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Design for Today and Tomorrow.
The textbook prepares students to design web pages that work today in addition to being ready to take
advantage of new HTML5 coding techniques of the future.
This text includes both “hard” skills such as HTML5 and Cascading Style Sheets (Chapters 1–2 and
4–11) and “soft” skills such as web design (Chapter 3) and publishing to the Web (Chapter 12). This
well-rounded foundation will help students as they pursue careers as web professionals. Students and
instructors will find classes more interesting because they can discuss, integrate, and apply both hard
and soft skills as students create web pages and websites. The topics in each chapter are introduced on
concise two-page sections that are intended to provide quick overviews and timely practice with the
topic.
Most topics are introduced in a concise, two-page section. Many sections also include immediate hands-
on practice of the new skill or concept. This approach is intended to appeal to your busy students—
especially the millennial multitaskers—who need to drill down to the important concepts right away.
Hands-On Practice.
Web design is a skill, and skills are best learned by hands-on practice. This text emphasizes hands-on
practice through practice exercises within the chapters, end-of-chapter exercises, and the development
of a website through ongoing real-world case studies. The variety of exercises provides instructors with
a choice of assignments for a particular course or semester.
There are case studies that continue throughout most of the text (beginning at Chapter 2). The case
studies serve to reinforce skills discussed in each chapter. Sample solutions to the case study exercises
are available on the Instructor Resource Center at http://www.pearsonhighered.com/irc.
Every chapter offers an additional activity that explores web design topics related to the chapter. These
activities can be used to reinforce, extend, and enhance the course topics.
FAQs.
In her web design courses, the author is frequently asked similar questions by students. They are
included in the book and are marked with the identifying FAQ icon.
Focus on Accessibility.
Developing accessible websites is more important than ever, and this text is infused with accessibility
techniques throughout. The special icon shown here makes accessibility information easy to find.
Focus on Ethics.
Ethics issues as related to web development are highlighted throughout the text with the special ethics
icon shown here.
Quick Tips.
Quick tips, which provide useful background information, or help with productivity, are indicated with this
Quick Tip icon.
Explore Further.
The special icon identifies enrichment topics along with web resources useful for delving deeper into a
concept introduced in book.
Reference Materials.
The appendices offer reference material, including an HTML5 reference, a Cascading Style Sheets
reference, a comparison of HTML5 and XHTML, a WCAG 2.0 Quick Reference, an overview of ARIA
Landmark Roles, and a brief introduction to CSS Flexible Box Layout (Flexbox).
VideoNotes.
VideoNotes are Pearson’s new visual tool designed for teaching students key programming concepts
and techniques. These short step-by-step videos demonstrate how to solve problems from design
through coding. VideoNotes allow for self-placed instruction with easy navigation including the ability to
select, play, rewind, fast-forward, and stop within each VideoNote exercise. Margin icons in your
textbook let you know when a VideoNote video is available for a particular concept or hands-on practice.
Supplemental Materials
Student Resources.
Student files for the case studies and the web page hands-on practice exercises, and access to the
book’s VideoNotes are available to all readers of this book at its companion website
www.pearsonhighered.com/cs-resources. A complimentary access code for the companion website
is available with a new copy of this book. Subscriptions may also be purchased online.
Instructor Resources.
The following supplements are available to qualified instructors only. Visit the Pearson Instructor
Resource Center (http://www.pearsonhighered.com/irc) for information on how to access them:
Author’s Website.
In addition to the publisher’s companion website for this book, the author maintains a website at http://
www.webdevbasics.net. This website contains additional resources, including a color chart,
learning/review games, and a page for each chapter with examples, links, and updates. This website is
not supported by the publisher.
Acknowledgments
Very special thanks go to the people at Pearson, including Matt Goldstein, Kristy Alaura, and Erin Ault.
A special thank you also goes to Enrique D’Amico at Harper College for taking time to provide additional
feedback and sharing student comments about the book.
Most of all, I would like to thank my family for their patience and encouragement. My wonderful
husband, Greg Morris, has been a constant source of love, understanding, support, and
encouragement. Thank you, Greg! A big shout-out to my children, James and Karen, who grew up
thinking that everyone’s Mom had their own website. Thank you both for your understanding, patience,
and timely suggestions. Finally, a very special dedication to the memory of my father who will be greatly
missed.
Dr. Terry Ann Felke-Morris is a Professor Emerita at Harper College in Palatine, Illinois. She holds a
Doctor of Education degree, a Master of Science degree in information systems, and numerous
certifications, including Adobe Certified Dreamweaver 8 Developer, WOW Certified Associate
Webmaster, Microsoft Certified Professional, Master CIW Designer, and CIW Certified Instructor.
Dr. Felke-Morris received the Blackboard Greenhouse Exemplary Online Course Award in 2006 for use
of Internet technology in the academic environment. She is the recipient of two international awards: the
Instructional Technology Council’s Outstanding e-Learning Faculty Award for Excellence and the
MERLOT Award for Exemplary Online Learning Resources—MERLOT Business Classics.
With more than 25 years of information technology experience in business and industry, Dr. Felke-
Morris published her first website in 1996 and has been working with the Web ever since. A long-time
promoter of web standards, she was a member of the Web Standards Project Education Task Force. Dr.
Felke-Morris is the author of the popular textbook Web Development and Design Foundations with
HTML5, currently in its eighth edition. She was instrumental in developing the Web Development degree
and certificate programs at Harper College. For more information about Dr. Terry Ann Felke-Morris, visit
http://terrymorris.net.
CONTENTS
Cover
Half Title
Title Page
Copyright
Preface
VideoNotes
Internet Protocols 8
HTML Overview 16
Paragraph Element 30
Blockquote Element 34
Phrase Elements 36
Ordered List 38
Unordered List 40
Description List 42
Structural Elements 48
Anchor Element 52
E-Mail Hyperlinks 58
Website Organization 72
Use of Text 78
Navigation Design 92
Float 216
Overflow 220
Appendix
Answers to Review Questions 409
Index 439
Credits 455
Locations of VideoNotes
www.pearsonhighered.com/cs-resources
The Internet and the Web are parts of our daily lives. How did they begin? What
networking protocols and programming languages work behind the scenes to
display a web page? This chapter provides an introduction to some of these topics
and is a foundation for the information that web developers need to know. This
chapter also gets you started with your very first web page. You’ll be introduced to
Hypertext Markup Language (HTML), the language used to create web pages.
In the previous chapter, you created your first web page using HTML5. You
coded a web page and tested it in a browser. You used a Document Type Definition
to identify the version of HTML being used along with the <html> , <head> ,
<title> , <meta> , and <body> tags. In this chapter, you will continue your
study of HTML and configure the structure and formatting of text on a web page
using HTML elements, including the new HTML5 header, nav, and footer elements.
You’re also ready to explore hyperlinks, which make the World Wide Web into a web
of interconnected information. In this chapter, you will configure the anchor element
to connect web pages to each other with hyperlinks. As you read this chapter, be
sure to work through the examples. Coding a web page is a skill, and every skill
improves with practice.
Configure the body of a web page with headings, paragraphs, divs, lists, and blockquotes
Configure special entity characters, line breaks, and horizontal rules
Configure text with phrase elements
Test a web page for valid syntax
Configure a web page using new HTML5 header, nav, main, and footer elements
Use the anchor element to link from page to page
Configure absolute, relative, and e-mail hyperlinks
The Internet and the Web
The Internet
The Internet, the interconnected network of computer networks, seems to be everywhere today. You
can’t watch television or listen to the radio without being urged to visit a website. Even newspapers and
magazines have their place on the Internet. It is possible that you may be reading an electronic copy of
this book that you downloaded over the Internet. With the increased use of mobile devices such as
tablets and smartphones, being connected to the Internet has become part of our daily lives.
The Internet began as a network to connect computers at research facilities and universities. Messages
in this network would travel to their destinations by multiple routes or paths, allowing the network to
function even if parts of it were broken or destroyed. The message would be rerouted through a
functioning portion of the network while traveling to its destination. This network was developed by the
Advanced Research Projects Agency (ARPA)—and the ARPAnet was born. Four computers (located at
UCLA, Stanford Research Institute, University of California Santa Barbara, and the University of Utah)
were connected by the end of 1969.
As time went on, other networks, such as the National Science Foundation’s NSFnet, were created and
connected with the ARPAnet. Use of this interconnected network, or Internet, was originally limited to
government, research, and educational purposes. The ban on commercial use of the Internet was lifted
in 1991.
When the restriction on commercial use of the Internet was lifted, the stage was set for future electronic
commerce: businesses were now welcome on the Internet. However, while businesses were no longer
banned, the Internet was still text based and not easy to use. The next developments addressed this
issue.
VideoNote
While working at CERN, a research facility in Switzerland, Tim Berners-Lee envisioned a means of
communication for scientists by which they could easily “hyperlink” to another research paper or article
and immediately view it. Berners-Lee created the World Wide Web to fulfill this need. In 1991, Berners-
Lee posted the code in a newsgroup and made it freely available. This version of the World Wide Web
used Hypertext Transfer Protocol (HTTP) to communicate between the client computer and the web
server, and it was text based, employing Hypertext Markup Language (HTML) to format the
documents.
In 1993, Mosaic, the first graphical web browser, became available. Marc Andreessen and graduate
students working at the National Center for Supercomputing Applications (NCSA) at the University of
Illinois Urbana-Champaign developed Mosaic. Some individuals in this group later created another well-
known web browser, Netscape Navigator, which is an ancestor of today’s Mozilla Firefox browser.
Convergence of Technologies
By the early 1990s, personal computers with easy-to-use graphical operating systems (such as
Microsoft’s Windows, IBM’s OS/2, and Apple’s Macintosh OS) were increasingly available and
affordable. Online service providers such as CompuServe, AOL, and Prodigy offered low-cost
connections to the Internet. Figure 1.1 depicts this convergence of available computer hardware, easy-
to-use operating systems, low-cost Internet connectivity, the HTTP protocol and HTML language, and a
graphical browser that made information on the Internet much easier to access. The World Wide
Web—the graphical user interface providing access to information stored on web servers connected to
the Internet—had arrived!
FIGURE 1.1
Convergence of technologies.
Another random document with
no related content on Scribd:
will lecture at Oxford.” At that time my English was still very
crumbly; there was no idea of my staying on in England, still less of
my ever becoming a professor at Oxford.
Thackeray’s novels were a great delight to me then, and some have
remained so for life. Still, there is a fashion in all things, in literature
quite as much as in music, and when lately reading “The Newcomes”
I was surprised at the meagreness of the dialogue, the very dialogues
for which we felt so impatient from month to month when the book
first came out in numbers. Still one always recognises in Thackeray
the powerful artist, who, like a Japanese painter, will with a few lines
place a living man or woman before you, never to be forgotten.
I am sorry I missed seeing and knowing more of Charles Dickens. I
met him in my very early days with a friend of mine at some tavern
in the Strand, but did not see him again till quite at the end of his
career, when he was giving readings from his novels, and knew how
to make his audiences either weep or laugh. Still I am glad to have
seen him in the flesh, both as a young and as an old man. However
wide apart our interests in life might be, no one who had read his
novels could look on Dickens as a stranger. He knew the heart of
man to the very core, and could draw a picture of human suffering
with a more loving hand than any other English writer. He also
possessed now and then the grand style, and even in his pictures of
still life the hand of the master can always be perceived. He must
have shed many a tear over the deathbed of poor Joe; he must have
chuckled and shouted over Mr. Winkle and Mr. Tupman going out
partridge shooting. Perhaps to our taste, as it now is, some of his
characters are too sentimental and simpering, but there are few
writers now who could create his child-wife. It always seemed to me
very strange that my friend Stanley, though he received Dickens
among the great ones of Westminster Abbey, could not, as he
confessed to me, take any pleasure in his works.
But though I could not spend much time in London and cultivate
my literary acquaintances there, Oxford itself was not without
interesting poets. After all, whatever talent England possesses is
filtered generally either through Oxford or Cambridge, and those
who have eyes to see may often watch some of the most important
chapters in the growth of poetical genius among the young
undergraduates. I watched Clough before the world knew him, I
knew Matthew Arnold during many years of his early life, and having
had the honour of examining Swinburne I was not surprised at his
marvellous performances in later years. He was even then a true
artist, a commander of legions of words, who might become an
imperator at any time. Clough was a most fascinating character,
thoroughly genuine, but so oppressed with the problems of life that it
was difficult ever to get a smile out of him; and if one did, his round
ruddy face with the deep heavy eyes seemed really to suffer from the
contortions of laughter. He took life very seriously, and made greater
sacrifices to his convictions than the world ever suspected. He was
poor, but from conscientious scruples gave up his fellowship, and
was driven at last to go to America to make himself independent
without giving up the independence of his mind. With a little more
sunshine above him and around him he might have grown to a very
considerable height, but there was always a heavy weight on him,
that seemed to render every utterance and every poem a struggle.
His poems are better known and loved in America, I believe, than
in England, but in England also they still have their friends, and in
the history of the religious or rather theological struggles of 1840–50
Clough’s figure will always be recognised as one of the most
characteristic and the most pleasing. I had once the misfortune to
give him great pain. I saw him at Oxford with a young lady, and I was
told that he was engaged to her. Delighted as I was at this prospect of
a happy issue out of all his troubles, I wrote to him to congratulate
him, when a most miserable answer came, telling me that it all was
hopeless, and that I ought not to have noticed what was going on.
However, it came right in the end, only there were some years of
patient struggle to be gone through first; and who is not grateful in
the end for such years passed on Pisgah, if only Jordan is crossed at
last?
Another poet whom I knew at Oxford as an undergraduate, and
whom I watched and admired to the end of his life, was Matthew
Arnold. He was beautiful as a young man, strong and manly, yet full
of dreams and schemes. His Olympian manners began even at
Oxford; there was no harm in them, they were natural, not put on.
The very sound of his voice and the wave of his arm were Jovelike.
He grappled with the same problems as Clough, but they never got
the better of him, or rather he never got the worse of them. Goethe
helped him to soar where others toiled and sighed and were sinking
under their self-imposed burdens. Even though his later life was
enough to dishearten a poet, he laughed at his being Pegasus im
Joche. Sometimes at public dinners, when he saw himself
surrounded by his contemporaries, most of them judges, bishops,
and ministers, he would groan over the drudgery he had to go
through every day of his life in examining dirty schoolboys and
schoolgirls. But he saw the fun of it, and laughed. What a pity it was
that his friends, and he had many, could find no better place for him.
Most of his contemporaries, many of them far inferior to him, rose to
high positions in Church and State, he remained to the end an
examiner of elementary schools. Of course it may be said that, like so
many of his literary friends, he might have written novels and thus
eked out a living by pot-boilers, as they are called, of various kinds.
But there was something noble and refined in him which restrained
his pen from such work. Whatever he gave to the world was to be
perfect, as perfect as he could make it, and he did not think that he
possessed a talent for novels. His saying “No Arnold can ever write a
novel” is well known, but it has been splendidly falsified of late by his
own niece. He had to go to America on a lecturing tour to earn some
money he stood in need of, though he felt it as a dira necessitas, nay,
as a dire indignity. It is true he had good precedents, but evidently
his showman was not the best he could have chosen, nor was Arnold
himself very strong as a lecturer. England has not got from him all
that she had a right to expect, but whatever he has left has a finish
that will long keep it safe from the corrosive wear and tear of time.
When later in life Arnold took to theological studies, he showed,
no doubt, a very clear insight and a perfect independence of
judgment, but he had only a few spare hours for work which in order
to be properly done would have required a lifetime. Yet what he
wrote produced an effect, in England at least, more lasting than
many a learned volume, and he was allowed to say things that would
have given deep offence if coming from other lips. His famous saying
about the three Lord Shaftesburys has been judged very differently
by different writers. As a mere matter of taste it may seem that
Arnold’s illustration of what he took to be the common conception of
the Trinity among his Philistine friends was objectionable. Let us
hope that it was not even true.
But Arnold’s intention was clear enough. He argued chiefly against
those who had called the Roman Catholic doctrine of the Mass “a
degrading superstition.” He tells them they ought to discover in it
what the historian alone, or what Arnold means by a man of culture,
can discover; namely, the original intention of the faithful in thus
interpreting the words of Christ (St. John, vii., 53): “Verily, verily, I
say unto you, Except ye eat the flesh of the Son of Man, and drink
His blood, ye have no life in you.” It was in protesting against this
narrowness that he reminded his Protestant friends of the weak
joints in their own armour, particularly their too literal acceptation
of the doctrine of the Trinity.[8] And I doubt whether he was
altogether wrong when he charged them with speaking of the Father
as a mere individual, or, as he expressed it, a sort of infinitely
magnified and improved Lord Shaftesbury with a race of vile
offenders to deal with, whom his natural goodness would incline him
to let off, only his sense of justice would not allow it. And is it not
true that many who speak of Christ as the Son of God take “son” in
its common literal sense, or, as Arnold expressed it, imagine “a
younger Lord Shaftesbury, on the scale of his father and very dear to
him, who might live in grandeur and splendour if he liked, but who
preferred to leave his home to go and live among the race of
offenders, and to be put to an ignominious death, on the condition
that his merits should be counted against their demerits, and that his
father’s goodness should be restrained no longer from taking effect,
but any offender should be admitted to the benefit of it, simply on
pleading the satisfaction made by the son”? Finally, when he points
out the extremely vague conception of the Holy Ghost as a person
and as an individual, does he really exaggerate so very much when he
says that He is with many no more than “a third Lord Shaftesbury,
still on the same high scale, who keeps very much in the background
and works in a very occult manner, but very efficaciously
nevertheless, and who is busy in applying everywhere the benefits of
the son’s satisfaction and the father’s goodness?” Nay, even when he
goes on to say that this is precisely the Protestant story of
justification, what he wants to impress on his Protestant readers is
surely no more than this, that from his point of view there is nothing
actually degrading in their very narrow view, as little as in the
common Roman Catholic view of the Mass. What he means is no
more than that both views as held by the many are grotesquely literal
and unintelligent.
People who hold such views would be ready to tell you, he says,
“the exact hangings in the Trinity’s council chamber.” But, with all
that he is anxious to show that not only was the original intention
both of Roman and English Catholics good, but that even in its
mistaken application it may help towards righteousness. In trying to
impress this view both on Protestants and Roman Catholics, Arnold
certainly used language which must have pained particularly those
who felt that the picture was not altogether untrue. However, his
friends, and among them many high ecclesiastics, forgave him.
Stanley, I know, admired his theological writings very much. Many of
his critics fully agreed with what Arnold said, only they would have
said it in a different way. There is a kind of cocaine style which is
used by many able critics and reformers. It cuts deep into the flesh,
and yet the patient remains insensible to pain. “You can say anything
in English,” Arthur Helps once said to me, “only you must know how
to say it.” Arnold, like Carlyle and others, preferred the old style of
surgery. They thought that pain was good in certain operations, and
helped to accelerate a healthy reaction.
The only fault that one may find with Arnold, is that he did not
himself try to restore the original and true conception of the Trinity
to that clear and intelligible form which he as an historian and a man
of culture could have brought out better than any one else. The
original intention of the Lord’s Supper, or the Mass, can easily be
learnt, as Arnold has shown, from the very words of the Bible (St.
Luke, xxii., 20): “The cup is the new testament in my blood.” But the
doctrine of the Trinity requires a far more searching historical study.
As the very name of Trinity is a later invention, and absent from the
New Testament, it requires a thorough study of Greek, more
particularly of Alexandrian philosophy, to understand its origin, for
it is from Greek philosophy that the idea of the Word, the Logos, was
taken by some of the early Fathers of the Church.
As the Messiah was a Semitic thought which the Jewish disciples
of Christ saw realised in the Son of Man, the Word was an Aryan
thought which the Greek disciples saw fulfilled in the Son of God.
The history of the divine Dyas which preceded the Trias is clear
enough, if only we are acquainted with the antecedents of Greek
philosophy. Without that background it is a mere phantasm, and no
wonder that in the minds of uneducated people it should have
become what Arnold describes it,[9] father, son, and grandson, living
together in the same house, or possibly in the clouds. To make
people shrink back from such a conception is worth something, and
Arnold has certainly achieved this, if only he has caused hundreds
and thousands to say to themselves: “We never were so foolish or so
narrow-minded as to believe in three Lord Shaftesburys.”
For some reason or other, however, the “three Lord Shaftesburys”
have disappeared in the last edition of “Literature and Dogma” and
have been replaced by “a Supernatural Man.” Froude, who was an
intimate friend both of Arnold and of Sir James Stephen, told me
that the latter had warned Arnold that the three Lord Shaftesburys
were really actionable, and if Arnold hated anything it was a fracas.
In the fifth edition they still remain, so that the change must have
been made later on, when he prepared the cheap edition of his book.
Anyhow, they are gone!
Arnold was a delightful man to argue with, not that he could easily
be convinced that he was wrong, but he never lost his temper, and in
the most patronising way he would generally end by: “Yes, yes! my
good fellow, you are quite right, but, you see, my view of the matter is
different, and I have little doubt it is the true one!” This went so far
that even the simplest facts failed to produce any impression on him.
He had fallen in love with Émile Burnouf’s attractive but not very
scholar-like and trustworthy “Science de la Religion.” I believe that at
first he had mistaken Émile for Eugène Burnouf, a mistake which has
been committed by other people besides him. But, afterwards, when
he had perceived the difference between the two, he was not at all
abashed. Nay, he was betrayed into a new mistake, and spoke of
Émile as the son of Eugène. I told him that Eugène, the great
Oriental scholar—one of the greatest that France has ever produced,
and that is saying a great deal—had no son at all, and that he ought
to correct his misstatement. “Yes, yes,” he said, in his most good-
humoured way, “but you know how they manage these things in
France. Émile was really a natural son of the great scholar, and they
call that a nephew.” This I stoutly denied, for never was a more
irreproachable père de famille than my friend and master Eugène
Burnouf. But in spite of all remonstrances, Émile remained with
Arnold the son of Eugène; “For, you see, my good fellow, I know the
French, and that is my view of the matter!” If that happened in the
green wood, what would happen in the dry!
We had a long-standing feud about poetry. To me the difference
between poetry and prose was one of form only. I always held that
the same things that are said in prose could be said in poetry, and
vice versâ, and I often quoted Goethe’s saying that the best test of
poetry was whether it would bear translation into prose or into a
foreign language. To all that, even to Goethe’s words, Arnold
demurred. Poetry to him was a thing by itself, “not an art like other
arts,” but, as he grandly called it, “genius.”
He once had a great triumph over me. An American gentleman,
who brought out a “Collection of the Portraits of the Hundred
Greatest Men,” divided them into eight classes, and the first class
was assigned to poetry, the second to art, the third to religion, the
fourth to philosophy, the fifth to history, the sixth to science, the
seventh to politics, the eighth to industry. Arnold was asked to write
the introduction to the first volume, H. Taine to the second, myself
and Renan to the third, Noah Porter to the fourth, Dean Stanley to
the fifth, Helmholtz to the sixth, Froude to the seventh, John Fiske to
the eighth.
I do not know whether Arnold had anything to do with suggesting
this division of Omne Scibile into eight classes; anyhow, he did not
allow the opportunity to pass to assert the superiority of poetry over
every other branch of man’s intellectual activity. “The men,” he
began, “who are the flower and glory of our race are to pass here
before us, the highest manifestations, whether on this line or that, of
the force which stirs in every one of us—the chief poets, religious
founders, philosophers, historians, scholars, orators, warriors,
statesmen, voyagers, leaders in mechanical invention and industry,
who have appeared among mankind. And the poets are to pass first.
Why? Because, of the various modes of manifestation through which
the human spirit pours its force, theirs is the most adequate and
happy.”
This is the well-known ore rotundo and spiritu profundo style of
Arnold. But might we not ask, Adequate to what? Happy in what?
Arnold himself answers a little farther on: “No man can fully draw
out the reasons why the human spirit feels itself able to attain to a
more adequate and satisfying expression in poetry than in any other
of its modes of activity.” Yet he continues to call this a primordial
and incontestable fact; and how could we poor mortals venture to
contest a primordial and incontestable fact? And then, limiting the
question “to us for to-day,” he says, “Surely it is its solidity that
accounts to us for the superiority of poetry.” How he would have
railed if any of his Philistines had ventured to recognise the true
superiority of poetry in its solidity!
Prose may be solid, it may be dense, massive, lumpish, concrete,
and all the rest, but poetry is generally prized for its being subtle,
light, ideal, air-drawn, fairy-like, or made of such stuff as dreams are
made of. However, let that pass. Let poetry be solid, for who knows
what sense Arnold may have assigned to solid? He next falls back on
his great master Goethe, and quotes a passage which I have not been
able to find, but the bearing of which must depend very much on the
context in which it occurs. Goethe, we are told, said in one of his
many moods: “I deny poetry to be an art. Neither is it a science.
Poetry is to be called neither art nor science, but genius.” Who would
venture to differ from Goethe when he defines what poetry is? But
does he define it? He simply says that it is not art or science. In this
one may agree, if only art and science are defined first. No one I
think has ever maintained that poetry was science, but no one would
deny that poetry was a product of art, if only in the sense of the Ars
poetica of Horace, or the Dichtkunst of Goethe. But if we ask what
can be meant by saying that poetry is genius, Goethe would probably
say that what he meant was that poetry was the product of genius,
the German Genie. Goethe, therefore, meant no more than that
poetry requires, in the poet, originality and spontaneity of thought;
and this, though it would require some limitation, no one surely
would feel inclined to deny, though even the authority of Goethe
would hardly suffice to deprive the decipherer of an inscription, the
painter of the “Last Supper,” or the discoverer of the bacilli of a claim
to that divine light which we call genius.
Arnold then goes on to say that poetry gives the idea, but it gives it
touched with beauty, heightened by emotion. Would not Arnold have
allowed that the language of Isaiah, and even some of the dialogues
of Plato, were touched with beauty and heightened by emotion
though they are in prose? I think he himself speaks somewhere of a
poetic prose. Where, then, is the true difference between the
creations of Isaiah and of Browning, between the eloquence of Plato
and of Wordsworth?
Arnold has one more trump card to play in order to win for poetry
that superiority over all the other manifestations of the forces of the
human spirit which he claims again and again. I have always been a
sincere admirer of Arnold’s poetry, still I think there is more massive
force in some of his prose than in many of his poems; nay, I believe
he has left a much deeper and more lasting impression on what he
likes to call the Zeitgeist through his essays than through his
tragedies. What then is his last card, his last proof of the superiority
of poetry? Poetry, he argues, has more stability than anything else,
and mankind finds in it a surer stay than in art, in philosophy, or
religion. “Compare,” he says, “the stability of Shakespeare with that
of the Thirty-nine Articles.”
Poor Thirty-nine Articles! Did they ever claim to contain poetry, or
even religion? Were they ever meant to be more than a dry abstract
of theological dogmas? Surely they never challenged comparison
with Shakespeare. They are an index, a table of contents, they were a
business-like agreement, if you like, between different parties in the
Church of England. But to ask whether they will stand longer than
Shakespeare is very much like asking whether the Treaty of Paris will
last longer than Victor Hugo. There is stay in poetry provided that
the prose which underlies it is lasting, or everlasting; there is no stay
in it if it is mere froth and rhyme. Arnold always liked to fall back on
Goethe. “What a series of philosophic systems has Germany seen
since the birth of Goethe,” he says, “and what sort of stay is any one
of them compared with the poetry of Germany’s one great poet?” Is
Goethe’s poetry really so sure a stay as the philosophies of Germany;
nay, would there be any stay in it at all without the support of that
philosophy which Goethe drank in, whether from the vintage of
Spinoza or from the more recent crues of Kant and Fichte? Goethe’s
name, no doubt, is always a pillar of strength, but there is even now a
very great part of Goethe’s “Collected Works” in thirty volumes that
is no longer a stay, but is passé, and seldom read by any one, except
by the historian. Poetry may act as a powerful preservative, and it is
wonderful how much pleasure we may derive from thought
mummified in verse. But in the end it is thought in its ever-changing
life that forms the real stay, and it matters little whether that thought
speaks to us in marble, or in music, in hexameters, in blank verse, or
even in prose. Poetry in itself is no protection against folly and
feebleness. There is in the world a small amount of good, and an
immense amount of bad poetry. The former, we may hope, will last,
and will serve as a stay to all who care for the music of thought and
the harmony of language; the twaddle, sometimes much admired in
its time (and there is plenty of it in Goethe also), will, we hope, fade
away from the memory of man, and serve as a lesson to poets who
imagine that they may safely say in rhythm and rhyme what they
would be thoroughly ashamed to say in simple prose. Nor is the so-
called stay or immortality of poetry of much consequence. To have
benefited millions of his own age, ought surely to satisfy any poet,
even if no one reads his poems, or translations of them, a thousand
years hence.
Denn wer den Besten seiner Zeit genug
Gethan, der hat gelebt für alle Zeiten.[10]