
Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . . HTML 378 Creating Option Buttons . . . . . . . . . . . . . . . . . . . . . HTML 429
Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 380 Creating a Text Area Box . . . . . . . . . . . . . . . . . . . . . HTML 434
ProSkills Exercise: Problem Solving . . . . . . . . . . . . . HTML 391 Creating Check Boxes . . . . . . . . . . . . . . . . . . . . . . . . HTML 437

Session 6.2 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 441

HTML Level III Tutorials
Tutorial 6 Creating a Web Form Session 6.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 442
Designing a Survey Form . . . . . . . . . . . . . . . . . . . . . . . HTML 393
Exploring HTML5 Data Types . . . . . . . . . . . . . . . . . . HTML 444
Session 6.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 394
The email, tel, and url Data Types . . . . . . HTML 445
Introducing Web Forms . . . . . . . . . . . . . . . . . . . . . . HTML 396
Specifying Dates and Times . . . . . . . . . . . . . . . . HTML 446
Parts of a Web Form . . . . . . . . . . . . . . . . . . . . . . HTML 397
Using the number Data Type . . . . . . . . . . . . . . HTML 447
Forms and Server-Based Programs . . . . . . . . . . . HTML 398
Specifying a Numeric Range with the range
Data Type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 450

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 HTML, CSS, and XML 4th Edition, Comprehensive xvii

Suggesting Options with Data Lists . . . . . . . . . . . . . HTML 454 Using the HTML5 audio Element . . . . . . . . . . . . . HTML 492

Creating Form Buttons . . . . . . . . . . . . . . . . . . . . . . . HTML 456 Understanding the source Element . . . . . . . . HTML 492

Creating a Command Button . . . . . . . . . . . . . . . HTML 456 Attributes of the audio Element . . . . . . . . . . . HTML 493

Creating Submit and Reset Buttons . . . . . . . . . . HTML 457 Working with Embedded Objects . . . . . . . . . . . . . . HTML 496

Designing a Custom Button . . . . . . . . . . . . . . . . .HTML 460 MIME Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 497

Validating a Web Form . . . . . . . . . . . . . . . . . . . . . . . HTML 460 Plug-In Attributes . . . . . . . . . . . . . . . . . . . . . . . . HTML 498

Indicating Required Values . . . . . . . . . . . . . . . . . HTML 461 Session 7.1 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 501

Validating Based on Data Type . . . . . . . . . . . . . . HTML 463 Session 7.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 502
Testing for a Valid Pattern . . . . . . . . . . . . . . . . . . HTML 464 Exploring Digital Video . . . . . . . . . . . . . . . . . . . . . . HTML 504
Applying Inline Validation . . . . . . . . . . . . . . . . . . . . HTML 466 Bit Rates and Video Quality . . . . . . . . . . . . . . . . . HTML 504
Using the focus Pseudo-Class . . . . . . . . . . . . . HTML 466 File Formats and Codecs . . . . . . . . . . . . . . . . . . . HTML 504
Pseudo-Classes for Valid and Invalid Data . . . . . HTML 468 Video Formats under HTML5 . . . . . . . . . . . . . . . . HTML 505
Session 6.3 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 470 Using the HTML5 video Element . . . . . . . . . . . . . HTML 506
Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . . HTML 471 Adding Video Captions with Web Tracks . . . . . . HTML 509
Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 474 Introducing the object Element . . . . . . . . . . . . . HTML 509
Tutorial 7 Designing a Multimedia Web Site
Working with Flash . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 510
Enhancing a Document with Sound, Video,
and Applets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 483 Flash and Apple . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 511

Session 7.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 484 Embedding a Flash Player . . . . . . . . . . . . . . . . . . . HTML 511

Introducing Multimedia on the Web . . . . . . . . . . . . HTML 486 Working with Flash Parameters . . . . . . . . . . . . . . HTML 512

Multimedia Sites and Bandwidth . . . . . . . . . . . . HTML 487 Nesting a Hypertext Link . . . . . . . . . . . . . . . . . . HTML 515

Understanding Plug-Ins . . . . . . . . . . . . . . . . . . . HTML 487 Embedding Videos from YouTube . . . . . . . . . . . . . . . HTML 516

Exploring Digital Audio . . . . . . . . . . . . . . . . . . . . . . HTML 488

Audio Formats under HTML5 . . . . . . . . . . . . . . . HTML 491

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xviii New Perspectives Series

The object Element and ActiveX . . . . . . . . . . . . HTML 518 Introducing Internet Explorer Filters . . . . . . . . . . . . HTML 558

The classid Attribute . . . . . . . . . . . . . . . . . . HTML 518 The Shadow and DropShadow Filters . . . . . HTML 559

The codebase Attribute . . . . . . . . . . . . . . . . . HTML 519 Combining Several Filters . . . . . . . . . . . . . . . . . . HTML 561

Session 7.2 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 521 Rotating an Object . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 561

Session 7.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 522 The transform Styles . . . . . . . . . . . . . . . . . . HTML 561

Introducing Java . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 524 Transformations in Three Dimensions . . . . . . . . . HTML 565

Working with Java Applets . . . . . . . . . . . . . . . . . . . HTML 525 Applying a Color Gradient . . . . . . . . . . . . . . . . . . . . HTML 567

Embedding a Java Applet . . . . . . . . . . . . . . . . . . HTML 525 Creating Linear Gradients with CSS3 . . . . . . . . . HTML 567

Inserting Java Parameters . . . . . . . . . . . . . . . . . HTML 526 Creating Radial Gradients with CSS3 . . . . . . . . . HTML 570

Embedding Java with the applet Element . . . HTML 532 Defining Gradients with Browser Extensions . . . HTML 571

Embedding Other Objects . . . . . . . . . . . . . . . . . . . . HTML 534 Repeating a Gradient . . . . . . . . . . . . . . . . . . . . . HTML 576

Inserting Inline Images . . . . . . . . . . . . . . . . . . . . HTML 534 Session 8.1 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 579

Embedding an HTML File . . . . . . . . . . . . . . . . . . HTML 534 Session 8.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . .HTML 580

Session 7.3 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 536 Applying a Border Image . . . . . . . . . . . . . . . . . . . . . HTML 582

Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . . HTML 537 Creating Semi-Transparent Objects . . . . . . . . . . . . . HTML 585

Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 540 Working with Different Media Devices . . . . . . . . . . HTML 588

Tutorial 8 Enhancing a Web Site with Advanced CSS Media Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 588
Designing for Special Effects, Print Media, and the
Mobile Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 547 The @media and @import Rules . . . . . . . . . HTML 589

Session 8.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 548 Media Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 590

Creating Drop Shadows with CSS3 . . . . . . . . . . . . . HTML 550 Using Print Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 595

Creating a Text Shadow . . . . . . . . . . . . . . . . . . . HTML 551 Page Pseudo-Classes . . . . . . . . . . . . . . . . . . . . . . HTML 596

Creating a Box Shadow . . . . . . . . . . . . . . . . . . . . HTML 554 Page Names and the Page Property . . . . . . . . . . HTML 596

Setting the Page Size . . . . . . . . . . . . . . . . . . . . . HTML 597

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 HTML, CSS, and XML 4th Edition, Comprehensive xix

Working with Page Breaks . . . . . . . . . . . . . . . . . . . . HTML 598 HTML as an SGML Application . . . . . . . . . . . . . . HTML 646

Preventing a Page Break . . . . . . . . . . . . . . . . . . . HTML 599 XML and XHTML . . . . . . . . . . . . . . . . . . . . . . . . . HTML 647

Working with Widows and Orphans . . . . . . . . . . HTML 599 Creating an XHTML Document . . . . . . . . . . . . . . HTML 648

Session 8.2 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 605 Creating Well-Formed Documents . . . . . . . . . . . . . . HTML 650

Session 8.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 606 Creating Valid XHTML Documents . . . . . . . . . . . . . . HTML 652

Designing for the Mobile Web . . . . . . . . . . . . . . . . . HTML 608 Transitional, Frameset, and Strict DTDs . . . . . . . HTML 653

Testing a Mobile Design . . . . . . . . . . . . . . . . . . . . . . HTML 609 The Valid Use of Attributes . . . . . . . . . . . . . . . . . HTML 654

Configuring the Viewport . . . . . . . . . . . . . . . . . . . . HTML 610 Inserting the DOCTYPE Declaration . . . . . . . . . . HTML 656

The Viewport meta Element . . . . . . . . . . . . . . . HTML 612 Setting the XHTML Namespace . . . . . . . . . . . . . . . . HTML 658

Introducing Media Queries . . . . . . . . . . . . . . . . . . . HTML 613 HTML5 and XHTML . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 660

The media Attribute in CSS3 . . . . . . . . . . . . . . HTML 613 Session 9.1 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 663

Writing a Feature Expression . . . . . . . . . . . . . . . HTML 615 Session 9.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 664

Choosing a Media Query for the Mobile Web . . . HTML 616 Validating Under XHTML Transitional . . . . . . . . . . . HTML 666

Creating a Mobile Style Sheet . . . . . . . . . . . . . . . . . HTML 619 Testing Under XHTML Strict . . . . . . . . . . . . . . . . . . . HTML 670

Designing for Portrait Orientation . . . . . . . . . . . HTML 621 Using Embedded Style Sheets in XHTML . . . . . . . . . HTML 675

Designing for Landscape Orientation . . . . . . . . . HTML 624 Session 9.2 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 677

Session 8.3 Quick Check . . . . . . . . . . . . . . . . . . . . . . HTML 627 Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . . HTML 678

Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . . HTML 628 Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 679

Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 632 Tutorial 10 Programming with JavaScript

Hiding E-Mail Addresses on a Library Web Site . . . . . HTML 685
Tutorial 9 Working with XHTML
Creating a Well-Formed, Valid Document . . . . . . . . . . HTML 643 Session 10.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 686

Session 9.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 644 Introducing JavaScript . . . . . . . . . . . . . . . . . . . . . . . HTML 688

Introducing XHTML . . . . . . . . . . . . . . . . . . . . . . . . . HTML 646 Server-Side and Client-Side Programming . . . . . HTML 690

SGML . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 646 The Development of JavaScript . . . . . . . . . . . . . HTML 692

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 xx New Perspectives Series

Working with the script Element . . . . . . . . . . . . HTML 693 Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . . HTML 731

Creating a script Element . . . . . . . . . . . . . . . HTML 693 Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 732

Placing the script Element . . . . . . . . . . . . . . HTML 694 ProSkills Exercise: Teamwork . . . . . . . . . . . . . . . . . HTML 740

Writing a JavaScript Statement . . . . . . . . . . . . . HTML 694 Additional Case 1 Creating a Music School
Web Site. . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML ADD1
Writing Output to a Web Document . . . . . . . . . . . . HTML 695
Additional Case 2 Creating a Culinary
The document.write() Method . . . . . . . HTML 696
Web Site. . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML ADD9
Understanding JavaScript Syntax . . . . . . . . . . . . . . HTML 699 Additional Case 3 Creating a Web
Working with Variables . . . . . . . . . . . . . . . . . . . . . . HTML 700 Site for a Climbing School. . . . . . . . . . . . . . HTML ADD16

Declaring a Variable . . . . . . . . . . . . . . . . . . . . . . HTML 700

XML Level IV Tutorials
Assigning a Value to a Variable . . . . . . . . . . . . . . HTML 701
Tutorial 11 Creating an XML Document
Developing a Document for SJB Pet Boutique . . . . . . HTML 743
Working with Data Types . . . . . . . . . . . . . . . . . . HTML 703

Session 10.1 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 707 Session 11.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 744

Introducing XML . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 746

Session 10.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 708
The Roots of XML . . . . . . . . . . . . . . . . . . . . . . . . . HTML 746
Writing a JavaScript Function . . . . . . . . . . . . . . . . . HTML 710
XML Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 746
Calling a Function . . . . . . . . . . . . . . . . . . . . . . . . . HTML 711
XML with Software Applications and
Creating a Function to Return a Value . . . . . . . . HTML 716
Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 747
Accessing an External JavaScript File . . . . . . . . . . . HTML 717
XML and Databases . . . . . . . . . . . . . . . . . . . . . . . HTML 747
Commenting JavaScript Code . . . . . . . . . . . . . . . . . HTML 722
XML and Mobile Development . . . . . . . . . . . . . . HTML 748
Inserting Single-Line and Multiline Comments . HTML 722
Creating an XML Vocabulary . . . . . . . . . . . . . . . . HTML 749
Debugging Your JavaScript Programs . . . . . . . . . . . HTML 724
Standard XML Vocabularies . . . . . . . . . . . . . . . . HTML 750
Debugging Tools and Techniques . . . . . . . . . . . . . . HTML 727
DTDs and Schemas . . . . . . . . . . . . . . . . . . . . . . . HTML 753
Session 10.2 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 730
Well-Formed and Valid XML Documents . . . . . . . HTML 753

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 HTML, CSS, and XML 4th Edition, Comprehensive xxi

Creating an XML Document . . . . . . . . . . . . . . . . . . . HTML 753 Inserting a Processing Instruction . . . . . . . . . . . . . . HTML 790

The Structure of an XML Document . . . . . . . . . . HTML 754 Working with Namespaces . . . . . . . . . . . . . . . . . . . . HTML 793

The XML Declaration . . . . . . . . . . . . . . . . . . . . . . HTML 754 Declaring a Namespace . . . . . . . . . . . . . . . . . . . HTML 793

Inserting Comments . . . . . . . . . . . . . . . . . . . . . . HTML 757 Applying a Default Namespace . . . . . . . . . . . . . HTML 793

Processing an XML Document . . . . . . . . . . . . . . . . . HTML 759 Session 11.2 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 795

XML Parsers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 759 Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . . HTML 796

Session 11.1 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 765 Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 798

Tutorial 12 Validating Documents with DTDs

Session 11.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 766
Creating a Document Type Definition for Map Finds
Working with Elements . . . . . . . . . . . . . . . . . . . . . . HTML 768 For You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 809

Empty Elements . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 769 Session 12.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 810

Nesting Elements . . . . . . . . . . . . . . . . . . . . . . . . HTML 769 Creating a Valid Document . . . . . . . . . . . . . . . . . . . HTML 812

The Element Hierarchy . . . . . . . . . . . . . . . . . . . . HTML 770 Declaring a DTD . . . . . . . . . . . . . . . . . . . . . . . . . HTML 815

Charting the Element Hierarchy . . . . . . . . . . . . . HTML 772 Writing the Document Type Declaration . . . . . . . HTML 818

Writing the Document Body . . . . . . . . . . . . . . . . HTML 774 Declaring Document Elements . . . . . . . . . . . . . . . . . HTML 819

Working with Attributes . . . . . . . . . . . . . . . . . . . . . . HTML 776 Elements Containing Any Type of Content . . . . . HTML 820

Using Character and Entity References . . . . . . . . . . HTML 779 Empty Elements . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 820

Understanding Text Characters and White Space . . . HTML 783 Elements Containing Parsed Character Data . . . HTML 821

Parsed Character Data . . . . . . . . . . . . . . . . . . . . HTML 783 Working with Child Elements . . . . . . . . . . . . . . . . . . HTML 822

Character Data . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 783 Specifying an Element Sequence . . . . . . . . . . . . HTML 822

White Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 784 Specifying an Element Choice . . . . . . . . . . . . . . . HTML 823

Creating a CDATA Section . . . . . . . . . . . . . . . . . . HTML 784 Modifying Symbols . . . . . . . . . . . . . . . . . . . . . . . HTML 824

Formatting XML Data with CSS . . . . . . . . . . . . . . . . HTML 788 Session 12.1 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 827

Applying a Style to an Element . . . . . . . . . . . . . . HTML 789

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 xxii New Perspectives Series

Session 12.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 828 Tutorial 13 Validating Documents with Schemas

Creating a Schema for the ATC School of
Declaring Attributes . . . . . . . . . . . . . . . . . . . . . . . . . HTML 830 Information Technology . . . . . . . . . . . . . . . . . . . . . . . . HTML 875

Working with Attribute Types . . . . . . . . . . . . . . . . . HTML 833

Session 13.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 876
Character Data . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 834
Introducing XML Schema . . . . . . . . . . . . . . . . . . . . . HTML 878
Enumerated Types . . . . . . . . . . . . . . . . . . . . . . . . HTML 835
The Limits of DTDs . . . . . . . . . . . . . . . . . . . . . . . HTML 879
Tokenized Types . . . . . . . . . . . . . . . . . . . . . . . . . HTML 836
Schemas and DTDs . . . . . . . . . . . . . . . . . . . . . . . HTML 879
Working with Attribute Defaults . . . . . . . . . . . . . . . HTML 839
Schema Vocabularies . . . . . . . . . . . . . . . . . . . . . . HTML 880
Validating an XML Document . . . . . . . . . . . . . . . . . . HTML 841
Starting a Schema File . . . . . . . . . . . . . . . . . . . . . . . HTML 881
Session 12.2 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 847
Understanding Simple and Complex Types . . . . . . . HTML 883

Session 12.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 848 Defining a Simple Type Element . . . . . . . . . . . . . . . HTML 884

Introducing Entities . . . . . . . . . . . . . . . . . . . . . . . . . HTML 850 Defining an Attribute . . . . . . . . . . . . . . . . . . . . . . . . HTML 885

Working with General Entities . . . . . . . . . . . . . . . . . HTML 850 Defining a Complex Type Element . . . . . . . . . . . . . . HTML 887

Creating Parsed Entities . . . . . . . . . . . . . . . . . . . HTML 851 Defining an Element Containing Only

Attributes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 888
Referencing a General Entity . . . . . . . . . . . . . . . . HTML 852
Defining an Element Containing Attributes and
Working with Parameter Entities . . . . . . . . . . . . . . . HTML 857
Basic Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 888
Inserting Comments into a DTD . . . . . . . . . . . . . . . . HTML 859
Referencing an Element or Attribute
Creating Conditional Sections . . . . . . . . . . . . . . . . . HTML 860 Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 889

Working with Unparsed Data . . . . . . . . . . . . . . . . . . HTML 861 Defining an Element with Nested Children . . . . . HTML 891

Validating Standard Vocabularies . . . . . . . . . . . . . . HTML 863 Defining an Element Containing Nested

Elements and Attributes . . . . . . . . . . . . . . . . . . . HTML 893
Session 12.3 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 865
Indicating Required Attributes . . . . . . . . . . . . . . . . HTML 896
Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . . HTML 866
Specifying the Number of Child Elements . . . . . . . . HTML 898
Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 867

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 HTML, CSS, and XML 4th Edition, Comprehensive xxiii

Validating a Schema Document . . . . . . . . . . . . . . . . HTML 899 Russian Doll Design . . . . . . . . . . . . . . . . . . . . . . . HTML 946

Applying a Schema to an Instance Document . . . . . HTML 901 Venetian Blind Design . . . . . . . . . . . . . . . . . . . . . HTML 948

Session 13.1 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 905 Session 14.1 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 951

Session 13.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 906 Session 14.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 952

Validating with Built-In Data Types . . . . . . . . . . . . . HTML 908 Combining XML Vocabularies . . . . . . . . . . . . . . . . . HTML 954

String Data Types . . . . . . . . . . . . . . . . . . . . . . . . HTML 909 Creating a Compound Document . . . . . . . . . . . . HTML 956

Numeric Data Types . . . . . . . . . . . . . . . . . . . . . . HTML 910 Understanding Name Collision . . . . . . . . . . . . . . HTML 958

Data Types for Dates and Times . . . . . . . . . . . . . . HTML 911 Working with Namespaces in an Instance
Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 959
Deriving Customized Data Types . . . . . . . . . . . . . . . HTML 914
Declaring and Applying a Namespace
Deriving a List Data Type . . . . . . . . . . . . . . . . . . HTML 916
to a Document . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 959
Deriving a Union Data Type . . . . . . . . . . . . . . . . HTML 916
Applying a Namespace to an Element . . . . . . . . HTML 961
Deriving a Restricted Data Type . . . . . . . . . . . . . HTML 917
Working with Attributes . . . . . . . . . . . . . . . . . . . HTML 963
Deriving Data Types Using Regular Expressions . . . HTML 923
Associating a Schema with a Namespace . . . . . . . . HTML 965
Introducing Regular Expressions . . . . . . . . . . . . HTML 924
Targeting a Namespace . . . . . . . . . . . . . . . . . . . HTML 965
Applying a Regular Expression . . . . . . . . . . . . . . HTML 926
Including and Importing Schemas . . . . . . . . . . . HTML 968
Session 13.2 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 929
Referencing Objects from Other Schemas . . . . . HTML 969
Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . . HTML 930
Combining Standard Vocabularies . . . . . . . . . . . . . . HTML 971
Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 931
Session 14.2 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 973
Tutorial 14 Working with Advanced Schemas
Creating Advanced Schemas for Higher Ed Session 14.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 974
Test Prep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 941
Adding a Namespace to a Style Sheet . . . . . . . . . . . HTML 976
Session 14.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 942
Declaring a Namespace in a Style Sheet . . . . . . HTML 978
Designing a Schema . . . . . . . . . . . . . . . . . . . . . . . . . HTML 944
Qualifying Elements and Attributes by
Flat Catalog Design . . . . . . . . . . . . . . . . . . . . . . . HTML 944 Default . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 980

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 xxiv New Perspectives Series

Session 14.3 Quick Check . . . . . . . . . . . . . . . . . . . . . HTML 985 Appendix B Making the Web More Accessible. . HTML B1

Review Assignments . . . . . . . . . . . . . . . . . . . . . . . . . HTML 986 Appendix C HTML Elements and Attributes. . . HTML C1

Case Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HTML 987 Appendix D Cascading Styles and Selectors. . . HTML D1

ProSkills Exercise: Decision Making . . . . . . . . . . . . . HTML 995 Appendix E Frames and Framesets. . . . . . . . . . HTML E1

Appendix A Color Names with Color Values, Glossary/Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . REF 1

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

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 TUTORIAL
1
O B J E C TIV ES Getting Started
Session 1.1
• Explore the history of the
Internet, the Web, and HTML
with HTML5
• Compare the different versions Creating a Product Page for a Small
of HTML
• Study the syntax of HTML tags Business
and attributes
• Define a Web page head,
body, and title Case | The J-Prop Shop
• Work with the HTML5
structural elements Dave Vinet owns a small business called the J-Prop Shop that builds
and sells circus props and equipment. Dave is looking to expand
Session 1.2
• Mark page headings, his business and his visibility by upgrading his Web site. Dave has
paragraphs, block quotes, and already written the text for the Web site’s home page and has gener-
addresses ated some of the graphic images for it. He has come to you for help
• Create unordered and in designing a Web page and writing the code. Dave hopes to build
ordered lists on his Web page in the future as his business expands, so he would
• Apply an external style sheet to like you to write code that takes advantage of the latest Web stan-
a Web page dards, including HTML5. Your job will be to create a sample home
• Run a JavaScript program page that Dave can use as a foundation for his new Web site.
• Mark text-level elements
including strong and
emphasized text
• Insert inline images and
line breaks
• Insert special characters from
extended character sets

STARTING DATA FILES

tutorial.01 tutorial review case1 case2

jpslogo.png basiclogo.png mhlogo.jpg macbeth.jpg

jpsstyles.css basicstick.png mhstyles.css macbethtxt.htm
modernizr-1.5.js basicstyles.css mhtxt.htm macstyles.css
stick.txt modernizr-1.5.js modernizr-1.5.js
modernizr-1.5.js

case3 case4 demo

dessertstyles.css logo.jpg cengage.jpg

dessertweb.jpg smith.jpg demo.gif
modernizr-1.5.js smith.txt demo_characters.htm
torte.jpg demo_html.htm
tortetxt.htm demo2.gif
modernizr-1.5.js

HTML 1

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HTML 2 HTML and CSS | Tutorial 1 Getting Started with HTML5

SESSION 1.1 VISUAL OVERVIEW

The doctype statement The head element provides
indicates the markup information and instructions
language of the to the browser about the
document. document.

Structure of an HTML file

Resulting Web page

HTML comments
document the
HTML code.

HTML structural
The contents of elements define
the title element the basic
appear in the structure of the
browser title bar. contents of the
Web page.

The body
element contains
the content of
the page body.

The section
element marks a
major section of
the Web page.
The article element
contains content about a
specific area of interest.

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 Tutorial 1 Getting Started with HTML5 | HTML and CSS HTML 3

THE STRUCTURE OF AN HTML5 DOCUMENT

The header element
contains an introduction
to the page.

Markup Tags
Document
elements are
marked
using tags.

Resulting Web page

Two-sided tags mark elements that

contain textual content or other elements

opening tag element closing tag

content

One-sided tags mark elements that

contain no textual content
The footer element The aside element
contains address and contains extra content
summary information. on the page.

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HTML 4 HTML and CSS | Tutorial 1 Getting Started with HTML5

Exploring the History of the World Wide Web

Before you start creating a Web page for Dave, it will be helpful to first look at the his-
tory of the Web and the development of HTML. You’ll start by reviewing networks and
learn how they led to the creation of the World Wide Web.

Networks
A network is a structure that allows devices known as nodes or hosts to be linked
together to share information and services. Hosts can include devices such as comput-
ers, printers, and scanners because they are all capable of sending and receiving data
electronically over a network.
A host that provides information or a service is called a server. For example, a print
server is a network host that provides printing services to the network; a file server is
a host that provides storage space for saving and retrieving files. A computer or other
device that receives a service is called a client. Networks can follow several different
designs based on the relationship between the servers and the clients. One of the most
commonly used designs is the client-server network in which several clients access
information provided by one or more servers. You might be using such a network to
access your data files for this tutorial.
Networks can also be classified based on the range they cover. A network confined to
a small geographic area, such as within a building or department, is referred to as a local
area network or LAN. A network that covers a wider area, such as several buildings or
cities, is called a wide area network or WAN. Wide area networks typically consist of
two or more interconnected local area networks.
The largest WAN in existence is the Internet, which incorporates an almost uncount-
able number of networks and hosts involving computers, mobile phones, PDAs, MP3
players, gaming systems, and television stations. Like many business owners, Dave uses
the Internet to advertise his business to potential customers.

Locating Information on a Network

One of the biggest obstacles to effectively using the Internet is the network’s sheer scope
and size. Most of the early Internet tools required users to master a bewildering array of
terms, acronyms, and commands. Because network users had to be well versed in com-
puters and network technology, Internet use was limited to universities and the govern-
ment. To make the Internet accessible to the general public, it needed to be easier to use.
The solution turned out to be the World Wide Web.
The foundations for the World Wide Web, or the Web for short, were laid in 1989 by
Timothy Berners-Lee and other researchers at the CERN nuclear research facility near
Geneva, Switzerland. They needed an information system that would make it easy for
their researchers to locate and share data on the CERN network with minimal training
and support. To meet this need, they developed a system of hypertext documents that
enabled users to easily navigate from one topic to another. Hypertext is a method of
organization in which data sources are interconnected through a series of links or hyper-
links that users can activate to jump from one piece of information to another. Hypertext
is ideally suited for the Internet because end users do not need to know where a particu-
lar document, information source, or service is located—they need to know only how to
activate the link. The fact that the Internet and the World Wide Web are synonymous in
many users’ minds is a testament to the success of the hypertext approach.

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 Tutorial 1 Getting Started with HTML5 | HTML and CSS HTML 5

Web Pages and Web Servers

Each document on the World Wide Web is referred to as a Web page and is stored on a
Web server. When you access a Web page, a Web browser retrieves the page from its
Web server and renders it on your computer or other device.
The earliest browsers, known as text-based browsers, were limited to displaying only
text. Today’s browsers are capable of handling text, images, audio, video, and interac-
tive programs. In the early days of the Internet, Web browsing was limited to computers.
Now browsers are installed on devices such as mobile phones, cars, handheld media
devices, and gaming systems, to name only a few. How does a Web page work with so
many combinations of browsers and devices? To understand, you need to look at how
Web pages are created.

Introducing HTML
Web pages are text files written in Hypertext Markup Language (HTML). We’ve already
discussed hypertext, but what is a markup language? A markup language is a language
that describes the content and structure of a document by identifying, or tagging, dif-
ferent elements in the document. For example, this tutorial contains paragraphs, figure
captions, page headings, and so forth; each of these items could be tagged as a distinct
element using a markup language. Thus, HTML is a markup language that supports both
hypertext and the tagging of distinct document elements.

The History of HTML

HTML evolved as the Web itself evolved. Thus, in order to fully appreciate the nuances
of HTML, it’s a good idea to review the language’s history. The first popular markup
language was the Standard Generalized Markup Language (SGML). Introduced in the
1980s, SGML is device- and system-independent, meaning that it can be applied to
almost any type of document stored in almost any format. While powerful, SGML is also
quite complex; for this reason, SGML is limited to those organizations that can afford the
cost and overhead of maintaining complex SGML environments. However, SGML can
also be used to create other markup languages that are tailored to specific tasks and are
simpler to use and maintain. HTML is one of the languages created with SGML.
In the early years after HTML was created, no single organization was responsible for
the language. Web developers were free to define and modify HTML in whatever ways
they thought best. This led to incompatibilities between the various browsers and, as a
result, Web page authors faced the challenge of writing HTML code that would satisfy
different browsers and browser versions.
Ultimately, a group of Web designers and programmers called the World Wide Web
Consortium, or the W3C, created a set of standards or specifications for all browser
manufacturers to follow. The W3C has no enforcement power; but because using a
uniform language is in everyone’s best interest, the W3C’s recommendations are usually
followed, though not always immediately. For more information on the W3C and the
services it offers, see its Web site at www.w3.org.
As HTML evolves, earlier features of the language are often deprecated, or phased
out. While deprecated features might not be part of the current specification for HTML,
that doesn’t mean that you won’t encounter them in your work—indeed, if you are
maintaining older Web sites, you will often need to be able to interpret code from earlier
versions of HTML.

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HTML 6 HTML and CSS | Tutorial 1 Getting Started with HTML5

XHTML and the Development of HTML5

Near the end of the 1990s, the W3C released the final specifications for the 4th ver-
sion of HTML, called HTML 4, and began charting a course for the next version. The
path chosen by the W3C was to reformulate HTML in terms of XML. XML (Extensible
Markup Language) is a compact offshoot of SGML and is used to define new markup
languages, known as XML vocabularies. A document based on an XML vocabulary is
forced to obey specific rules for content and structure to avoid being rejected as invalid.
By contrast, HTML allows for a wide variety in syntax between one HTML document
and another. Another important aspect of XML is that several XML vocabularies can be
combined within a single document, making it easier to extend XML into different areas
of application.
The W3C developed an XML vocabulary that was a stricter version of HTML4, known
as XHTML (Extensible Hypertext Markup Language). XHTML was designed to confront
some of the problems associated with the various competing versions of HTML and to
better integrate HTML with other markup languages. Because XHTML was an XML ver-
sion of HTML, most of what Web designers used with HTML could be applied to XHTML
with only a few modifications, and many tools and features associated with XML could
be easily applied to XHTML.
By 2002, the W3C had released the specifications for XHTML 1.1. This version was
intended to be only a minor upgrade on the way to XHTML 2.0, which would contain
a set of XML vocabularies moving HTML into the future with robust support for mul-
timedia, social networking, interactive Web forms, and other features needed by Web
designers. One problem was that XHTML 2.0 would not be backward compatible with
earlier versions of HTML and thus older Web sites could not be easily integrated with the
proposed new standard.
Web designers rebelled at this development. In 2004, Ian Hickson, who was work-
ing for Opera Software at the time, proposed a different path. Hickson’s proposal would
have allowed for the creation of new Web applications while still maintaining backward
compatibility with HTML 4. He argued that HTML was whatever the browser market
determined it to be, and that trying to enforce a new specification that did not accommo-
date the needs and limitations of the market was a fruitless exercise.
Hickson’s proposal was rejected by the W3C and, in response, a new group of Web
designers and browser manufacturers formed the Web Hypertext Application Technology
Working Group (WHATWG) with the mission to develop a rival version to XHTML 2.0,
called HTML5. For several years, it was unclear which specification would represent the
future of the Web; but by 2006, work on XHTML 2.0 had completely stalled. The W3C
issued a new charter for an HTML Working Group to develop HTML5 as the next HTML
specification. Work on XHTML 2.0 was halted in 2009, leaving HTML5 as the de facto
standard for the next generation of HTML.

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 Tutorial 1 Getting Started with HTML5 | HTML and CSS HTML 7

Figure 1-1 Versions of HTML

Version Date Description

HTML1.0 1989 The first public version of HTML.
HTML 2.0 1995 Added interactive elements including Web forms.
HTML 3.0 1996 A proposed replacement for HTML 2.0 that was never widely
adopted.
HTML 3.2 1997 Included additional support for Web tables and expanded the
options for interactive form elements and a scripting language.
HTML 4.01 1999 Added support for style sheets to give Web designers greater control
over page layout and appearance, and provided support for multi-
media elements such as audio and video. Current browsers support
almost all of HTML 4.01.
XHTML 1.0 2001 A reformulation of HTML 4.01 in the XML language in order to pro-
vide enforceable standards for HTML content and to allow HTML to
interact with other XML languages.
XHTML 1.1 2002 A minor update to XHTML 1.0 that allows for modularity and simpli-
fies writing extensions to the language.
XHTML 2.0 discontinued The follow-up version to XHTML 1.1 designed to fix some of the prob-
lems inherent in HTML 4.01 syntax. Work on this version was discon-
tinued in 2009 due to lack of browser support.
HTML 5.0 In development An update to HTML 4.01 that provides support for a variety of new
features including semantic page elements, column layout, form vali-
dation, offline storage, and enhanced multimedia.
XHTML 5.0 In development A version of HTML 5.0 written under the XML language; unlike
XHTML 2.0, XHTML 5.0 will be backward compatible with XHTML 1.1.

Figure 1-1 summarizes the various versions of HTML that have been developed over
the past 20 years. You may be wondering how on Earth anything can be written with so
many versions of HTML to consider. At the time of this writing, you can write your code
following the standards of HTML 4.01 or XHTML 1.1 and be assured that it will be sup-
ported by all major browsers. Many features of HTML5 are also being rapidly adopted
by the market even as work continues on developing the language. HTML5 is the future,
but the challenges for Web designers today lie in knowing which parts of HTML5 are
supported by which browsers, and in developing strategies for supporting older browsers
even as HTML5 is being implemented.
In this book you’ll use HTML5 code for those features that have already achieved sup-
port among current browsers, but you’ll also learn the standards used for HTML 4.01 and
XHTML 1.1 and practice writing code that will support both current and older browsers.

HTML and Style Sheets

HTML marks the different parts of a document, but it does not indicate how document
content should be displayed by browsers. This is a necessary facet of HTML because a
Web page author has no control over what device will actually view his or her docu-
ment. An end user might be using a large-screen television monitor, a mobile phone, or
even a device that renders Web pages in Braille or in aural speech.
For this reason, the exact appearance of each page element is described in a sepa-
rate document known as a style sheet. Each browser has its own internal style sheet
that specifies the appearance of different HTML elements. For example, content that is
marked as containing the text of an address is rendered by most Web browsers in italic,
while major headings usually appear in large bold-faced fonts.

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HTML 8 HTML and CSS | Tutorial 1 Getting Started with HTML5

A Web page author can also create a style sheet that takes precedence over the
internal style sheets of browsers. In addition, an author can create multiple style sheets
for different output devices: one for rendering a page on a computer screen, another for
printed output, and another for rendering the page aurally. In each case, the markup of
the document content is the same, but the presentation is determined by the style sheet.

Tools for Creating HTML Documents

Because HTML documents are simple text files, you can create them using nothing
more than a basic text editor such as Windows Notepad. Other software programs that
enable you to create documents in different formats, such as Microsoft Word or Adobe
Acrobat, include tools to convert their documents into HTML for quick and easy pub-
lishing on the Web.
If you intend to create a large Web site incorporating dozens of Web pages, you
should invest in specialized Web publishing software to manage all of the code and
extended features of your site. Programs such as Adobe Dreamweaver and Microsoft
Expression Web are among the leaders in this field.
Since this book is focused on the HTML language itself and not how to work with dif-
ferent software programs, you’ll need nothing more than a text editor and a Web browser
to complete the assignments that follow.

Entering Elements and Attributes

Now that you’ve had a chance to review a brief history of the Web and the role of HTML
in its development, you are ready to write your first HTML document for the J-Prop Shop.
You’ll start by studying the rules for entering HTML code.

Introducing HTML Tags

An HTML document is composed of elements that represent distinct items in the Web
page, such as a paragraph, the page heading, or even the entire body of the page itself.
Each element is marked within the HTML file by one or more tags. If an element con-
tains text or another element, it is marked using a two-sided tag set in which an opening
tag and a closing tag enclose the element content. The syntax of a two-sided tag set is
<element>content</element>

where element is the name of the element and content is the content of the element.
For example, the following code marks a paragraph using a two-sided tag set:
<p>Welcome to the J-Prop Shop.</p>

In this example, the <p> tag marks the beginning of the paragraph, the text Welcome
to the J-Prop Shop. is the content of the paragraph element, and the </p> tag marks the
end of the paragraph. Elements can also contain other elements. For example, in the
code
<p>Welcome to <em>Dave's Devil Sticks</em>.</p>

the paragraph tags enclose both the text of the paragraph and the tag set
<em> ... </em>, which is used to mark content that should be treated by the browser
as emphasized text. Note that the <em> tag set must be completely enclosed, or nested,
within the <p> tags. It’s improper to have tags overlap as in the following code sample:
<p>Welcome to <em>Dave's Devil Sticks.</p></em>

In this example, the closing </em> tag is placed after the closing </p> tag, which is
improper because one element must be completely contained within another.

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 Tutorial 1 Getting Started with HTML5 | HTML and CSS HTML 9

An element that does not enclose content is an empty element and it is marked with a
one-sided tag using the syntax
<element />

where element is the name of the element. For example, you can mark a line break
using the br element, which has the following syntax:
<br />

Since empty elements don’t contain content, they’re often employed to send directives
to browsers regarding how a page should be rendered. A browser encountering the br
element would insert a line break, causing the text of the next element in the document
to be placed on a new line.

Specifying an Element Attribute

In addition to content, elements also support attributes that specify the use, the behavior,
and in some cases the appearance of an element. Attribute values don’t appear in the
rendered Web page; rather, they provide information to the browser about the properties
of the element.
To add an attribute to an element, you insert the attribute within the element’s open-
ing tag. For a two-sided tag, the syntax is:
<element attribute1=”value1” attribute2=”value2” ...>
content
</element>

Attributes are added to one-sided tags in the same way:

<element attribute1=”value1” attribute2=”value2” ... />

In these examples, attribute1, attribute2, etc. are the names of attributes associ-
Attributes can be listed in ated with the element, and value1, value2, etc. are the values of those attributes. For
any order, but they must instance, the following code adds the id attribute to a paragraph marked with the p
be separated from one element:
another by a blank space
and enclosed within <p id=”opening”>Welcome to the J-Prop Shop.</p>
single or double
quotation marks.
A browser interpreting this code would recognize that the text Welcome to the J-Prop
Shop. should be treated as a paragraph and given the id value opening.

Adding an Attribute to an Element

REFERENCE

• To add an element attribute, use the format

<element attribute1=”value1”
ƒƒƒƒƒƒƒƒƒattribute2=”value2” ...>content</element>

where attribute1, attribute2, etc. are the names of attributes associated with the
element, and value1, value2, etc. are the values of those attributes.

White Space and HTML

Since an HTML file is a text file, it’s composed of text characters and white space. White
space includes the blank spaces, tabs, and line breaks found within the file. As far as
a browser is concerned, there is no difference between a blank space, a tab, or a line
break. Browsers also ignore consecutive occurrences of white space, collapsing extra

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HTML 10 HTML and CSS | Tutorial 1 Getting Started with HTML5

white space characters into a single blank space. Thus, browsers treat the following para-
graph elements in the same way:
<p>Welcome to the J-Prop Shop.</p>

<p>
Welcome to the J-Prop Shop.
</p>

<p>Welcome
to the J-Prop Shop.</p>

<p>Welcome to the J-Prop Shop.</p>

Because HTML handles white space in this way, you can make your code easier for
others to read by indenting lines and adding extra blank lines to separate one tag from
another in the file.

HTML5 and XHTML Syntax

INSIGHT

The rules that govern how code should be entered are called syntax. The way that HTML
has been implemented by most browsers through the Web’s history has allowed for
minor variations in syntax. One reason for the success of the Web is that HTML has made
it easy for non-programmers to write and edit code without being ensnarled by syntax
violations.
On the other hand, XHTML forces strict syntax on page authors. If an author’s code
does not follow the rules, browsers do not render the page. One advantage of this
approach is that it forces authors to write clear and more concise code; indeed, one of
the driving forces behind the development of XHTML was the desire to clean up some of
the messy and inconsistent code found on the Web.
For example, XHTML requires that all tag names be placed in lowercase letters and
that all attribute values be enclosed within quotation marks. HTML allows either upper-
case or lowercase tag names and does not require attribute values to be quoted. In
addition, XHTML requires that every one-sided tag be entered with a closing slash: for
instance, the br element must be entered as <br /> for XHTML compatibility. Most
browsers, however, accept HTML code in which one-sided tags are entered without clos-
ing slashes; thus, the br element could be entered either as <br> or as <br />.
HTML5 supports the informal standards accepted by most browsers and will continue
to allow for minor variations in syntax. However, it is still good practice to write all code
to be XHTML compliant whenever possible, since it will allow that code to be easily
transferred to XHTML environments if necessary.

Exploring the Structure of an HTML Document

The structure of an HTML document consists of different elements nested within each
other in a hierarchy of elements. The top element in that hierarchy is the html element,
which contains all of the other elements within an HTML file. Directly below the html
element in the hierarchy are the head and body elements. The head element contains
general information about the document—for example, the document’s title, or a list of

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 Tutorial 1 Getting Started with HTML5 | HTML and CSS HTML 11

keywords that would aid search engines in directing interested users to the page. The
body element contains all of the content that appears in the rendered Web page. Thus,
the general structure of an HTML file is
<html>
<head>
head content
</head>
<body>
body content
</body>
</html>

where head content and body content are the content you want to place within the
document’s head and body. Note that the body element is always placed after the head
element.

The Document Type Declaration

Prior to the opening <html> tag, many HTML files also include a Document Type
Declaration, or doctype, to indicate the type of markup language used in the document.
The doctype is used by validators, which are programs that examine document code to
ensure that it meets all the syntax requirements of the specified language. All XHTML
files require a doctype because those documents must be validated against a set of
standards.
Most current browsers also use the presence or absence of a doctype to decide which
mode they should use to render a document in a process known as doctype switching. If
a doctype is included, such browsers render the Web page in standards mode, in accor-
dance with the most current specifications of the language. If no doctype is provided,
these browsers render the document in quirks mode based on practices followed in the
1990s. The differences can be striking. Figure 1-2 shows an example of two documents
rendered by Internet Explorer under standards mode and quirks mode. The only differ-
ence in the code between these two documents is the presence or absence of a doctype,
but the browser renders the two documents very differently.

Figure 1-2 A Web page rendered in standards mode and quirks mode

Standards mode Quirks mode

Different HTML versions have different doctypes. The doctype for HTML 4.01 is:
<!DOCTYPE HTML PUBLIC “-//W3C//DTD HTML 4.01/EN”
ƒƒ“http://www.w3.org/TR/html4/strict.dtd”>

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HTML 12 HTML and CSS | Tutorial 1 Getting Started with HTML5

The doctype for XHTML is:

<!DOCTYPE html PUBLIC “-//W3C//DTD XHTML 1.0 Strict//EN”
“http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd”>

Finally, the doctype for HTML5 is much simpler than what was required for
HTML 4.01 or XHTML:
<!DOCTYPE html>

HTML5 documents should always be opened in standards mode because they are
Unless you are work- based on the latest specifications for the HTML language.
ing with a legacy page You can learn more about standards mode and quirks mode by searching the Web for
that absolutely needs to examples of the differences between the two modes.
be compatible with old
browsers from the 1990s,
you should always Creating the Initial Document
include a doctype and
put your browser in Now that you’ve seen the basic structure of an HTML document, you are ready to begin
standards mode. creating the sample Web page for Dave’s Web site.

Creating the Basic Structure of an HTML Document

REFERENCE

Enter the HTML tags

doctype
<html>
<head>
head content
</head>
<body>
body content
</body>
</html>

where doctype is the Document Type Declaration, and head content and body
content are the content of the document’s head and body.

You can start creating Dave’s Web page using a basic editor such as Windows
Notepad. Since Dave wants his document to be based on HTML5, you’ll use the HTML5
doctype in your file.

To create the basic structure of an HTML document:

◗ 1. Start your text editor, opening a blank text document.
Trouble? If you don’t know how to start or use your text editor, ask your instruc-
tor or technical support person for help. Note that some editors do not save files
in text file format by default, so check your editor’s documentation to ensure that
you are creating a basic text document.

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 Tutorial 1 Getting Started with HTML5 | HTML and CSS HTML 13

Make sure you include ◗ 2. Type the following lines of code in your document. Press the Enter key after each
the exclamation point (!) line. Press the Enter key twice for a blank line between lines of code. See Figure 1-3.
within the doctype; oth-
erwise, browsers will not <!DOCTYPE html>
recognize the doctype. <html>

<head>
</head>

<body>
</body>

</html>

Figure 1-3 Basic structure of an HTML file

doctype for HTML5

doctype indicates the documents
type of document
head section contains
opening html tag information about the
document

body section contains

content to be displayed
closing html tag by Web browsers

◗ 3. Save the file as jprop.htm in the tutorial.01\tutorial folder included with your
To make it easier to link Data Files.
to your Web pages, follow
Trouble? If you are using the Windows Notepad text editor to create your HTML
the Internet convention
of naming HTML files file, make sure you don’t save the file with the extension .txt, which is the default
and folders using only file extension for Notepad. Instead, save the file with the file extension .htm or
lowercase letters with no .html. Using the incorrect file extension might make the file unreadable to Web
spaces. browsers, which require file extensions of .htm or .html.

Now that you’ve entered the basic structure of your HTML file, you can start entering
the content of the head element.

Marking the Head Element

In general, the head element is where you provide browsers with information about your
document. This can include the page’s title, the location of any style sheets used with the
document, the location of any programs that browsers should run when they load the
page, and information for use by search engines to aid users in locating the Web site.

Defining the Page Title

The first element you’ll add to the head of Dave’s document is the title element, which
has the syntax
<title>document title</title>

where document title is the text of the document title. The document title is not dis-
played within the page, but is usually displayed in a browser’s title bar or on a browser

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HTML 14 HTML and CSS | Tutorial 1 Getting Started with HTML5

tab. The document title is also used by search engines like Google or Yahoo! when com-
piling an index of search results.

Indent your markup tags

and insert extra blank
spaces as shown in this To add a title to your Web page:
book to make your code
easier to read. These
◗ 1. Click at the end of the opening <head> tag, and then press the Enter key to insert
indentations and spaces a new line in your text editor.
do not affect how the page
is rendered by browsers.
◗ 2. Press the Spacebar several times to indent the new line of code, and then type
<title>The J-Prop Shop</title> as shown in Figure 1-4.

Figure 1-4 Specifying the page title

text will appear in

browser title bar
or on browser tab

Adding Comments
As you write your HTML file, you can add notes or comments about your code. These
comments might include the name of the document’s author and the date the document
was created. Such notes are not intended to be displayed by browsers, but are instead
used to help explain your code to yourself and others. To add notes or comments, insert
a comment tag using the syntax
<!-- comment -->

where comment is the text of the comment or note. For example, the following code
inserts a comment describing the page you’ll create for Dave’s business:
<!-- Sample page for the J-Prop Shop -->

A comment can also be spread out over several lines as follows:

<!-- Sample page for the J-Prop Shop.
Created by Dave Vinet -->

Because they are ignored by the browser, comments can be added anywhere within
the html element.

Adding an HTML Comment

REFERENCE

To insert an HTML comment anywhere within your document, enter

<!-- comment -->

where comment is the text of the HTML comment.

You’ll add a comment to the jprop.htm file, identifying the author and purpose of this
document.

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 Tutorial 1 Getting Started with HTML5 | HTML and CSS HTML 15

To add a comment to the document head:

◗ 1. Click at the end of the opening <head> tag, and then press the Enter key to insert
a new line in your text editor directly above the opening <title> tag.
◗ 2. Type the following lines of code as shown in Figure 1-5:
<!-- The J-Prop Shop Sample Page
Author: your name
Date: the date
-->

where your name is your name and the date is the current date.

Figure 1-5 Adding comments to the HTML file

multi-line comment
describing the
document

Displaying an HTML File

As you continue modifying the HTML code, you should occasionally view the page with
your Web browser to verify that you have not introduced any errors. You might even
want to view the results using different browsers to check for compatibility. In this book,
Web pages are displayed using the Windows Internet Explorer 9 browser. Be aware that
if you are using a different browser or a different operating system, you might see slight
differences in the layout and appearance of the page.

To view Dave’s Web page:

◗ 1. Save your changes to the jprop.htm file.
◗ 2. Start your Web browser. You do not need to be connected to the Internet to view
local files stored on your computer.
Trouble? If you start your browser and are not connected to the Internet, you
might get a warning message. Click the OK button to ignore the message and
continue.
◗ 3. After your browser loads its home page, open the jprop.htm file from the
tutorial.01\tutorial folder.
Trouble? If you’re not sure how to open a local file with your browser, check for
an Open or Open File command under the browser’s File menu. If you are still
having problems accessing the jprop.htm file, talk to your instructor or technical
resource person.

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HTML 16 HTML and CSS | Tutorial 1 Getting Started with HTML5

Your browser displays the Web page shown in Figure 1-6. Note that in this case,
the page title appears in the browser tab; in other cases, it will appear in the
browser’s title bar. The page itself is empty because you have not yet added any
content to the body element.

Figure 1-6 Viewing the initial HTML file in a Web browser

document title
appears in the
browser tab

no content appears
in the page body

Converting an HTML Document into XHTML

INSIGHT

There is considerable overlap between HTML and XHTML. You can quickly change
an HTML document into an XHTML document just by altering the first three lines of
code. To convert an HTML file into an XHTML file, replace the doctype and the opening
<html> tag with the following:
<?xml version=”1.0” encoding=”UTF-8” standalone=”no” ?>
<!DOCTYPE html PUBLIC “-//W3C//DTD XHTML 1.0 Strict//EN”
“http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd”>
<html xmlns=”http://www.w3.org/1999/xhtml”>

Since XHTML is an XML vocabulary, the first line notifies browsers that the document
is an XML file. The version number—1.0—tells the browser that the file is written in
XML 1.0. The second line provides the doctype for an XHTML document written under
a strict interpretation of XHTML syntax. The third line of the file contains the opening
<html> tag. In XHTML, the <html> tag must include what is known as a namespace
declaration indicating that any markup tags in the document should, by default, be
considered part of the XHTML language. Because XML documents can contain a mixture
of several different vocabularies, the namespace declaration is necessary to specify the
default language of the document. With these three lines in place, browsers will recog-
nize the file as an XHTML document.

Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Tutorial 1 Getting Started with HTML5 | HTML and CSS HTML 17

Defining the Structure of the Page Body

Now that you’ve marked the document head and inserted a page title, you’ll turn to the
contents of the body of the Web page. It’s always a good idea to plan your Web page
before you start coding it. You can do this by drawing a sketch or by creating a sample
document within a word processor. Your preparatory work can weed out textual errors
or point to potential problems in your page layout. In this case, Dave has already drawn
up a flyer that he’s passed out at juggling and circus conventions. Figure 1-7 shows the
handout, which provides information about Dave’s company and his products.

Figure 1-7 Dave’s flyer

Dave’s flyer contains several elements that are common to many Web pages, as
shown in Figure 1-8. A header displays the company’s logo and a footer displays contact
information for the J-Prop Shop. The main section, which describes Dave’s business,
includes several subsections, also known as articles. A second section that appears as a
sidebar displays quotes from some J-Prop customers.

Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
HTML 18 HTML and CSS | Tutorial 1 Getting Started with HTML5

Figure 1-8 Structure of Dave’s Web page

header

article

section

article

article
aside footer

Working with HTML5 Structural Elements

Each of these parts of Dave’s document can be marked using HTML5 structural elements,
which are the elements that define the major sections of a Web page. Figure 1-9 describes
some of these elements.

Figure 1-9 HTML5 structural elements

Structural Element Description

article A subsection covering a single topic
aside Content containing tangential or side issues to the main topic of the page
footer Content placed at the bottom of the page
header Content placed at the top of the page
nav A navigation list of hypertext links
section A major topical area in the page

Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Another Random Scribd Document
with Unrelated Content
 Renewal of the Charter, 142
1218 Papal attempt to govern by Legates, 143
Pandulf’s government, 143
1221 His fall, 143
Triumph of national party under Hubert de Burgh, 143
Parties in England, 144
1223 Opposition Barons at Leicester, 144
Resumption of royal castles, 145
1224 Destruction of Faukes de Breauté, 145
Danger from France, 145
1223 Death of Philip, 145
1226 Death of Louis VIII., 145
English neglect this opportunity, 146
Poitou remains French, 146
1227 Hubert’s continued power, 146
Langton supports his policy, 146
Change of Popes—increased exactions, 147
1228 Death of Langton, 147
Quarrel of Henry and De Burgh, 147
1229 Henry’s false foreign policy, 147
1231 Return of Des Roches, 148
1232 Twenge’s riots, 148
Fall of De Burgh, 148
1233 Revolution under Des Roches, 149
Earl of Pembroke upholds De Burgh, 149
1234 Edmund of Canterbury causes Des Roches’ fall, 150
1235 Henry becomes his own minister, 151
1236 Henry’s marriage, 151
1237 Influence of the Queen’s uncles, 151
1238 Formation of a national party under Simon de
Montfort, 152
Revival in the Church, 152
Grostête, 153
1243 Loss of Poitou, 153
Prince Richard joins the foreign party, 154
1244 Exactions in Church and State, 154
1247 Inroad of Poitevin favourites, 155
1248 Discontent of the Barons, 155
Continued misgovernment, 155
1249 Tallages on the cities, 155
1250 Diversion of the Crusade, 156
De Montfort’s government of Gascony, 156
His quarrel with the King, 156
1253 By his aid Gascony is saved, 156
The King’s money difficulties, 157
1254 The Pope offers Edmund the Kingdom of Sicily, 157
Henry accepts it on ruinous terms, 157
1256 Consequent exactions, 158
1257 Terrible famine, 158
Parliament at length roused to resistance, 158
Parliament at Westminster, 158
1258 The “Mad Parliament,” 159
Provisions of Oxford, 159
Opposition to the surrender of Castles, 160
Exile of aliens, 160
Proclamation of the Provisions, 160
Government of the Barons, 160
1259 Final treaty with France, 161
Henry thinks of breaking the Provisions, 161
1261 The Pope’s absolution arrives, 161
Quarrel between De Clare and De Montfort, 161
1262 Return of De Montfort, 162
1263 Outbreak of hostilities, 162
1264 The Award of Amiens fails, 163
War—Battle of Lewes, 163
The Mise of Lewes, 163
Appointment of revolutionary government, 163
The exiles assemble at Damme, 164
De Montfort desires final settlement, 164
Royalist movements on the Welsh Marches, 164
1265 Parliament assembles, 165
Conditions of Prince Edward’s liberation, 165
De Clare forsakes the Barons, 166
He joins the Marchers, 166
 Escape of Edward, 166
Leicester opposes Edward in Wales, 166
Defeat at Kenilworth, 166
Battle of Evesham, 167
1266 Dictum of Kenilworth, 168
1267 De Clare compels more moderate government, 168
Constitutional end of the reign, 168
Views of the people on the war, 168

SETTLEMENT OF THE CONSTITUTION.

EDWARD I. 1272-1307.
1272 Edward’s accession and character, 171
The first English King, 172
His political views, 173
His legal mind, 173
His success, 173
His enforced concessions, 174
1275 His first Parliament, 174
Statute of Westminster, 174
Establishment of Customs, 174
1278 Edward’s restorative measures, 174
New coinage, 175
1279 Statute of Mortmain, 175
Affairs in Wales, 175
1275 Llewellyn’s suspicious conduct, 175
1277 War breaks out, 176
Llewellyn submits, and is mercifully treated, 176
1282 Second rising in Wales, 176
Death of Llewellyn, 176
1288 Execution of David, 176
1284 Statute of Wales, 177
Annexation of Wales, 177
1282 Foreign affairs call Edward abroad, 177
1284 The Sicilian Vespers, 177
1286 Edward acts as mediator between France and Aragon, 178
1288 His award is repudiated, 178
1289 Disturbances in England during his absence, 178
He returns, punishes corrupt judges, banishes the Jews, 179
Second period of the reign, 179
Relations with Scotland, 180
1290 Extinction of the Scotch royal family, 181
Proposed marriage of the Maid and Prince Edward, 181
Invitation to Edward to settle the Succession, 182
Death of the Maid, 182
1291 Meeting at Norham, 182
Edward’s supremacy allowed, 182
The claimants to the Scotch throne, 182
1292 Edward gives a just verdict, 183
Balliol accepts the throne as a vassal, 183
1293 Scotland appeals therefore to the English Courts, 183
The appeals not pressed to extremities, 184
Quarrel with France, 184
Edward is outwitted, Gascony occupied, 184
Balliol in alliance with France, 184
1295 First True Parliament, 183
1296 Edward marches into Scotland, 185
Defeat of the Scotch at Dunbar, 185
Submission of Balliol and Scotland, 186
Constitutional opposition of Clergy and Barons, 186
1296 Refusal of the Clergy to grant subsidies, 186
1297 The Clergy outlawed, 187
The Barons refuse to assist Edward, 187
Compromise with the Clergy, 187
Edward secures an illegal grant, 187
The Earls demand the confirmation of the Charters, 188
They are granted with reservations, 188
Scotch insurrection under Wallace, 189
1299 English Treaty with France, 189
Edward invades Scotland, 190
Defeats Wallace at Falkirk, 190
Comyn’s Regency, 190
1301 Parliament of Lincoln, 190
The Pope’s claims rejected, 191
1303 Third invasion and conquest of Scotland, 191
1306 Bruce murders Comyn and rebels, 192
Preparations for a fourth invasion, 192
1307 Edward’s death near Carlisle, 192
Constitutional importance of the reign, 193

RENEWAL OF THE STRUGGLE OF THE NATION AGAINST THE CROWN.

EDWARD II. 1307-1327.
1307 Edward’s friendship for Gaveston, 198
1308 The Barons demand his dismissal, 198
1309 Gaveston’s return, 199
General discontent, 199
Statute of Stamford, 200
1310 Appointment of the Lords Ordainers, 200
1311 Useless assault on Scotland, 200
The Ordinances published, 201
Policy of the Opposition, 201
Gaveston banished, 201
1312 He reappears with the King, 202
He is beheaded at Warwick, 202
1314 Renewal of the War with Scotland, 203
Battle of Bannockburn, 203
Edward refuses to treat, 204
Consequent disasters, 204
1315 Wars in Wales and Ireland, 204
Bruce’s invasion of Ireland, 204
1316 He is crowned King, 205
1318 He is killed at Dundalk, 205
1316 Distress in England, 205
Lancaster temporary Minister, 205
Power of the Despensers, 205
1318 Temporary reconciliation, 206
1320 Truce with Scotland, 206
The Welsh Marchers quarrel with the Despensers, 206
Edward supports his favourites, 206
1321 Hereford and Lancaster combine, 206
 The Despensers are banished, 206
An insult to the Queen rouses the King to energy, 207
Edward recalls the Despensers, 207
1322 Pacifies the Marches, 207
Attacks Lancaster, 207
Battle of Boroughbridge, 207
Lancaster worshipped as a Saint, 207
Triumph of the Despensers, 208
Renewal of war with Scotland, 208
1323 Peace for thirteen years with Scotland, 208
Dangers surrounding the King, 208
1324 Difficulties with France, 209
1325 The Queen and Prince in France, 209
1326 She lands in England, 210
Her party gathers strength, 210
The King is taken, 210
1327 The Prince of Wales made King, 210
Murder of Edward, 211

BEGINNING OF HUNDRED YEARS’ WAR, AND CONSTITUTIONAL

PROGRESS.
EDWARD III. 1327-1377.
1327 Measures of reform, 214
Mortimer’s misgovernment, 214
Fruitless campaign against Scotland, 214
Opposition to Mortimer, 214
1330 Conspiracy and death of Kent, 215
Edward overthrows Mortimer, 215
Edward’s healing measures, 216
1332 Balliol invades Scotland, 216
Edward supports him, 216
Siege of Berwick, 217
1333 Battle of Halidon Hill, 217
1334 Temporary Submission of Scotland, 217
Edward’s claims on France, 218
The Scotch, with Philip’s help, renew the War, 218
1337 Edward therefore produces his claims, 218
Edward attacks France, 218
1338 His alliances on the North-east, 219
He is made Imperial Vicar, 219
Great taxation, 219
He lands in Flanders, 220
1339 Deserted by his allies, he returns home, 220
1340 Returns, and wins the Battle of Sluys, 220
Fruitless expedition to Tournay, 220
Sudden visit to England, 221
Displacement of the Ministry, 221
1341 His dispute with Stratford, 221
Edward yields, 221
1342 Loss of all his allies, 222
New opening in Brittany, 222
1343 Mediation of the Pope offered, 223
Decay of Papal influence, 223
1344 His mediation accepted conditionally, it fails, 224
Edward’s commercial difficulties, 224
1345 War breaks out again, 224
Derby hard pressed in Guienne, 224
1346 Edward, to relieve him, lands in Normandy, 225
Marches towards Calais, 225
Battle of Cressy, 227
Battle of Neville’s Cross, 228
1347 Siege of Calais, 228
Truce, 229
1349 The Black Death, 229
1355 Renewal of the War, 229
Destructive March of the Black Prince southwards, 229
The “Burnt Candlemas,” 231
1356 The Black Prince’s expedition northwards, 231
Battle of Poitiers, 231
Release of King David, 232
1357 Peace with Scotland, 232
Terrible condition of France, 232
1359 Reviving power of the Dauphin, 232
 Edward again invades France, 233
1360 Want of permanent results induce Edward to make The
Peace of Brétigny, 233
The Treaty is not carried out, 234
1364 The War in Brittany continues, 234
1365 Affairs of Castile, 234
1366 France and England support the rival claimants, 234
1367 Battle of Navarette, 235
1368 Taxation in Aquitaine, 235
The Barons appeal to Charles, 235
1369 Renewal of French War, 235
Gradual Defeat of the English, 236
1370 The Black Prince takes Limoges, 236
His final return to England, 236
1374 Loss of Aquitaine, 236
1372 Naval victory of the Spaniards, 236
1375 Discontent in England, 236
Politics of the Time, 237
1376 The Good Parliament, 239
Death of the Black Prince, 240
Lancaster regains power, 240
1377 The Lancastrian Parliament, 240
Trial of Wicliffe, 240
Uproar in London, 240
Death of the King, 240

BEGINNING OF THE FACTION FIGHT AMONG THE NOBILITY.

RICHARD II. 1377-1399.
1377 Difficulties of the new reign, 242
Regency and administration of Lancaster, 242
Patriotic government, 243
1380 Money wanted for the War in Brittany, 243
The Poll Tax, 243
1381 Insurrection of the Villeins, 244
Death of Wat Tyler, 244
The insurrection suppressed, 245
 Parliament rejects the Villeins’ claims, 245
1383 Suspicions of Lancaster’s objects, 245
He deserts Wicliffe, 245
He is charged with the failure in Flanders, 246
1385 Jealousy of him thwarts the Scotch invasion, 246
He is glad of the excuse to leave England to support his
claims in Castile, 246
Gloucester takes Lancaster’s place, 246
The King’s Favourites, 247
1386 Gloucester heads an opposition, 247
Change of Ministry demanded, 247
Impeachment of Suffolk, 247
Commission of Government, 247
1387 The King prepares a counterblow, 248
The Five Lords Appellant, 248
They impeach the King’s friends, 248
Affair of Radcot, 248
1388 The Wonderful Parliament, 248
1389 Gloucester’s unimportant Government, 249
Richard assumes authority, 249
1393 Final Statute of Provisors, 250
1394 Expedition to Ireland, 250
1397 Marriage with Isabella of France, 251
Richard’s vengeance after seven years’ peace, 251
1398 Hereford and Norfolk banished, 252
His arbitrary rule alienates the people, 253
1399 During his absence in Ireland, 253
Hereford returns and is triumphantly received, 253
He captures Richard, 254
Makes him resign the Kingdom, 254
———————
State of Society.
———————

MONARCHY BY PARLIAMENTARY TITLE.

HENRY IV. 1399-1413.
1399 Henry’s position in English History, 275
Reversal of the Acts of the late King, 276
Tumultuous scene in the First Parliament, 276
The King’s insecure position for nine years, 276
1400 Insurrection of the late Lords Appellant, 277
Imprisonment and secret death of Richard, 277
Hostile attitude of France and Scotland, 278
Useless and impolitic march into Scotland, 278
1401 Insurrection Wales, 278
Owen Glendower, 278
1402 Quarrel with the Percies, 278
The pretended Richard, 279
Causes of the quarrel with Northumberland, 279
1403 The Percies combine with Glendower, 279
Battle of Shrewsbury, 280
1404 Submission of Northumberland, 280
Widespread Conspiracy, 280
1405 Flight of the young Earl of March, 280
Renewed activity of Northumberland, Scrope and Mowbray, 281
Events which secured Henry’s triumph, 281
Capture of James of Scotland, 281
1407 Murder of Orleans, 282
1408 Final defeat and death of Northumberland, 282
Henry’s improved position, 282
His enforced respect for the Commons, 282
Climax of their power, 283
Explained by the King’s failing health, 283
1412 Renewed vigour at the end of his reign, 283
Henry’s foreign policy, 283
His alliance with the Church, 284
His persecuting Statute, 285
Views of the nation with regard to the Church, 285
Henry’s jealousy of the Prince of Wales, 285

RENEWAL OF THE HUNDRED YEARS’ WAR.

HENRY V. 1413-1422.
1413 Fortunate opening of his reign, 287
General amnesty and release of prisoners, 288
1414 Signs of slumbering discontent, 288
The Lollards, 288
Henry’s reason for the impolitic French War, 289
State of France, 290
Expulsion of the Burgundians from Paris, 290
Attempt at national government, 290
Henry’s double diplomacy and outrageous claims, 291
His preparations, 291
1415 He lands in France, 292
Conspiracy of Cambridge, 292
Capture of Harfleur, 292
Henry compelled to retire upon Calais, 293
Battle of Agincourt, 295
The French Government falls into the hands of the
Armagnacs, 296
1416 Visit of Sigismund, 297
His position in Europe, 297
His close union with Henry, 297
Failure of his mediation, 298
1417 Armagnac attacks Queen Isabella, 298
She allies herself with Burgundy, 298
Henry’s second Invasion, 298
1418 The Parisians, anxious for peace, admit the Burgundians, 298
1419 Fall of Rouen, 299
Negotiations for peace, 300
Attempted reconciliation of the French parties, 300
Murder of Burgundy, 300
Young Burgundy joins England, 300
1420 Treaty of Troyes, 300
1421 English defeat at Beaugé, 301
Henry hurries to Paris, 301
1422 While re-establishing his affairs he dies, 301
Death of Charles VI., 302
 LOSS OF FRANCE AND DESTRUCTION OF THE BARONAGE.
HENRY VI. 1422-1461.
1422 Arrangements of the Kingdom, 303
Position of affairs in France, 304
1423 Bedford’s marriage, 304
Release of the Scotch King, 304
1424 Battle of Verneuil, 305
Consequent strength of the English position in France, 305
It is disturbed by the consequences of Gloucester’s
marriage, 305
The first blow to the Burgundian alliance, 305
1425 Rivalry of Beaufort and Gloucester, 306
1426 Gloucester’s marriage with Eleanor Cobham, 307
Bedford again secures Burgundy, 307
1428 And attacks Orleans, 307
1429 Battle of the Herrings, 308
Danger of Orleans, 308
Joan of Arc, 308
Causes of her success, 310
The siege is raised, 310
March to Rheims to crown the Dauphin, 310
Unsuccessful attack on Paris, 311
1430 Capture of Joan of Arc, 311
Coronation of King Henry, 311
1431 Joan’s death, 311
1432 Increasing difficulties of the English, 312
State of England, 312
Conduct of Gloucester, 312
Death of the Duchess of Bedford, 312
Bedford re-marries. Second blow to the Burgundian
alliance, 312
1433 Efforts at peace, and 313
1434 Rise of a War party under Gloucester, 313
1435 Great Peace Congress at Arras, 314
Bedford’s death, 314
 Consequent defection of Burgundy, 314
1436 Obstinacy of the War party, 314
Continued ill success, 315
Danger from Scotland, 315
1437 James’s death, 315
1440 Peace party procures the liberation of Orleans, 316
1442 Peace becomes necessary, 316
Rise of Suffolk, 316
1445 Marriage of Henry with Margaret of Anjou, 316
1446 Pre-eminence of Suffolk, 317
1447 Gloucester’s death, 317
York takes his place, 317
1448 Ministry of Suffolk, 318
His unpopularity, 318
Renewal of the War, 318
1449 Fall of Rouen, 319
Popular outbreak against Suffolk, 319
1450 Murder of Suffolk, 319
Continued discontent, 320
Jack Cade, 320
1452 York’s appearance in arms; Civil War begins, 320
He is duped into submission, 321
1453 Imbecility of the King, 321
1454 Prince of Wales born, 321
York’s First Protectorate, 322
Recovery of the King, 322
1455 York again appears in arms, 322
First Battle of St. Albans, 322
Character of the two parties, 323
1456 York’s Second Protectorate, 324
1457 With the Nevilles he retires from Court, 324
1458 Hollow reconciliation of parties, 325
1459 Renewed hostilities, 325
Battle of Blore Heath, 325
Flight of the Yorkists from Ludlow, 325
Lancastrian Parliament at Coventry, 325
1460 Fresh attack of the Yorkists, 325
 Battle of Northampton, 326
Yorkist Parliament in London, 326
York at last advances claims to the throne, 326
The Lords agree on a compromise, 326
York is defeated and killed at Wakefield, 326
1461 The young Duke of York wins the Battle of Mortimer’s Cross, 327
The Queen, advancing to London, wins second Battle of St.
Albans, 327
Sudden rising of the Home Counties, 327
Triumphant entry of Edward, 327

HEREDITARY ROYALTY WITHOUT CONSTITUTIONAL CHECKS.

EDWARD IV. 1461-1483.
1461 Edward secures the crown, 328
Battle of Towton, 328
Yorkist Parliament, 328
1462 With French help Margaret keeps up the War, 328
1464 Battle of Hedgeley Moor, 328
Battle of Hexham, 328
1465 Edward’s triumph and popular Government, 329
Apparent security of his Throne, 330
Destroyed by his marriage, and the rise of the
Woodvilles, 330
1466 Power of the Nevilles, 331
Their French policy, 331
Edward’s Burgundian policy, 331
1467 Defection of the Nevilles, 332
1469 Popular risings inspired by them, 332
Clarence’s weakness drives them to the Lancastrians, 333
1470 Wells’ rebellion, 333
Flight of Warwick, 333
He returns and re-crowns Henry, 334
1471 Edward gets help from Burgundy, 334
Clarence joins him, 335
Battle of Barnet, 335
Margaret lands in England, 335
 Battle of Tewkesbury, 335
Edward’s triumphant return to power, 335
Murder of Henry, 335
Clarence’s quarrels, 336
1476 With Richard, 336
1477 With Edward, 336
1478 His trial and death, 337
1475 Edward joins Burgundy against France, 337
Failure of his expedition, 337
Treaty of Pecquigni, 338
Ambitious projects of marriage for his daughters, 338
1482 Affairs in Scotland, 338
Edward supports Albany, 339
He gains Berwick, 339
1483 His death and character, 339

EDWARD V. 1483.
1483 State of parties at Edward IV.’s death, 340
Richard overthrows the Queen’s party, 340
He is made Protector, 340
He quarrels with the new nobles, 340
Hastings’ death, and fall of his party, 341
Richard, with Buckingham’s help, secures the crown, 341

RICHARD III. 1483-1485.

1483 Richard’s position, and policy of conciliation, 345
His strong position, 345
Weak points in it, 346
Disaffection in the South, 346
Death of the Princes, 346
Projected marriage of Elizabeth and Richmond, 346
Defection of Buckingham, 347
Richmond’s first Invasion, 347
Death of Buckingham, 347
Failure of the Conspiracy, 347
1484 The great Act of Confiscation, 347
Richmond’s continued schemes, 348
Richard’s efforts to oppose him, 348
Attempts to win the Queen, 348
Death of the Prince of Wales, 348
Lincoln declared heir, 348
1485 General uneasiness in England, 348
Richard has recourse to benevolences, 349
Richmond lands at Milford, 349
Conduct of the Stanleys, 349
Battle of Bosworth, 349
Richard’s character and laws, 350
 L I S T O F M A P S.

1. SAXON ENGLAND At end of Book

2. CRUSADES ” ”
3. FRANCE ” ”
4. ENGLISH POSSESSIONS IN FRANCE ” ”
5. NORTH OF FRANCE ” ”
6. ENGLAND AND WALES ” ”
 INTRODUCTION.

T he history of civilization can be traced in great lines which have

more or less followed a similar direction throughout all Europe.
The interest of a national history is to observe the course which
these lines have followed in a particular instance; for, examined in
detail, their course has never been identical. The period occupied by
what we speak of as English history is that, speaking broadly, during
which the great mediæval systems—feudalism and the Church—have
by degrees given place to modern society, of which the moving-
springs are freedom of the individual, government in accordance
with the popular will, and freedom of thought. The object of a
History of England is therefore to trace that change as it worked
itself out amid all the various influences which affected it in our own
nation. The peculiar circumstances of the Norman conquest
prevented the complete development in England of either of the
great Continental systems. Neither the feudal system nor the system
of the Roman Church are to be found in their completeness in
England. The separation of England from the Empire, the entire
destruction of the Roman occupation by the German invaders,
prevented that contact between German and Roman civilization from
which Continental feudalism sprang. And though, if left to itself, the
civilization of the early English would have ripened into some form of
feudalism, it was caught by the Conquest before the process was
completed. The Normans brought with them, indeed, the external
apparatus of the completed system; but in the hands of their great
leader, and grafted upon the existing institutions of the country, it
assumed a new form. The power of the King was always maintained
and the power of the barons suppressed, while room was left under
the shadow of a strong monarchy for the growth of the lower classes
of the nation. In the same way, the Church was always kept from
assuming a position of supremacy, and its subordinate relations to
the State maintained. The establishment of this new form of
government may be held to occupy the first period of our history
since the Conquest, lasting till the reign of John. During that time the
barons, who had more than once attempted to establish the same
virtual independence as was enjoyed by their fellows abroad, were
taught to recognize the power of the Crown. The legislation of Henry
I. and Henry II., and the establishment under the latter of a new
nobility dependent for their status upon their ministerial services,
coupled with the incorporation of the national system of justice with
the feudal system of the conquerors, united all classes of Englishmen
and consolidated the nation, but in so doing raised to an alarming
degree the power of the Crown. The miserable reign of John, and
the tyrannical use he made of the power thus placed in his hands,
called attention to the dangers which beset the administrative
arrangements of his father. The total severance of England from
France, which took place in his reign, and his rash quarrel with the
Church, completed the work of national consolidation, but placed the
united nation in antagonism to the throne. The nobility, which in
other countries were the natural enemies of all classes below them,
were thus forced to assume the lead of all who desired a reasonable
amount of national freedom.
The struggle to harmonize the relations which should exist
between the Crown and the subject occupies the second period of
our history. It assumes several forms; sometimes the dislike of
foreigners, sometimes a desire for self-taxation, sometimes it seems
little more than an outbreak of an over-strong nobility. But whatever
its form, the fruits of the struggle were lasting. The rival claims of
King and nation, acknowledged and regulated by the wisdom of
Edward I., gave rise to that balanced constitution which in its latest
development still exists among us. But it would seem that this great
advance in government had been somewhat premature. In other
nations institutions resembling our Parliament sprang into existence,
and faded away before the power of the Crown, an effect which can
be traced chiefly to the strong line of division separating the
commonalty from the nobles. Without support from the nobility, and
in all its interests in direct antagonism to it, the commonalty, after
supporting the Crown in the destruction of the baronage, found itself
in presence of a power to which it was unable to offer any
resistance. Several causes already mentioned had in England
weakened the sharp definition of classes, but there was a great risk
even there of a similar failure of constitutional monarchy. It was as
the leader of the nobility that Henry IV. first rose into importance in
the reign of Richard II., and subsequently obtained the crown. The
limitation of the franchise in the reign of Henry VI., and the
consequent subserviency of Parliament, were steps towards the
elevation of an aristocratical influence, which, had it grown till its
suppression by the Crown was rendered necessary, would have
reproduced in England the historical phenomena visible in France.
Fortunately the nobility were not at one among themselves. The
various sources from which they derived their origin, the close family
connections, and personal interests, split them into factions, which,
taking advantage of a disputed succession, brought their quarrel to
the trial of the sword with such animosity that the nobility of England
was virtually extinguished.
But while this faction fight, and the great French war which
preceded it, attract the attention chiefly during the third period of
the history, a quiet advance of great importance had been going on,
sheltered by the more obvious movements of the time. The same
spirit which had found its expression in the establishment of the
Constitution, had indirectly, if not directly, influenced every class of
the nation. The exclusive merchant guild had given place to the
craftsman’s guild. The wars in France, the alienation of property
fostered by the legislation of Edward I., the Black Death, which had
robbed the country of at least a third of its labouring hands, had
sealed the fate of serfdom, and established in England the great
class of free wage labourers. The same alienation, the gradual
increase and importance of trade, and the formation and introduction
of capital, had formed a middle class of gentry, from which the
successful merchant was not excluded. Nor had this political growth
been unaccompanied by an advance of thought. The failure of the
crusades, the last great exhibition of material religion; the Franciscan
revival; the philosophy of Bacon and his successors; the bold
declaration of independence on the part of Wicliffe, and the grasping
and repellent character of the Roman Court, had shaken the Church
to its foundations. The storm which had shaken the surface of
English society had left its depths unmoved and undisturbed by the
great work of extermination proceeding overhead; these processes
of growth had been gradually continuing their course during the
whole of the third period. Thus, then, when Edward IV. emerged
from the troubles of the Wars of the Roses as King of England, his
position, though it might seem very similar to that of a king who had
triumphed over his nobility, was yet considerably modified. The
nobility were no doubt gone, but it was not the Crown which had
crushed them. The Church, indeed, threw all its influence on the side
of the Crown, but it was in the consciousness of the insecurity of its
position in the hearts of the people that it did so. The King and his
Commons stood face to face, with no intermediate class to check
their mutual action, but the Commons were already free, and headed
by a rapidly rising body of wealthy secondary landowners or
merchants. Nevertheless, the immediate effect of the destruction of
the nobility was completely to check constitutional growth, and to
establish a government which was little short of arbitrary.
The Italian statecraft, which the influence of the Renaissance
rendered paramount, for the moment increased the tendency to
absolutism; and in the reign of Henry VIII., though a shadow of
popular government yet remained, the will of the king was little short
of absolute. What may be called the fourth period of our history is
occupied by the establishment of this arbitrary power, and the
gradual awakening of national life, under the influences of the
Renaissance, and of the circumstances which accompanied the
Reformation, which tended to modify it in the reign of Elizabeth.
When Protestantism and the vigorous young thought of the
reawakened nation became linked indissolubly with the fortunes of
the sovereign in her national war against Spain, the mere necessity
of the union tended much to put a practical limit to the arbitrary
character of the new monarchy. It was the miscomprehension of the
necessity of this union between king and people which produced the
contests which occupy our history during the reign of the Stuarts.
Bred in the theory of monarchy by Divine right, the logical
offspring of feudalism, when separated from the Empire and the
Church, the Stuarts were willing to accept the arbitrary power of
their predecessors, but would not acknowledge the necessity of
harmonious action with the people, on which alone, as things then
were, such arbitrary authority could rest. The middle class of gentry
had been increasing in power and influence till they were now in a
position to assume that leadership in the nation which the
destruction of the nobles had left vacant. And behind them there
was the bulk of the people, whose Protestantism, the religious
character of the late national struggle, and the love of truth
engendered by the Renaissance, had raised to enthusiastic
Puritanism. The constitutional life, checked for a time by the Tudor
monarchy, again sprang into existence. In the struggle which ensued
it was the enthusiastic party which ultimately triumphed, and its
leader, Cromwell, is seen mingling his conscientious efforts at the
establishment of constitutional government with a religious fervour
too great to be sustained.
But his rule, freed from those parts for which, as yet, the gentry at
all events were unprepared, established, definitely and for ever, the
necessity of recurring sooner or later to the constitutional principles
of the fourteenth century. In the Revolution of 1688 those principles
triumphed. But they triumphed in the hands no longer of a great
enthusiastic leader, but of a party, which found its chief supporters in
a limited number of noble houses, whose aristocratic pride was
injured by the arbitrary power of the sovereign, and whose influence
in the formation of Parliament promised them political superiority
under the establishment of parliamentary government. From that
time till the present the scene of the contest has been changed. A
party struggle of some thirty years gave place to the unchecked
predominance of parliamentary rule. And the last period of our
history has been occupied by the efforts of the excluded nation to
make their voice heard above that of a nominal representation,
consisting in reality of the representatives of a dominant class, under
the influence either of the great Whig families or of the Crown.
 G E N E A LO G I E S O F T H E L E A D I N G FA M I L I E S

(The founder of the family a kinsman of William I.)

DE BOHUNS (Hereford, Essex, Northampton).

click here to see the image

Henry de Bohun = Maud, daughter of Geoffrey

| Fitz-Peter, Earl of Essex.
1st Earl of Hereford. |
Hereditary Constable of England. |
One of the Guardians of the |
Charter. Taken prisoner at |
battle of Lincoln. Died 1220. |
|
+---------------+
|
Humphrey, 2nd Earl of = Maud, daughter of Earl of Ewe.
Hereford. Made also |
Earl of Essex by Henry |
III. Godfather to Prince |
Edward. On Barons’ |
side. Taken prisoner |
at Evesham. Restored |
to favour. |
Humphrey = Eleanor, daughter of
Commanded on | Eve and William de Braose.
Barons’ side |
at Lewes. |
Taken prisoner |
at Evesham. |
Died 1266. |
|
Humphrey, 3rd Earl of Hereford = Maud, daughter of
and Essex. Restored to favour | Ingelram de Fines.
by Edward I. Fought in Scotland. |
Refused to fight for |
Edward I. Compelled him to |
ratify the Charter. Died 1298. |
|
Humphrey, 4th Earl of Hereford = Elizabeth, daughter
and Essex. Fought for | of Edward I.
Edward I. and II. in |
 Scotland. Taken prisoner at |
Stryvelin; exchanged for |
Bruce’s wife. Refused to |
obey Edward’s order not to |
fight Despenser. Joined |
Lancaster’s insurrection. |
Killed at battle of |
Boroughbridge, 1322. |
|
1 2 3 |
+--------------------------+---------------+------+
| | |
John = Alice Fitz-Alan, Humphrey William = Elizabeth, daughter
5th Earl daughter of 6th Earl Fought at | of Badlesmere,
of Hereford Earl of of Hereford Cressy. Made | widow of Edmund
and Essex. Arundel. and Essex. Earl of | Mortimer.
Died 1335. Northampton, |
1337. |
Died 1360. |
|
+---------------+
|
Humphrey = Joan, daughter of
7th Earl of Hereford, | Richard, 9th Earl
Essex, and Northampton. | of Arundel.
Died 1372. |
|
+-------------------------------+----------+
| |
Eleanor = Thomas of Woodstock, Mary = Henry IV., who thus became
sixth son of Edward Earl of Hereford, Essex,
III., who thus became and Northampton.
Constable.
 (Family founded at the Conquest.)

BEAUCHAMP
(Warwick).
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Walter de Beauchamp = Bertha de Braose.

Fought against John. |
Made peace with |
Henry III. One of |
the Barons-Marchers. |
Died 1235. |
|
Walcheline = Joan, daughter of
Died 1235. | Roger Mortimer,
| who died 1215.
|
William = Isabel, sister and
Fought in Gascony. | heiress of
and in Scotland. | William Maudit,
Died 1268. | Earl of Warwick.
|
William = Maud Fitz-John,
1st Earl of Warwick. | widow of Girard
Distinguished in | de Furnival.
Edward I.’s wars. |
Died 1298. |
|
Guy = Alice de Toni.
2nd Earl, “The Black |
Dog of Ardenne.” |
Caused Gaveston |
to be beheaded. |
Died 1315. |
|
Thomas = Catherine, daughter
3rd Earl. Fought | of Roger Mortimer,
at Cressy and | 1st Earl of March.
Poitiers. Died |
of the plague |
at Calais, |
1369. |
|
Thomas = Margaret Ferrars.
4th Earl. Governor of Richard |
II. Joined Thomas of |
Gloucester. Condemned to |
death. Banished to Isle of |
Man. Kept in the Tower. |
Restored by Henry IV. Died |
1401. |
|
Richard = 1. Eliz. de Lisle.
5th Earl. Fought against the = 2. Isabel Despenser,
 Percies at Shrewsbury. | daughter of Earl
Governor of Henry VI. | of Gloucester,
Lieutenant-General of | widow of Richard
France. Died 1439. | Beauchamp, Earl
| of Worcester.
|
+--------------------------------------+---+
| |
Henry = Cicely Neville. Anne = Richard Neville,
6th Earl, Premier | Became heiress | “The Kingmaker.”
Earl of England. | on her niece’s |
Duke of Warwick | death. |
(married at ten | |
years old). Died | |
1445. | |
| |
| +-------------------------+
| | |
Ann. Isabel = George, Ann = Prince Edward.
Died 1449. Duke of = Richard III.
Clarence.
 (Family founded at the Conquest.)

MOWBRAY (Nottingham, Norfolk).

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William de Mowbray = Agnes, daughter of Earl of Arundel.

Strong against John. One of the |
25 Guardians of the Charter. |
Taken prisoner at battle of |
Lincoln. Made peace with |
Henry III. Lands restored. |
Died 1222. |
Roger = Maud, daughter of Beauchamp
Died 1266. | of Bedford.
|
Roger = Rose, daughter of Richard de
Fought in Wales | Clare, Earl of Gloucester.
and Gascony. |
Died 1298. |
|
John = Aliva de Braose.
Fought in Scotland. |
Warden of the |
Marches towards |
Scotland, 1314. |
Joined Lancaster. |
Hanged at |
York 1322. |
|
John = Joan, daughter of Henry,
In favour with | Earl of Lancaster.
Edward III. |
Fought in |
France. |
Died 1361. |
|
John = Elizabeth, granddaughter
Died fighting against | and heiress of Thomas
the Turks at | de Brotherton, Earl
Constantinople, | Marshall, and Earl of
1368. | Norfolk.
|
+----------------------------------------------+
| |
John, made Earl of Thomas = Elizabeth, daughter
Nottingham, Earl of Nottingham, 1383. Earl | of Richard, Earl
1377. Died Marshall, 1386. Governor | of Arundel.
1379. of Calais. Helped to execute |
Arundel, his father-in-law, |
and Thomas of Woodstock. |
Had the lands of Arundel |
and of Thomas Beauchamp, |
Earl of Warwick. Duel with |
Hereford. Banished for |
life. Died at Venice, 1400. |
 |
+-------------------------+-----------------+----+
| | |
Thomas = Constance, John = Kate Margaret = Robert
Earl Marshall. daughter Earl of | Neville. | Howard.
Joined Scrope. of Holland, Nottingham, | |
Beheaded 1405. Duke of Duke of | John, became Duke of
Exeter. Norfolk. | Norfolk, and Earl
Died 1432. | Marshall after
| Anne’s death, 1483.
|
John = Eleanor Bouchier.
3rd Duke of |
Norfolk, |
Died 1461. |
|
+----------------+
|
|
John = Elizabeth, daughter of Talbot,
Earl of Warrenne | Earl of Shrewsbury.
and Surrey 1451, |
4th Duke of |
Norfolk. Died |
1475. |
Anne = Betrothed to Richard,
son of Edward IV.
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