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Discovering the Internet, Fifth Edition Instructor’s Manual 1-1

Discovering the Internet

Complete Concepts and Techniques, Fifth Edition
Chapter One: Into the Internet
A Guide to this Instructor’s Manual:
We have designed this Instructor’s Manual to supplement and enhance your teaching experience
through classroom activities and a cohesive chapter summary.

This document is organized chronologically, using the same headings in red that you see in the
textbook. Under each heading you will find (in order): Lecture Notes that summarize the section,
Figures and Boxes found in the section, if any, Teacher Tips, Classroom Activities, and Lab Activities.
Pay special attention to teaching tips, and activities geared toward quizzing your students, enhancing
their critical thinking skills, and encouraging experimentation within the software.

In addition to this Instructor’s Manual, our Instructor’s Resources Online Companion also contains
PowerPoint Presentations, Test Banks, and other supplements to aid in your teaching experience.

For your students:

Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your students up
to date with the latest in technology news. Direct your students to http://coursecasts.course.com, where
they can download the most recent CourseCast onto their 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 and sorts through and aggregates 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.
Table of Contents
Objectives
1: Introduction
2: Defining the Internet
3: Using the Internet

19: Connecting to the

Internet End of Chapter
Activities Terms to Know

Objectives
Students will have mastered the material in Chapter One when they can:
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Internet,
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Fifth Edition Instructor’s Manual 1-2

1. Define the Internet 3. Discuss the developments of the

2. Describe how individuals, businesses, Internet and the World Wide Web
educational institutions, and 4. Explain how individuals and
organizations use the Internet businesses connect to the Internet

TEACHER TIP
You may choose briefly to review the Chapter Review on page 25 in class or assign the
Chapter Review to be read outside of class.

1: Introduction
LECTURE NOTES
In this chapter, students will learn to define several terms including Internet, email, web, Wi-Fi, RSS,
VoIP, GPS, hotspots, blog, cloud computing, and social network. They will learn about ways that the
Internet is used, the history of the Internet, who controls the Internet, and how individuals and
businesses connect to the Internet.

2: Defining the Internet

LECTURE NOTES
Define the terms Internet, host, online, protocol, and Transmission Control
Protocol/Internet Protocol (TCP/IP) using Figure 1-1
Describe the Internet as a worldwide network of networks
Note that Internet communications travel across high-speed networks connected by fiber-
optic cables, satellites, and other technologies. Communication carriers operate these high-
speed networks, which provide the Internet framework.
Emphasize that no one organization or entity owns or controls the Internet, although several
groups attempt to oversee and standardize the development of Internet technologies and
manage Internet processes, such as ICANN, IANA, and the ISOC

FIGURE: 1-1

BOXES
2: Q&A: Who owns the Internet? No single organization owns or controls the Internet. Several
groups, such as the Internet Corporation for Assigned Names and Numbers (ICANN), the Internet
Assigned Numbers Authority (IANA), and the Internet Society (ISOC), oversee and standardize the
development of Internet technologies and manage some Internet processes. To learn more about each
of these organizations, use a search engine to search for ICANN, IANA, or ISOC.

CLASSROOM ACTVITIES
1. Quick Quiz
1. What is the Internet? (Answer: a global network of computers and mobile devices)
2. What is a host? (Answer: a computer directly connected to the Internet)
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Fifth Edition Instructor’s Manual 1-3

3. What does being online mean? (Answer: connecting to the Internet to access or share
information and services)
4. What is a protocol? (Answer: a standard or set of rules that computer network devices follow
when transmitting and receiving data)
5. What is TCP/IP? (Answer: the protocol suite that makes it possible for different types of
computers or devices, regardless of operating system or device type, to communicate with
each other)

3: Using the Internet

LECTURE NOTES
Define the terms blogs, blogging, video sharing, video blogging, microblogging, World Wide
Web (web), web, webpages, website, markup language, Hypertext Markup Language (HTML),
HTML tags, cascading style sheets (CSS), web authoring software, publish, web server, World
Wide Web Consortium (W3C), web browser (browser), responsive web design
(RWD), hyperlink (link), browsing (surfing the web), scripting language, script, app, Web 2.0,
search tool, email, email program, server, download, upload, File Transfer Protocol (FTP),
cloud computing, virtual private network (VPN), web conferencing, video calling, e-business,
e-commerce, business-to-consumer (B2C), business-to-business (B2B), business-to-employee
(B2E), and consumer-to-consumer (C2C)
Use Figure 1-2 to describe how people use the Internet in many different ways: to search for
information, send and receive email messages, and converse with others from their
computers and mobile devices
Describe various common Internet activities including browsing and searching for
information, communicating with others through email, chat, social networking, and other
media, downloading and uploading files, accessing remote computers or servers, conducting
business activities, and online shopping and bill payment
Mention the most popular web browsers: Microsoft Internet Explorer, Mozilla Firefox,
Google Chrome, and Apple Safari. Tell students that this text features Internet Explorer 11
and to review Appendix A for more information about Firefox and other comparable
browsers
Use Figures 1-3 through 1-5 to describe the World Wide Web, webpages, websites,
web servers, and markup languages
Use Figure 1-6 to describe how the appearance and design of the same webpage differs
between PC and mobile browsers
Use Figure 1-7 to discuss the use of hyperlinks in connecting webpages at the same website
and across different websites
Use Figure 1-8 to discuss the use of search tools to find information on the web
Use Figure 1-9 to describe the various Internet communication methods
Use Figure 1-10 to discuss an example of a cloud computing resource
Discuss the difference between e-business and e-commerce: e-business is sometimes used
to refer to a broad scope of business activities taking place online; e-commerce is sometimes
used to define conducting business transactions online
Use Figure 1-11 to describe basic e-business models: B2C, B2B, B2E, and C2C
Chapter 1: Into
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Fifth Edition Instructor’s Manual 1-4

FIGURES: 1-2, 1-3, 1-4, 1-5, 1-6, 1-7, 1-8, 1-9, 1-10, 1-11

BOXES

4: Facts@Hand: As part of research to mark the 25th anniversary of the World Wide Web, in 2014 the
Pew Research published the following statistics: Nearly all Americans who meet one or more of the
following criteria have access to the Internet: those who live in households earning $75,000 or more,
young adults ages 18-29, and those with college degrees.

4: Q&A: Is the Internet’s societal influence all good? Being constantly connected has its price. In the
past, employees’ workdays were finished when they physically left the office, but now they can be
expected to keep on top of work-related communication during what used to be personal, family, or
leisure time. The compulsion to constantly check social media, sports scores, or text messages can
have a negative effect on human relationships. To learn more, use a search engine to search for
Internet’s negative effect.

5: @Source: Although some people use the terms Internet and web interchangeably, the Internet and
the web are not one and the same. The Internet is a worldwide public network that links private
networks. The Internet gives users access to a variety of resources for communication, research, file
sharing, and commerce. The web, a subset of the Internet, is just one of those resources.

6: Q&A: What is the current HTML standard? The most current HTML standard is HTML 4.01,
which specifies, among other things, that HTML tags must be in lowercase, surrounded by brackets,
and inserted in pairs. HTML 5 is in draft format and is on schedule for stable recommendation by the
end of 2014.

6: Q&A: What is the role of the W3C? The World Wide Web Consortium (W3C) sets standards
for the web. The W3C, through an HTML working group, continues to pursue advancements in
the HTML standard. To learn more, use a search engine to search for W3C.

7: Q&A: What is RWD? Responsive web design (RWD) is a web design strategy. The goal of RWD
is to create websites that adjust layout and, in some cases, content, to the device and screen
displaying the webpages.

8: Q&A: What is a scripting language? Scripting languages are programming languages used to write
short programs, called scripts, that execute in real time at the server or in the web browser when a
webpage downloads. Scripts make webpages dynamic and interactive by adding such features as
multimedia, animation, and forms or by connecting webpages to underlying databases.

8: Q&A: What is an app? An app (short for application) is a software program. The term, app,
typically refers to programs that run on mobile devices (mobile apps), or the web (web apps). Apps
are an integral part of Internet technology.
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Fifth Edition Instructor’s Manual 1-5

8: Q&A: What is Web 2.0? Web 2.0 technologies and practices are designed to make users’ web
experiences interactive by incorporating social media and user-driven content into web pages.

9: Facts@Hand: Perhaps the first person to send an email message who was not a computer scientist was
Queen Elizabeth II, who sent an email message on March 26, 1976 from an Army base.

10: Facts@Hand: Peer-to-peer media file sharing became popular in the late 1990s by websites such as
Napster that allowed individual users to upload music files and share them with others, without
permission from, or reimbursement for, the copyright holder. Companies such as Rhapsody and
Pandora offer subscription-based radio and downloadable music files that are licensed by the
copyright holders and available to individual users.

11: Q&A: What is Telnet? Telnet is a standard or protocol that allows users to log in and to access a
remote computer, usually one with significantly higher processing power. While the public typically
does not use Telnet, it still has many valuable uses. Computer system administrators, for example,
can use Telnet to log in to a remote computer to troubleshoot problems.

12: @ISSUE: Communicating with others online has its risks. Have students read the @Issue: The
Dark Side of the Internet, and then discuss their views on the availability of adult-oriented
websites, hate sites, hacking, and cyberstalking.

12: Q&A: How can I keep safe while using the Internet? Using the Internet is not without risks,
including exposure to computer viruses, accidentally sharing personal information, and more. Be
aware that others could share anything you type and any video or photo you post, even if you
consider the exchange to be private. For more information, use a search engine to search for Internet
safety tips.

TEACHER TIP
The use of social networking sites has become commonplace in society. You may choose to have
students research and discuss the key features, advantages, and disadvantages of popular social
networking sites.

CLASSROOM ACTIVITIES
1. Class Discussion: A transforming technology, such as the development of the printing press, is a
technology that changes society as a whole and dramatically influences the way people conduct their
everyday lives. Are Internet and web technologies transforming technologies? If yes, why? If no, why
not?

2. Class Discussion: Ask how many students are already using the Internet and the web and
to describe how they use both.

3. Class Discussion: Many people use the terms Internet and web interchangeably. Do these terms
mean the same thing? If yes, how are they the same? If no, what is the difference between the
Internet and the web?
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Fifth Edition Instructor’s Manual 1-6

4. Class Discussion: Email, chat, instant messaging, blogs, microblogs, newsgroups, mailing lists, and
other Internet communication tools have changed the way you can communicate with others. Has
this been a positive change? If “Yes,” why? If “No,” why not?

5. Assign a Project: Ask students to quickly write down at least three Internet activities with which
they would like to become more familiar. Then have students select a partner and compare their
lists of activities and discuss the reasons for their choices.

6. Assign a Project: Have each student draw a diagram that illustrates the Internet, the web,
multiple websites, and multiple webpages at each site.

7. Assign a Project: Have each student describe an e-business they would like to start and identify
it by an e-business model (B2C, B2B, or C2C).

8. Quick Quiz
1. What are the Internet and the World Wide Web? (Answer: the Internet is a global network
that connects other networks; the World Wide Web is a subset of the Internet that supports
documents, called webpages, which combine text with graphics and multimedia)
2. How do people communicate online? (Answer: email, IM, IRC or chat, newsgroups and
mailing lists, social networking)
3. What is e-business? (Answer: businesses and other organizations using the Internet to
generate a profit, promote their goods and services, or maintain goodwill with their partners,
members, customers, or employees)
4. What is cyberstalking? (Answer: using threatening or harassing behavior over the Internet)

12: Impact of the Internet

LECTURE NOTES
Define the terms Advanced Research Projects Agency (ARPA), circuit switching, packet
switching, packets, ARPANET, Transmission Control Protocol (TCP), Internet Protocol (IP),
mailing list, backbone, Gopher, hypertext, Hypertext Transfer Protocol (HTTP), spam, and
Internet2
Discuss the major scientists involved with the development of the Internet and their specific
contributions
Use Figure 1-12 to compare circuit and packet switching in terms of call setup,
cost, bandwidth, and congestion
Use Figure 1-13 to discuss why it is useful to understand the history of the Internet and the
web
Describe the factors that led to the growth of the Internet: became easier to use when
computer host numbers were replaced with English-language names such as scsite.com;
development of networks by the academic community, such as Usenet and BITNET;
introduction of personal computers and increase in usage by the general public;
introduction of email services
Chapter 1: Into
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Fifth Edition Instructor’s Manual 1-7

Describe the National Science Foundation’s NSFNet network as a high-speed network that
connected five regional supercomputer centers at Princeton University; University of Pittsburgh;
University of California, San Diego; University of Illinois; and Cornell University
Discuss the early development of the Gopher directory-based system for accessing
information stored on Gopher servers
Use Figure 1-14 to describe the Gopher directory-based system
Use Figure 1-15 to discuss Tim Berners-Lee and his work to develop HTML, HTTP, and the
first browser
Use Figure 1-16 to discuss the development of the web
Describe the Internet2 initiative

FIGURES: 1-12, 1-13, 1-14, 1-15, 1-16

BOXES
13: Facts@Hand: The Public Switched Telephone Network (PSTN) used to be the main way all users
connected to the Internet. PSTN still uses high-speed phone access, despite developments in mobile
and broadband systems. Although initially built to handle voice communications, the phone
network also is an integral part of computer communications. Data, instructions, and information
can travel over the phone network over dial-up lines or dedicated lines. No longer a popular
connectivity method because of its low bandwidth, PSTN remains in use in remote locations where
other connection methods are not available.

19: Facts@Hand: Microsoft released its Internet Explorer browser for free in 1995, launching what
became known as the Browser War between Microsoft and Netscape. Microsoft had an edge because
it was able to integrate its browser using its Windows operating system. When Netscape lost its
market share to Microsoft, Netscape then made its code open-source and became the foundation of
Mozilla Firefox. To learn more, use a search engine to search for browser wars.

19: Q&A: What is Internet2? Internet2 is a major cooperative initiative among academia, industry,
and government agencies to increase the Internet’s capabilities and solve some of its challenges. The
nonprofit initiative has more than 300 university, corporate, government, and international members
and sponsors devoted to developing and using new and emerging network technologies that facilitate
research and education.

TEACHER TIP
Book clubs are a popular way for people to share insights about books they have read. You may
choose to break students into book club groups with specific reading assignments over the course
of the term.

CLASSROOM ACTIVITIES
1. Class Discussion: Many people now believe that both the Internet and the web are indispensable.
Ask students if they agree. If yes, why? If no, why not?
Chapter 1: Into
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Fifth Edition Instructor’s Manual 1-8

2. Class Discussion: The Cold War of the late 1950s was a driving force in the early development
of networking. Why?

3. Class Discussion: The National Science Foundation played an important role in the early growth
of the Internet. What was that role?

4. Class Discussion: Tim Berners-Lee is often described as the person who created the World
Wide Web. Do you think this is true? If yes, why? If no, why not?

5. Class Discussion: The amount of information available on the web and the number of web users
has grown dramatically since its early days. Why?

6. Group Activity: Many other scientists and researchers, such as Robert Taylor, Larry Roberts, Paul
Baran, and Donald W. Davies, made important contributions to the early development of networking
and ARPANET. Have students break into four teams and, using classroom or library resources,
prepare a short report on one of these scientists. Then have each team present their report to the
class.

7. Assign a Project: Have students read a book about the early development of networking, the
Internet, and the web, and then present a report on the book to the class.

8. Quick Quiz
1. What are packets and what is packet switching? (Answer: small units of data sent over the
Internet; breaking data into small packets and then sending the packets individually over
different routes, and reassembling them at their destination)
2. Why was the development of packet switching technologies critical to the successful
development of networking and the Internet? (Answer: packet switching technologies made
data transmissions across a network more robust and less vulnerable to attack)
3. What are TCP and IP? (Answer: Transmission Control Protocol manages flow control over
the Internet and error checking for lost packets; Internet Protocol (IP) addresses and sends
packets)
4. What immeasurable contribution to networking and the development of the Internet
was made by Ray Tomlinson? (Answer: developed the first email program to send and
receive messages to and from remote computers)
5. What is the Internet backbone? (Answer: the main long-distance lines and hardware that
connect computers to the Internet)
6. Who created the markup language used to create webpages, the first web browser, and the
web addressing system that allows a browser to download webpages from a server? (Answer:
Tim Berners-Lee with the help of colleague Robert Cailliau)
7. Who is Marc Andreessen and what role did he play in the development of the web?
(Answer: part of team that created the original Mosaic web browser and co-founder of
Netscape Communications)
Chapter 1: Into
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Fifth Edition Instructor’s Manual 1-9

19: Connecting to the Internet

LECTURE NOTES
Define the terms local area network (LAN), Internet Service Provider (ISP), mobile service
provider, regional ISP, national ISP, bandwidth, transfer rate, bits per second (Bps), kilobits
per second (KBps), megabits per second (MBps), gigabits per second (GBps), bit, 3G, 4G,
broadband, cable television (CATV) lines, line splitter, cable modem, Bluetooth, dial-up
line, modem, dedicated line, streaming media, Integrated Services Digital Network (ISDN),
multiplexing, digital subscriber line (DSL), asymmetrical digital subscriber line (ADSL), T-
carrier line, T-1 line, fractional T-1 line, T-3 line, mobile wireless, wireless fidelity (Wi-Fi),
hotspot, wireless access point, satellite Internet access, real time
Discuss how individuals can connect to the Internet via libraries, schools, businesses, kiosks at
airports, train stations, at home, and at coffee shops
Describe how computers and devices are connected by cable and wireless technologies to
a LAN and discuss how a LAN can provide an Internet connection to multiple computers
Use Figures 1-17 and 1-18 to describe the considerations an individual must weigh
when choosing an ISP
Use Figure 1-19 to discuss cable Internet as well as its data transfer speeds, and the
requirements for establishing and maintaining connectivity with a computer — line splitter,
cable modem, and network expansion card
Discuss a DSL line as a high-speed alternative to a dial-up Internet connection and the
advantages and disadvantages of an “always on” ADSL Internet connection: advantages - fast
speed and dedicated connection; disadvantages – available only in areas close to the
telephone company’s central office and more expensive than dialup
Use Figure 1-20 to describe a wireless access point and how it is used to send and receive
radio waves to and from notebook computers and other wireless devices
Use Figures 1-21 to discuss the two varieties of satellite Internet access and the cost of
equipment and monthly access fees

FIGURES: 1-17, 1-18, 1-19, 1-20, 1-21

TEACHER TIPS
You may choose to invite a representative from your school’s IT department to describe how
the school’s computers connect to the Internet.

You may choose to invite a representative from a local ISP or cable company to discuss with the class
the different types of ISP services available and the advantages and disadvantages of each type of
service.

BOXES
21: Q&A: What is a bit? A bit, short for binary digit, is the smallest unit of electronic data. Bits are
either the digit one (1) or zero (0). Thousands of bits flow each second, even over the slowest
connection.
Chapter 1: Into
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Fifth Edition Instructor’s Manual 1-10

21: Q&A: What do 3G and 4G mean? Standards for mobile communications, including voice, mobile
Internet access, video calls, and mobile TV, are classified by generation. 3G, the third generation,
provides mobile broadband access to devices such as laptop computers and smartphones. 3G devices
support speech and data services, as well as data rates of at least 200 KBps (kilobits per second). 4G
systems improve on 3G standards by supporting services such as gaming and streamed multimedia.

21: Q&A: What is broadband? The term, broadband, defines high-speed data transmissions over a
communication channel that can transmit multiple signals at one time. ISDN, ADSL, and CATV
Internet access are all examples of broadband Internet access.

22: Q&A: What is Bluetooth? Bluetooth is a popular, short-range wireless connection that uses radio
frequency to transmit data between two electronic devices, such as a smartphone and an earpiece.

22: Q&A: What is a dial-up line? A dial-up line is a temporary connection that uses analog phone
lines. Because of its slow access speed, dial-up access is the least popular Internet access method, and
today is used only in remote areas where cable and other methods are not available. Similar to using
the phone to make a call, a modem at the sending end dials the phone number of a modem at the
receiving end. When the modem at the receiving end answers the call, it establishes a connection
enabling data to transmit.

24: Q&A: What is the difference between Wi-Fi and cellular? A smartphone and some other
computers and mobile devices may offer both Wi-Fi and cellular connection capabilities. Both enable
a user to connect to the Internet without wires. To use a Wi-Fi connection, a computer or device
must connect to a wireless router. The user must be within range of the router, and may require a
password for access to the Wi-Fi connection. Users without immediate Wi-Fi access can rely on
cellular coverage, which does not require access to a router. To learn more about how ISPs monitor
cellular and Wi-Fi data charges, search the Internet for ISP cellular versus Wi-Fi data charges.

CLASSROOM ACTIVITIES
1. Class Discussion: Individuals can connect to the Internet in many ways: dial-up, DSL, cable,
satellite, and mobile wireless. Under what circumstances would you choose a dial-up connection, a
DSL connection, a satellite connection, a cable connection, or a wireless connection?

2. Class Discussion: Assume you are purchasing a new smartphone. How important is it for you to be
able to access the Internet for email, games, microblogging, and more from a smartphone? How much
would you be willing to pay for Internet access from a smartphone?

3. Group Activity: Select a group of students to work together. Have the team compare satellite
vs. microwave Internet access and select one method to be installed at a rural home. Have the
team present their analysis and final choice to the class.
Chapter 1: Into
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Fifth Edition Instructor’s Manual 1-11

4. Group Activity: Break students into teams. Have each team research smartphones, cell phones, or
PDA products that can be used to access the Internet. Then have each team choose a product/Internet
service and report back to the class on the reasons for their selection.

5. Assign a Project: Ask students to determine the most appropriate Internet access method for each
of the following scenarios.
(a) Professional person who travels extensively with a laptop
(b) Family of four using a home computer for school and entertainment
(c) Worker with a home office

6. Quick Quiz
1. What is a digital subscriber line (DSL)? (Answer: a digital line alternative, for the small
business or home user, that transmits at fast speeds on existing standard copper phone wiring)
2. What are broadband transmissions? (Answer: high-speed data transmissions over
a communication channel that can transmit multiple signals at one time)
3. How does a fractional T-1 line differ from a T-1 line? (Answer: a fractional T-1 line is
less-expensive, has a slower connection speed, and does not have a single owner)
4. What are two mobile wireless technologies used to provide Internet access to people who are
not physically connected to a network? (Answer: radio signals, wireless fidelity (Wi-Fi),
cellular phones, and wireless providers’ broadband networks)
5. What is a hotspot? (Answer: a specific geographic location in which a wireless access point
provides public Internet access)

End of Chapter Activities

▪
Chapter Review summarizes the key points from the chapter.

▪ Terms to Know is an alphabetical list of the chapter’s key terms with corresponding page
numbers.

▪ Test Your Knowledge provides true or false and multiple choice questions to help solidify what
students learned in the chapter.

▪
Trends provides exercises that encourage students to investigate current Internet
developments.
▪
@Issue uses exercises to challenge students’ perspectives of Internet technology.

▪
Hands On gives students an opportunity to gain hands-on experience working with the Internet and
the Web.
Chapter 1: Into
Discovering thethe
Internet,
Internet
Fifth Edition Instructor’s Manual 1-12

Terms to Know
3G (21) HTML tags (5)
4G (21) hyperlink (7)
Advanced Research Projects hypertext (17)
Agency (ARPA) (13) Hypertext Markup Language (HTML) (5)
app (8) Hypertext Transfer Protocol (HTTP) (17)
ARPANET (14) Integrated Services Digital Network
asymmetrical digital subscriber line (ISDN) (22)
(ADSL) (23) Internet (2)
backbone (15) Internet Protocol (IP) (14)
bandwidth (21) Internet service provider (ISP) (20)
bit (21) Internet2 (19)
bits per second (Bps) (21) kilobits per second (KBps) (21)
blog (4) line splitter (22)
blogging (4) link (7)
Bluetooth (22) local area network (LAN) (19)
broadband (21) mailing list (15)
browser (6) markup language (5)
browsing the web (8) megabits per second (MBps) (21)
business-to-business (B2B) (12) microblogging (4)
business-to-consumer (B2C) (11) mobile service provider (20)
business-to-employee (B2E) (12) mobile wireless (23)
cable modem (22) modem (22)
cable television (CATV) line (22) multiplexing (22)
cascading style sheet (CSS) (6) national ISP (20)
circuit switching (13) online (2)
cloud computing (10) packet switching (13)
consumer-to-consumer (C2C) (12) packets (13)
cyberstalking (12) protocol (2)
dedicated line (22) Published Switched Telephone Network
dial-up line (22) (PSTN) (13)
digital subscriber line (DSL) (23) publish (6)
download (10) real time (25)
e-business (11) regional ISP (20)
e-commerce (11) responsive web design (RWD) (7)
email (9) satellite Internet access (24)
email program (9) script (8)
File Transfer Protocol (FTP) (10) scripting language (8)
fractional T-1 line (23) search tool (8)
gigabits per second (GBps) (21) server (10)
Gopher (16) spam (18)
host (2) streaming media (22)
hotspot (23) surfing the web (8)
Chapter 1: Into
Discovering thethe
Internet,
Internet
Fifth Edition Instructor’s Manual 1-13

T-1 line (23) virtual private network (VPN) (11)

T-3 line (23) web (5)
T-carrier line (23) Web 2.0 (8)
transfer rate (21) web authoring software (6)
Transmission Control Protocol (TCP) web browser (6)
(14) web conferencing (11)
Transmission Control web server (6)
Protocol/Internet webpages (5)
Protocol (TCP/IP) (2) website (5)
upload (10) wireless access point (23)
video blogging (4) wireless fidelity (Wi-Fi) (23)
video calling (11) World Wide Web (5)
video sharing (4) World Wide Web Consortium (W3C) (6)

Top of Document
Another random document with
no related content on Scribd:
Title Page of Baskerville’s Virgil, Birmingham, 1757 (8½ × 5⅜ inches)
 Text Page of Baskerville’s Virgil, Birmingham, 1757 (8½ × 5⅜ inches)

The Virgil itself, beyond the interest that exists in its type, shows grace and
dignity in its composition and margins. For the first time we have a type title
(page 247) that shows a printer’s appreciation of its possibilities. Baskerville
affected extreme simplicity, employing no head or tail pieces and no
ornamental initials to accomplish his effects (page 249).
The copy of Baskerville’s Virgil in my library contains a copper-plate
frontispiece. The advertisement which particularly emphasized this feature
excited my curiosity, as no book of Baskerville’s is known to have contained
illustrations. When I secured the copy I found that the frontispiece was a steel
engraving stamped on water-marked paper which indicated its age to be at
least two hundred years earlier than the publication of the book. The owner of
this particular copy had inserted the illustration in re-binding, and it was no
part of the original edition!
The glossy paper referred to in Franklin’s letter was an outcome of
Baskerville’s earlier business experience. It occurred to him that type would
print better upon highly finished paper, and that this finish could be secured
by pressing the regular book paper of the time between heated japan plates
made at his own establishment. Baskerville is entitled to the credit of having
been the first printer to use highly finished paper, and, beyond this, as Dibdin
says of him, “He united, in a singularly happy manner, the elegance of Plantin
with the clearness of the Elzevirs.”

Interest in the Baskerville books, and in fact in all books printed in what is
known as “old-style” type, ceased suddenly with the inexplicable popularity
attained about 1800 by the so-called “modern” face. The characteristics of the
old-style letter are heavy ascending and descending strokes with small serifs,
whereas the modern face accentuates the difference between the light and the
heavy lines, and has more angular serifs. The engraved work of Thomas
Bewick, in England, the publication of the Racine by the Didots, and the
Bodoni volumes in Italy, offered the public an absolute innovation from the
types with which they had been familiar since the invention of printing, and
the new designs leaped into such popular favor that many of the foundries
destroyed the matrices of their old-style faces, believing that the call for them
had forever disappeared. As a matter of fact, it was not until the London
publisher Pickering revived the old-style letter in 1844, that the modern face
had any competition. Since then the two styles have been maintained side by
side.
Thus the second supremacy of France came from a change in public taste
rather than from economic causes. For a time there was a question whether
Bodoni would win the distinction for Italy or the Didots for France, but the
French printers possessed a typographical background that Bodoni lacked, and
in their Racine produced a masterpiece which surpasses any production from
the Bodoni Press. The Didots were not only printers and publishers, but
manufactured paper and invented the process of stereotyping. While Minister
to France, in 1780, Benjamin Franklin visited the Didot establishment, and,
seizing the handle of a press, struck off several copies of a form with such
professional familiarity as to cause astonishment.
“Don’t be surprised,” Franklin exclaimed smiling. “This, you know, is my
real business.”
In 1797, the French Minister of the Interior placed at the disposal of
Pierre Didot l’aîné that portion of the Louvre which had formerly been
occupied by the Imprimerie Royale. Here was begun, and completed in 1801, an
edition of Racine in three volumes that aroused the enthusiasm of booklovers
all over the world, and brought to Pierre Didot the glory of being recognized
as a master-printer worthy to assume the mantle of Robert Étienne. This is the
typographic achievement I would select as the masterpiece of its period.
 DIDOT’S RACINE, Paris, 1801
A Frontispiece
Designed by Prud’hon. Engraved by Marius (12 × 8 inches)
Title Page of Didot’s Racine, Paris, 1801 (12 × 8 inches)
Opening Page of Didot’s Racine, Paris, 1801
Text Page of Didot’s Racine, Paris, 1801
 FIRMIN DIDOT, 1730–1804
From Engraving by Pierre Gustave Eugene Staal (1817–1882)

The large quarto volumes contain nearly five hundred pages each. The
type was designed and cut by Firmin Didot in conjunction with, or possibly in
collaboration with Giambattista Bodoni, of Parma, Italy. So closely do the two
faces match that the similarity of their design could scarcely have been a
coincidence (see page 81). There is a peculiar charm in the unusual length of
the ascending and descending characters; there is a grace in the slender capitals
in spite of the ultra-refinement; there is satisfaction in having the weight of the
Italic letter approach that of the Roman, thus preventing the usual blemish
which the lighter faced Italic gives to an otherwise perfectly balanced page.
The figures, really a cross between the old style and the modern, have a
distinct individuality entirely lost in the so-called “lining” figures which those
who have copied this face in America have introduced as an “improvement.”
The Racine contains magnificent steel engravings, of which one is
reproduced at page 253. The handmade paper is a return to the beautiful
sheets of the fifteenth century, and the presswork—the type just biting into
the paper without leaving an impression on the reverse side—is superbly
characteristic of the best French workmanship. The vellum copies show the
work at its best. The engravings stand out almost as original etchings. The ink
is the densest black I ever saw. Didot succeeded in overcoming the oil in the
vellum without the chalk surface that is given to the Morris vellum, the ink
being so heavy that it is slightly raised. I was particularly interested in this after
my own experiments in printing my humanistic Petrarch on vellum.
At the Exposition of 1801, in Paris, the Racine was proclaimed by a French
jury the “most perfect typographic product of any country and of any age.” Is
this not too high praise? To have equaled the Italian masterpieces of the
fifteenth century would have been enough glory for any printer to claim!

The Racine was a step in the direction of reclaiming typography from the
trade which it had become, but it was left for William Morris to place printing
squarely back among the arts.
 WILLIAM MORRIS, 1834–1896
From Portrait by G. F. Watts, R. A. Painted in 1880
National Portrait Gallery, London

Morris was nearly sixty years of age when he finally settled upon the book
as the medium through which to express his message to the world. The Morris
wall papers, the Morris chair, the Morris end papers, are among his earlier
experiments, all sufficiently unique to perpetuate his name; yet his work as a
printer is what gave him undying glory. The Kelmscott Chaucer is his masterpiece,
and must be included whenever great typographic monuments are named. For
this the decorator-printer cut a smaller size of his Gothic font, secured the co-
operation of Sir Edward Burne-Jones as illustrator, and set himself the task of
designing the initial letters, borders, and decorations. This was in 1892, and for
four years they worked upon it, one delay following another to make Morris
fearful that the work might never be completed.
 SIR EDWARD BURNE-JONES, Bart., 1833–1898
From Photograph at the British Museum

The decoration for the first page was finished in March, 1893. Morris was
entirely satisfied with it, exclaiming, “My eyes! how good it is!” Then he laid
the whole project aside for over a year, while he devoted himself to his
metrical version of Beowulf. In the meantime Burne-Jones was experiencing
great difficulty in having his designs satisfactorily translated onto wood, and
Morris dolefully remarked, after comparing notes with his friend and
collaborator, “We shall be twenty years at this rate in getting it out!”
It was June, 1894, before the great work was fairly under way. “Chaucer
getting on well,” Morris notes in his diary,—“such lovely designs.” At the end
of June he records his expectation of beginning the actual printing within a
month, and that in about three months more all the pictures and nearly all the
borders would be ready for the whole of the Canterbury Tales.
About this time Morris was asked if he would accept the poet-laureateship
of England, made vacant by Tennyson’s death, if offered to him, and he
unhesitatingly declined. His health and strength were noticeably failing, yet at
the beginning of 1895, less than two years before his death, he was completely
submerged by multifarious occupations. Two presses were running upon the
Chaucer and still a third upon smaller books. He was designing new paper
hangings and writing new romances; he was collaborating in the translation of
Heimskringla and was supervising its production for the Saga Library; he was
engaged in getting together his splendid collection of thirteenth- and
fourteenth-century illuminated manuscripts.
It was not all smooth sailing with the Chaucer. In 1895 Morris discovered
that many of the sheets had become discolored by some unfortunate
ingredient of the ink, but to his immense relief he succeeded in removing the
yellow stains by bleaching. “The check of the Chaucer,” he writes, “flattens life
for me somewhat, but I am going hard into the matter, and in about a
fortnight hope to know the worst of it.”
In December the Chaucer was sufficiently near completion to encourage
him to design a binding for it. Even here he found another difficulty. “Leather
is not good now,” he complained; “what used to take nine months to cure is
now done in three. They used to say ‘What’s longest in the tanyard stays least
time in the market,’ but that no longer holds good. People don’t know how to
buy now; they’ll take anything.”
Morris’ anxiety over the Chaucer increased as it came nearer to completion.
“I’d like it finished tomorrow!” he exclaimed. “Every day beyond tomorrow
that it isn’t done is one too many.” To a visitor, looking through the printed
sheets in his library, who remarked upon the added beauty of those sheets that
follow the Canterbury Tales, where the picture pages face one another in pairs,
Morris exclaimed in alarm, “Now don’t you go saying that to Burne-Jones or
he’ll be wanting to do the first part over again; and the worst of that would be
that he’d want to do all the rest over again because the other would be so
much better, and then we should never get done, but be always going round
and round in a circle.”
The daily progress of the work upon the Chaucer was the one interest that
sustained his waning energies. The last three blocks were brought to him on
March 21, 1896. The Easter holidays almost killed him. “Four mouldy Sundays
in a mouldy row,” he writes in his diary. “The press shut and Chaucer at a
standstill.”
On May 6 all the picture sheets were printed and the block for the title
page was submitted for Morris’ approval, the final printing being completed
two days later. On June 2 the first two bound copies were delivered to him,
one of which he immediately sent to Burne-Jones, the other he placed in his
own library.
Thus the Kelmscott Chaucer came to completion. Four months later William
Morris was dead. The Chaucer had been nearly five years in preparation and
three and a half years in execution. The printing alone had consumed a year
and nine months. The volumes contain, besides eighty-seven illustrations by
Burne-Jones, a full-page woodcut title, fourteen large borders, eighteen frames
for pictures, and twenty-six large initial words, all designed by Morris, together
with the smaller initials and the design for binding, which was in white pigskin
with silver clasps, executed by Douglas Cockerell.
 Text Page of Kelmscott Chaucer, London, 1896 (15 × 10¼ inches)

I have never felt that the Kelmscott volumes were books at all, but were,
rather, supreme examples of a master-decorator’s taste and skill. After all, a
book is made to read, and the Kelmscott Chaucer is made to be looked at. The
principles which should control the design of the ideal book as laid down by
William Morris cannot be improved upon, but when he undertook to put
them into execution he found himself so wholly under the control of his
decorating tendencies that he departed far from his text. William Morris’ work
is far greater than is shown in the volumes he printed. He awoke throughout
the world an interest in printing as an art beyond what any other man has ever
accomplished, the results of which have been a vital factor in bringing modern
bookmaking to its present high estate.

It remained for T. J. Cobden-Sanderson, Morris’ friend, admirer, and

disciple, to put Morris’ principles into operation at the Doves Press, London,
supplemented by Emery Walker, who designed the Doves type,—to me the
most beautiful type face in existence. Cobden-Sanderson, undisturbed by
counter interests, plodded along, producing volumes into which he translated
Morris’ ideals far more consistently than did Morris himself. “The Book
Beautiful,” Cobden-Sanderson wrote in his little masterpiece, The Ideal Book,
“is a composite thing made up of many parts and may be made beautiful by
the beauty of each of its parts—its literary content, its material or materials, its
writing or printing, its illumination or illustration, its binding and decoration—
of each of its parts in subordination to the whole which collectively they
constitute; or it may be made beautiful by the supreme beauty of one or more
of its parts, all the other parts subordinating or even effacing themselves for
the sake of this one or more, and each in turn being capable of playing this
supreme part and each in its own peculiar and characteristic way. On the other
hand each contributory craft may usurp the functions of the rest and of the
whole, and growing beautiful beyond all bounds ruin for its own the common
cause.”
The Doves Bible is Cobden-Sanderson’s masterpiece, and one turns to it
with relief after the riotous beauty of the Morris pages. It is printed
throughout in one size of type with no leads between the lines and with no
paragraphs, the divisions being indicated by heavy paragraph marks. The only
decorative feature of any description consists of exceedingly graceful initial
letters at the beginning of each new book. The type is based flatly upon
Jenson’s Roman face, and exactly answers Morris’ definition of the type ideal,
“Pure in form, severe, without needless excrescences, solid without the
thickening and thinning of the lines, and not compressed laterally.” The
presswork is superb.
Title Page of Doves Bible, London, 1905 (8 × 6 inches)
 Text Page of Doves Bible, London, 1905 (8 × 6 inches)

Surely no form of bibliomania can yield greater rewards in return for study
and perseverance. The great typographical monuments, dating from 1456 to
1905, have given me a composite picture of man’s successful struggle to free
himself from the bonds of ignorance. I have mingled with Lorenzo the
Magnificent and with the oppressed people of Florence; I have been a part of
François I’s sumptuous Court, and have seen the anxious faces of the clerical
faction as they read the writing on the wall; I have listened to the preaching of
Luther, and have heard the Spanish guns bombarding Antwerp; I have stood
with the brave defenders of Leyden, and have watched the center of learning
find its place in Holland; I have enjoyed Ben Franklin’s participation in the
typographical efforts of Baskerville and Didot; I have received the inspiration
of seeing William Morris and Cobden-Sanderson put a great art back into its
rightful place. These triumphs of the printing press are far more than books.
They stand as landmarks charting the path of culture and learning through
four marvelous centuries
What volume of the twentieth century and what master-printer shall be
included? That is yet to be determined by the test of retrospect; but the choice
will be more difficult to make. In America and England history is being made
in printing as an art, and the results are full of hopefulness and promise