![debate took place the ratification of the treaty had not been exchanged. If
Lord Granville was in error, why did not General Schenck correct him?
“On the same occasion the Marquis of Ripon, also replying to Lord
Russell’s taunt, remarked that ‘so far from our conduct being a constant
course of concession, there were, as my noble friend behind me [Earl
Granville] has said, numerous occasions on which it was our duty to say
that the proposals made to us were such as it was impossible for us to think
of entertaining.’ This, also, was understood to refer to the indirect claims.
“Turning to the debate which took place in the House of Commons on
the 4th of August, one searches in vain for any remark in the speeches of
Mr. Gladstone, Sir Stafford Northcote, or Sir Roundell Palmer which
indicated any suspicion that the Alabama claims had assumed the
portentous character which now attaches to them. The doubt which Lord
Cairns at one time entertained had been set at rest by the ministerial
explanations made at the time in the House of Lords, and not a single
argument advanced in the Lower House, either in support of or in
opposition to the treaty, touched upon the question of these claims. Even
Mr. Baillie Cochrane, the well-known Conservative member, who
denounced the treaty on all sorts of grounds, and whose avowed object was
to pick as many holes in it as possible, was unable to allege that England
had consented to an arbitration which might involve her in indefinite
liabilities.
“Sir Stafford Northcote, in the course of his humorous speech—a speech
instinct with good feeling towards the United States—said that ‘a number of
the claims under the convention which was not adopted [the Johnson-
Clarendon Treaty] were so vague that it would have been possible for the
Americans to have raised a number of questions which the commissioners
were unwilling to submit to arbitration. They might have raised the question
with regard to the recognition of belligerency, with regard to constructive
damages arising out of the recognition of belligerency, and a number of
other matters which this country could not admit. But if honorable
gentlemen would look to the terms of the treaty actually contracted they
would see that the commissioners followed the subjects very closely by
making a reference only to a list growing out of the acts of particular
vessels, and in so doing shut out a large number of claims which the
Americans had previously insisted upon, but which the commissioners had
prevented from being raised before the arbitrators.’ All this points](https://image.slidesharecdn.com/2474029-250618183930-db84662c/85/2310b-Developing-Microsoft-Aspnet-Web-Applications-Using-Visual-Studio-Net-Microsoft-61-320.jpg)
![unmistakably to the definite and limited character of the claims which, in
the judgment of the English negotiators, were alone to be submitted to
arbitration.
“It seems to me that Judge Williams, in the speech he made at the
banquet I had the honor to give to the British High Commissioners in New
York, expressed sentiments which can only be similarly construed. ‘Many
persons,’ he said, ‘no doubt, will be dissatisfied with their [the Joint High
Commissioners’] labors; but to deal with questions so complicated,
involving so many conflicting interests, so as to please everybody, is a plain
impossibility; but in view of the irritation which the course of Great Britain
produced in this country during our late rebellion, and in view of the one-
sided and generally exaggerated statements of our case made to the people,
the American commissioners consider themselves quite fortunate that what
they have done has met with so much public favor in all parts of the country
and among men of all political parties.’
“That true friend of America, the Duke of Argyll, speaking in the Upper
House, was equally emphatic. ‘The great boon we have secured by this
treaty,’ he said, ‘is this: that for the future the law of nations, as between the
two greatest maritime states in the world, is settled in regard to this matter,
and that for this great boon we have literally sacrificed nothing except the
admission that we are willing to apply to the case of the Alabama and that
of other vessels those rules, I do not say of international law, but of
international comity, which we have ourselves over and over again
admitted.’ It is impossible that the duke would have expressed himself in
language so hopeful and so contented if behind ‘the case of the Alabama
and that of other vessels’ he had seen looming up the colossal demands
which were originally embodied in Senator Sumner’s memorable oration.
“The views thus put forward sank deep into the public mind, and the
treaty was accepted and ratified by popular opinion on this basis. General
Schenck, several months after the delivery of the above speeches, in
addressing a Lord Mayor’s banquet at the Guildhall, bade the English
ministry and Lord Ripon ‘congratulate themselves upon the success with
which they have endeavored to bring about friendly relations between the
United States and Great Britain.’
“People here ask how he could congratulate the British government if he
knew all the while that their construction of the treaty, which was to cement](https://image.slidesharecdn.com/2474029-250618183930-db84662c/85/2310b-Developing-Microsoft-Aspnet-Web-Applications-Using-Visual-Studio-Net-Microsoft-62-320.jpg)
2310b Developing Microsoft Aspnet Web Applications Using Visual Studio Net Microsoft
- 1. 2310b Developing Microsoft Aspnet Web Applications Using Visual Studio Net Microsoft download https://ebookbell.com/product/2310b-developing-microsoft-aspnet- web-applications-using-visual-studio-net-microsoft-4948058 Explore and download more ebooks at ebookbell.com
- 2. Part Number: X08-90700 Course Number: 2310B Released: 07/2002 Delivery Guide Developing Microsoft® ASP.NET Web Applications Using Visual Studio® .NET
- 3. Information in this document, including URL and other Internet Web site references, is subject to change without notice. Unless otherwise noted, the example companies, organizations, products, domain names, e-mail addresses, logos, people, places, and events depicted herein are fictitious, and no association with any real company, organization, product, domain name, e-mail address, logo, person, places or events is intended or should be inferred. Complying with all applicable copyright laws is the responsibility of the user. Without limiting the rights under copyright, no part of this document may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), or for any purpose, without the express written permission of Microsoft Corporation. Microsoft may have patents, patent applications, trademarks, copyrights, or other intellectual property rights covering subject matter in this document. Except as expressly provided in any written license agreement from Microsoft, the furnishing of this document does not give you any license to these patents, trademarks, copyrights, or other intellectual property. 2002 Microsoft Corporation. All rights reserved. Microsoft, MS-DOS, Windows, Windows NT, Active Directory, ActiveX, BizTalk, Hotmail, IntelliSense, JScript, MSN, MSDN, PowerPoint, Visio, Visual Basic, Visual C++, Visual C#, Visual J#, Visual Studio, Win32, and Windows Media are either registered trademarks or trademarks of Microsoft Corporation in the U.S.A. and/or other countries. The names of actual companies and products mentioned herein may be the trademarks of their respective owners. Course Number: 2310B Part Number: X08-90700 Released: 07/2002
- 4. Developing Microsoft® ASP.NET Web Applications Using Visual Studio® .NET iii Contents Introduction Course Materials......................................................................................................2 Prerequisites ............................................................................................................3 Course Outline.........................................................................................................4 Setup........................................................................................................................9 Microsoft Official Curriculum...............................................................................10 Microsoft Certified Professional Program.............................................................12 Facilities ................................................................................................................15 Module 1: Overview of the Microsoft .NET Framework Overview .................................................................................................................1 Lesson: Introduction to the .NET Framework.........................................................2 Lesson: Overview of ASP.NET.............................................................................12 Lesson: Overview of the Lab Application.............................................................17 Lesson: Resources .................................................................................................23 Review...................................................................................................................25 Module 2: Using Microsoft Visual Studio .NET Overview .................................................................................................................1 Lesson: Overview of Visual Studio .NET ...............................................................2 Lesson: Creating an ASP.NET Web Application Project......................................22 Review...................................................................................................................32 Lab 2: Using Microsoft Visual Studio .NET.........................................................34 Module 3: Using Microsoft .NET-Based Languages Overview .................................................................................................................1 Lesson: Overview of the .NET-Based Languages...................................................2 Lesson: Comparison of the .NET-Based Languages.............................................12 Lesson: Creating a Component Using Visual Studio .NET...................................19 Review...................................................................................................................29 Lab 3: Building a Microsoft Visual Studio .NET Component ..............................31 Module 4: Creating a Microsoft ASP.NET Web Form Overview .................................................................................................................1 Lesson: Creating Web Forms ..................................................................................2 Lesson: Using Server Controls..............................................................................12 Review...................................................................................................................30 Lab 4: Creating a Microsoft ASP.NET Web Form ...............................................32 Module 5: Adding Code to a Microsoft ASP.NET Web Form Overview .................................................................................................................1 Lesson: Using Code-Behind Pages..........................................................................2 Lesson: Adding Event Procedures to Web Server Controls....................................8 Lesson: Using Page Events....................................................................................21 Review...................................................................................................................36 Lab 5: Adding Functionality to a Web Application ..............................................39
- 5. iv Developing Microsoft® ASP.NET Web Applications Using Visual Studio® .NET Module 6: Tracing in Microsoft ASP.NET Web Applications Overview .................................................................................................................1 Lesson: Understanding Tracing...............................................................................2 Lesson: Remote Debugging...................................................................................18 Review...................................................................................................................21 Lab 6: Tracing in Microsoft ASP.NET Web Applications....................................23 Module 7: Validating User Input Overview .................................................................................................................1 Lesson: Overview of User Input Validation............................................................2 Lesson: Using Validation Controls..........................................................................8 Lesson: Page Validation ........................................................................................28 Review...................................................................................................................34 Lab 7: Validating User Input.................................................................................36 Module 8: Creating User Controls Overview .................................................................................................................1 Lesson: Adding User Controls to an ASP.NET Web Form.....................................2 Lesson: Creating User Controls.............................................................................12 Review...................................................................................................................18 Lab 8: Creating User Controls...............................................................................20 Module 9: Accessing Relational Data Using Microsoft Visual Studio .NET Overview .................................................................................................................1 Lesson: Overview of ADO.NET .............................................................................2 Lesson: Creating a Connection to a Database .........................................................9 Lesson: Displaying a DataSet in a List-Bound Control.........................................20 Review...................................................................................................................29 Lab 9: Accessing Relational Data Using Microsoft Visual Studio .NET.............31 Module 10: Accessing Data with Microsoft ADO.NET Overview .................................................................................................................1 Lesson: Introduction to Using ADO.NET...............................................................2 Lesson: Connecting to a Database...........................................................................8 Lesson: Accessing Data with DataSets..................................................................16 Lesson: Using Multiple Tables..............................................................................36 Lesson: Accessing Data with DataReaders ...........................................................46 Review...................................................................................................................58 Lab 10: Accessing Data with Microsoft ADO.NET..............................................60 Module 11: Calling Stored Procedures with Microsoft ADO.NET Overview .................................................................................................................1 Lesson: Overview of Stored Procedures..................................................................2 Lesson: Calling Stored Procedures..........................................................................9 Review...................................................................................................................22 Lab 11: Calling Stored Procedures with Microsoft ADO.NET.............................24
- 6. Developing Microsoft® ASP.NET Web Applications Using Visual Studio® .NET v Module 12: Reading and Writing XML Data Overview .................................................................................................................1 Lesson: Overview of XML Architecture in ASP.NET............................................2 Lesson: XML and the DataSet Object...................................................................10 Lesson: Working with XML Data.........................................................................25 Lesson: Using the XML Web Server Control .......................................................35 Review...................................................................................................................41 Lab 12: Reading XML Data..................................................................................43 Module 13: Consuming and Creating XML Web Services Overview .................................................................................................................1 Lesson: Overview of Using XML Web Services ....................................................2 Lesson: Calling an XML Web Service Using HTTP ............................................13 Lesson: Using a Proxy to Call an XML Web Service...........................................18 Lesson: Creating an XML Web Service................................................................30 Review...................................................................................................................40 Lab 13: Consuming and Creating XML Web Services.........................................42 Module 14: Managing State Overview .................................................................................................................1 Lesson: State Management......................................................................................2 Lesson: Application and Session Variables...........................................................13 Lesson: Cookies and Cookieless Sessions.............................................................22 Review...................................................................................................................31 Lab 14: Storing Application and Session Data......................................................33 Module 15: Configuring, Optimizing, and Deploying a Microsoft ASP.NET Web Application Overview .................................................................................................................1 Lesson: Using the Cache Object..............................................................................2 Lesson: Using ASP.NET Output Caching.............................................................14 Lesson: Configuring an ASP.NET Web Application............................................23 Lesson: Deploying an ASP.NET Web Application...............................................41 Review...................................................................................................................48 Lab 15: Configuring, Optimizing, and Deploying a Microsoft ASP.NET Web Application ............................................................................................................50 Course Evaluation .................................................................................................69 Module 16: Securing a Microsoft ASP.NET Web Application Overview .................................................................................................................1 Lesson: Web Application Security Overview .........................................................2 Lesson: Working with Windows-Based Authentication .......................................13 Lesson: Working with Forms-Based Authentication.............................................23 Lesson: Overview of Microsoft Passport Authentication......................................34 Review...................................................................................................................37 Lab 16: Securing a Microsoft ASP.NET Web Application...................................39
- 7. vi Developing Microsoft® ASP.NET Web Applications Using Visual Studio® .NET Module 17: Review Overview .................................................................................................................1 Content Review .......................................................................................................2 Lab 17: Review Game .............................................................................................4 Course Evaluation....................................................................................................6 Appendix A: Lab Recovery Appendix B: Debugging with Microsoft Visual Studio .NET Appendix C: Using Templates with List-Bound Controls Appendix D: XML Web Service Responses Course 2310: Index
- 8. Developing Microsoft® ASP.NET Web Applications Using Visual Studio® .NET vii About This Course This section provides you with a brief description of the course, audience, suggested prerequisites, and course objectives. This course provides students with the knowledge and skills that are needed to develop Web applications by using Microsoft® Visual Studio® .NET and Microsoft ASP.NET. This course is designed for two types of students: beginner Web developers and Microsoft Visual Basic® or C# developers who want to learn Visual Studio .NET and ASP.NET: ! Beginner Web developer. These developers have minimal experience with programming. However, they should know the basic constructs of programming, such as loops and conditional statements. Beginning Web developers need to have experience with Hypertext Markup Language (HTML) and some scripting language, such as Visual Basic Scripting Edition or Microsoft JScript®. This audience includes both HTML developers and dynamic HTML (DHTML) developers. ! Visual Basic developer. These developers have experience developing Microsoft Windows® applications by using Visual Basic 6. This course requires that students meet the following prerequisites: ! Knowledge of HTML or DHTML, including: • Tables • Images • Forms ! Programming experience using Visual Basic .NET, including: • Declaring variables • Using loops • Using conditional statements The completion of either Course 2559, Introduction to Visual Basic .NET Programming with Microsoft .NET, or Course 2373, Programming with Microsoft Visual Basic .NET, satisfies the preceding prerequisite skills requirements. After completing this course, the student will be able to: ! Describe the Microsoft .NET Framework and ASP.NET. ! Create an ASP.NET Web application project by using Visual Studio.NET. ! Create a component in Visual Basic .NET or C#. ! Add server controls to an ASP.NET page. ! Add functionality to server controls that are located on an ASP.NET page. ! Use the tracing features of Visual Studio .NET. ! Use validation controls to validate user input. Description Audience Student prerequisites Course objectives
- 9. viii Developing Microsoft® ASP.NET Web Applications Using Visual Studio® .NET ! Create a user control. ! Access data by using the built-in data access tools that are in Visual Studio .NET. ! Use Microsoft ADO.NET to access data in an ASP.NET Web application. ! Call a stored procedure from an ASP.NET Web application. ! Access Extensible Markup Language (XML) data and read it into a DataSet object. ! Consume and create an XML Web service from an ASP.NET Web application. ! Store ASP.NET Web application and session data by using a variety of methods. ! Configure and deploy an ASP.NET Web application. ! Secure an ASP.NET Web application by using a variety of technologies. There are four appendices included with Course 2310B, Developing Microsoft ASP.NET Web Applications Using Visual Studio .NET: ! Appendix A, “Lab Recovery” This appendix provides the steps that are required to recover from an incomplete or broken lab solution. ! Appendix B, “Debugging with Microsoft Visual Studio .NET” This appendix is an optional lesson for Module 6, “Tracing in Microsoft ASP.NET Web Applications.” This Appendix is a lesson that includes three topic slides and one demonstration; it should take 30 minutes to deliver this appendix. ! Appendix C, “Using Templates with List-Bound Controls” This appendix is an optional lesson for Module 9, “Accessing Relational Data Using Microsoft Visual Studio .NET.” This appendix lesson includes two topic slides and one demonstration; it should take 15 minutes to deliver this appendix. ! Appendix D, “XML Web Service Responses” This appendix is an optional lesson for Module 13, “Consuming and Creating XML Web Services.” This lesson includes three topic slides and one demonstration; it should take 20 minutes to deliver this appendix. Appendices
- 10. Developing Microsoft® ASP.NET Web Applications Using Visual Studio® .NET ix Course Timing The following schedule is an estimate of the course timing. Your timing may vary. Day 1 Start End Module 9:00 9:30 Introduction 9:30 10:30 Module 1: Overview of the Microsoft .NET Framework 10:30 10:45 Break 10:45 11:45 Module 2: Using Microsoft Visual Studio .NET 11:45 12:00 Lab 2: Using Microsoft Visual Studio .NET 12:00 1:00 Lunch 1:00 1:45 Module 3: Using Microsoft .NET-Based Languages 1:45 2:15 Lab 3: Building a Microsoft Visual Studio .NET Component 2:15 2:30 Break 2:30 3:45 Module 4: Creating a Microsoft ASP.NET Web Form 3:45 4:15 Lab 4: Creating a Microsoft ASP.NET Web Form Day 2 Start End Module 9:00 9:30 Day 1 review 9:30 10:45 Module 5: Adding Code to a Microsoft ASP.NET Web Form 10:45 11:00 Break 11:00 11:45 Lab 5: Adding Functionality to a Web Application 11:45 12:45 Lunch 12:45 1:30 Module 6: Tracing in Microsoft ASP.NET Web Applications 1:30 2:00 Lab 6: Tracing in Microsoft ASP.NET Web Applications 2:00 2:15 Break 2:15 3:15 Module 7: Validating User Input 3:15 3:30 Lab 7: Validating User Input 3:30 4:15 Module 8: Creating User Controls 4:15 4:45 Lab 8: Creating User Controls
- 11. x Developing Microsoft® ASP.NET Web Applications Using Visual Studio® .NET Day 3 Start End Module 9:00 9:30 Day 2 review 9:30 10:30 Module 9: Accessing Relational Data Using Microsoft Visual Studio .NET 10:30 10:45 Break 10:45 11:45 Module 9 (continued) 11:45 12:15 Lab 9: Accessing Relational Data Using Microsoft Visual Studio .NET 12:15 1:15 Lunch 1:15 2:45 Module 10: Accessing Data with Microsoft ADO.NET 2:45 3:15 Lab 10: Accessing Data with Microsoft ADO.NET 3:15 3:30 Break 3:30 4:15 Module 11: Calling Stored Procedures with Microsoft ADO.NET 4:15 4:45 Lab 11: Calling Stored Procedures with Microsoft ADO.NET Day 4 Start End Module 9:00 9:30 Day 3 review 9:30 10:45 Module 12: Reading and Writing XML Data 10:45 11:00 Break 11:00 11:30 Lab 12: Reading XML Data 11:30 12:30 Lunch 12:30 1:45 Module 13: Consuming and Creating XML Web Services 1:45 2:30 Lab 13: Consuming and Creating XML Web Services 2:30 2:45 Break 2:45 3:45 Module 14: Managing State 3:45 5:15 Lab 14: Storing Application and Session Data
- 12. Developing Microsoft® ASP.NET Web Applications Using Visual Studio® .NET xi Day 5 Start End Module 9:00 9:30 Day 4 review 9:30 10:30 Module 15: Configuring, Optimizing, and Deploying a Microsoft ASP.NET Web Application 10:30 10:45 Break 10:45 11:45 Module 15: (continued) 11:45 12:45 Lunch 12:45 2:15 Lab 15: Configuring, Optimizing, and Deploying a Microsoft ASP.NET Web Application 2:15 2:30 Break 2:30 3:45 Module 16: Securing a Microsoft ASP.NET Web Application 3:45 4:30 Lab 16: Securing a Microsoft ASP.NET Web Application 4:30 4:45 Module 17: Review 4:45 5:15 Lab 17: Review Game
- 13. xii Developing Microsoft® ASP.NET Web Applications Using Visual Studio® .NET Trainer Materials Compact Disc Contents The Trainer Materials compact disc contains the following files and folders: ! Autorun.exe. When the compact disc is inserted into the compact disc drive, or when you double-click the Autorun.exe file, this file opens the compact disc and allows you to browse the Student Materials or Trainer Materials compact disc. ! Autorun.inf. When the compact disc is inserted into the compact disc drive, this file opens Autorun.exe. ! Default.htm. This file opens the Trainer Materials Web page. ! Readme.txt. This file explains how to install the software for viewing the Trainer Materials compact disc and its contents and how to open the Trainer Materials Web page. ! 2310B_ms.doc. This file is the Manual Classroom Setup Guide. It contains the steps for manually installing the classroom computers. ! 2310B_sg.doc. This file is the Automated Classroom Setup Guide. It contains a description of classroom requirements, classroom configuration, instructions for using the automated classroom setup scripts, and the Classroom Setup Checklist. ! Powerpnt. This folder contains the Microsoft PowerPoint® slides that are used in this course. ! Pptview. This folder contains the Microsoft PowerPoint Viewer 97, which can be used to display the PowerPoint slides if Microsoft PowerPoint 2002 is not available. Do not use this version in the classroom. ! Setup. This folder contains the files that install the course and related software to computers in a classroom setting. ! StudentCD. This folder contains the Web page that provides students with links to resources pertaining to this course, including additional reading, review and lab answers, lab files, multimedia presentations, and course- related Web sites. ! Tools. This folder contains files and utilities that are used to complete the setup of the instructor computer. ! Webfiles. This folder contains the files that are required to view the course Web page. To open the Web page, open Windows Explorer and, in the root directory of the compact disc, double-click Default.htm or Autorun.exe. ! Wordview. This folder contains the Word Viewer that is used to view any Word document (.doc) files that are included on the compact disc.
- 14. Developing Microsoft® ASP.NET Web Applications Using Visual Studio® .NET xiii Student Materials Compact Disc Contents The Student Materials compact disc contains the following files and folders: ! Autorun.exe. When the compact disc is inserted into the CD-ROM drive, or when you double-click the Autorun.exe file, this file opens the compact disc and allows you to browse the Student Materials compact disc. ! Autorun.inf. When the compact disc is inserted into the compact disc drive, this file opens Autorun.exe. ! Default.htm. This file opens the Student Materials Web page. It provides students with resources pertaining to this course, including additional reading, review and lab answers, lab files, multimedia presentations, and course-related Web sites. ! Readme.txt. This file explains how to install the software for viewing the Student Materials compact disc and its contents and how to open the Student Materials Web page. ! 2310B_ms.doc. This file is the Manual Classroom Setup Guide. It contains a description of classroom requirements, classroom setup instructions, and the classroom configuration. ! Democode. This folder contains demonstration code. ! Flash. This folder contains the installer for the Macromedia Flash 5 browser plug-in. ! Fonts. This folder contains the fonts that are required to view the PowerPoint presentation and Web-based materials. ! Labfiles. This folder contains files that are used in the hands-on labs. These files may be used to prepare the student computers for the hands-on labs. ! Media. This folder contains files that are used in multimedia presentations for this course. ! Mplayer. This folder contains the setup file to install Microsoft Windows Media™ Player. ! Practices. This folder contains files that are used in the hands-on practices. ! Webfiles. This folder contains the files that are required to view the course Web page. To open the Web page, open Windows Explorer, and in the root directory of the compact disc, double-click Default.htm or Autorun.exe. ! Wordview. This folder contains the Word Viewer that is used to view any Word document (.doc) files that are included on the compact disc.
- 15. xiv Developing Microsoft® ASP.NET Web Applications Using Visual Studio® .NET Document Conventions The following conventions are used in course materials to distinguish elements of the text. Convention Use bold Represents commands, command options, and syntax that must be typed exactly as shown. It also indicates commands on menus and buttons, dialog box titles and options, and icon and menu names. italic In syntax statements or descriptive text, indicates argument names or placeholders for variable information. Italic is also used for introducing new terms, for book titles, and for emphasis in the text. Title Capitals Indicate domain names, user names, computer names, directory names, and folder and file names, except when specifically referring to case-sensitive names. Unless otherwise indicated, you can use lowercase letters when you type a directory name or file name in a dialog box or at a command prompt. ALL CAPITALS Indicate the names of keys, key sequences, and key combinations—for example, ALT+SPACEBAR. monospace Represents code samples or examples of screen text. | In syntax statements, separates an either/or choice. ! Indicates a procedure with sequential steps. ... Represents an omitted portion of a code sample.
- 16. Contents Introduction 1 Course Materials 2 Prerequisites 3 Course Outline 4 Setup 9 Microsoft Official Curriculum 10 Microsoft Certified Professional Program 12 Facilities 15 Introduction
- 17. Information in this document, including URL and other Internet Web site references, is subject to change without notice. Unless otherwise noted, the example companies, organizations, products, domain names, e-mail addresses, logos, people, places, and events depicted herein are fictitious, and no association with any real company, organization, product, domain name, e-mail address, logo, person, places, or events is intended or should be inferred. Complying with all applicable copyright laws is the responsibility of the user. Without limiting the rights under copyright, no part of this document may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), or for any purpose, without the express written permission of Microsoft Corporation. Microsoft may have patents, patent applications, trademarks, copyrights, or other intellectual property rights covering subject matter in this document. Except as expressly provided in any written license agreement from Microsoft, the furnishing of this document does not give you any license to these patents, trademarks, copyrights, or other intellectual property. 2002 Microsoft Corporation. All rights reserved. Microsoft, MS-DOS, Windows, Windows NT, Active Directory, ActiveX, BizTalk, Hotmail, IntelliSense, JScript, MSN, MSDN, PowerPoint, Visio, Visual Basic, Visual C++, Visual C#, Visual J#, Visual Studio, Win32, and Windows Media are either registered trademarks or trademarks of Microsoft Corporation in the U.S.A. and/or other countries. The names of actual companies and products mentioned herein may be the trademarks of their respective owners.
- 18. Introduction iii Instructor Notes The Introduction module provides students with an overview of the course content, materials, and logistics for Course 2310B, Developing Microsoft ASP.NET Web Applications Using Visual Studio .NET. To teach this module, you need the following materials: ! Microsoft® PowerPoint® file 2310B_00.ppt To prepare for this module, you must: ! Complete the Course Preparation Checklist that is included with the trainer course materials. ! Read all of the materials for this module. Presentation: 30 minutes Required materials Preparation tasks
- 19. iv Introduction How to Teach This Module This section contains information that will help you to teach this module. Welcome students to the course and introduce yourself. Provide a brief overview of your background to establish credibility. Ask students to introduce themselves and provide their background, product experience, and expectations of the course. Record student expectations on a whiteboard or flip chart that you can reference later in class. Tell students that everything they will need for this course is provided at their desk. Have students write their names on both sides of the name card. Explain the purpose of all the materials that will be used in this course. Describe the contents of the student workbook and the Student Materials compact disc. Tell students where they can send comments and feedback on this course. Demonstrate how to open the Web page that is provided on the Student Materials compact disc by double-clicking Autorun.exe or Default.htm in the StudentCD folder on the Trainer Materials compact disc. Describe the prerequisites for this course. This is an opportunity for you to identify students who may not have the appropriate background or experience to attend this course. Briefly describe each module and what students will learn. Explain how this course will meet students’ expectations by relating the information covered in individual modules to their expectations. Describe any necessary setup information for the course, including course files and classroom configuration. Explain the Microsoft Official Curriculum (MOC) program and present the list of additional recommended courses. Refer students to the Microsoft Official Curriculum Web page at http://www.microsoft.com/traincert for information about curriculum paths. Inform students about the Microsoft Certified Professional (MCP) program, any certification exams that are related to this course, and the various certification options. Explain the class hours, extended building hours for labs, parking, restroom location, meals, phones, message posting, and where smoking is or is not allowed. Let students know if your facility has Internet access that is available for them to use during class breaks. Also, make sure that the students are aware of the recycling program if one is available. Introduction Course Materials Prerequisites Course Outline Setup Microsoft Official Curriculum Microsoft Certified Professional Program Facilities
- 20. Introduction 1 Introduction ! Name ! Company affiliation ! Title/function ! Job responsibility ! Programming, networking, and database experience ! ASP.NET and Visual Studio .NET experience ! Expectations for the course *****************************ILLEGAL FOR NON-TRAINER USE******************************
- 21. 2 Introduction Course Materials ! Name card ! Student workbook ! Student Materials compact disc ! Course evaluation *****************************ILLEGAL FOR NON-TRAINER USE****************************** The following materials are included with your kit: ! Name card. Write your name on both sides of the name card. ! Student workbook. The student workbook contains the material that is covered in class, in addition to the hands-on lab exercises. ! Student Materials compact disc. The Student Materials compact disc contains the Web page that provides you with links to resources pertaining to this course, including additional readings, review and lab answers, lab files, multimedia presentations, and course-related Web sites. To open the Web page, insert the Student Materials compact disc into the CD-ROM drive, and then in the root directory of the compact disc, double-click Autorun.exe or Default.htm. ! Course evaluation. To provide feedback on the course, training facility, and instructor, you will have the opportunity to complete an online evaluation near the end of the course. To provide additional comments or inquire about the Microsoft Certified Professional program, send an e-mail message to [email protected]. Note
- 22. Introduction 3 Prerequisites ! Knowledge of HTML or DHTML, including: " Using tables " Displaying images " Using forms ! Programming experience using Visual Basic .NET or C#, including: " Declaring variables " Using loops " Using conditional statements *****************************ILLEGAL FOR NON-TRAINER USE****************************** This course requires that you meet the following prerequisites: ! Knowledge of Hypertext Markup Language (HTML) or dynamic HTML (DHTML), including: • Tables • Images • Forms ! Programming experience using Microsoft Visual Basic® .NET, including: • Declaring variables • Using loops • Using conditional statements The completion of either Course 2559, Introduction to Visual Basic .NET Programming with Microsoft .NET, or Course 2373, Programming with Microsoft Visual Basic .NET, satisfies the preceding prerequisite skills. ! Programming experience using Microsoft Visual C#™ .NET, including: • Declaring variables • Using loops • Using conditional statements The completion of either Course 2609, Introduction to C# Programming with Microsoft .NET, or Course 2124, Programming with C#, satisfies the preceding prerequisite skills.
- 23. 4 Introduction Course Outline ! Module 1: Overview of the Microsoft .NET Framework ! Module 2: Using Microsoft Visual Studio .NET ! Module 3: Using Microsoft .NET–Based Languages ! Module 4: Creating a Microsoft ASP.NET Web Form ! Module 5: Adding Code to a Microsoft ASP.NET Web Form ! Module 6: Tracing in Microsoft ASP.NET Web Applications *****************************ILLEGAL FOR NON-TRAINER USE****************************** Module 1, “Overview of the Microsoft .NET Framework,” discusses how the .NET Framework represents a major change in the way that Web applications are built and run. After completing this module, you will have a greater understanding of the .NET Framework in general and Microsoft ASP.NET specifically. At the end of this module, you will have the opportunity to examine the complete ASP.NET Web application that you will build in the labs throughout this course. Module 2, “Using Microsoft Visual Studio .NET,” describes how to use the primary features of Microsoft Visual Studio® .NET to create ASP.NET Web applications. After completing this module, you will be able to navigate the Visual Studio .NET integrated development environment (IDE), and be able to create, build, and view an ASP.NET Web application project. Module 3, “Using Microsoft .NET–Based Languages,” introduces the different languages that are available for use when developing .NET-based Web applications. After completing this module, you will be able to identify the languages that support the .NET Framework, and be able to choose an appropriate development language for your needs. Module 4, “Creating a Microsoft ASP.NET Web Form,” describes how to create and populate Web Forms. Web Forms are programmable Web pages that serve as the user interface (UI) for an ASP.NET Web application project. After completing this module, you will be able to add a Web Form to an ASP.NET Web application project and use the Visual Studio .NET toolbox to add server controls to a Web Form.
- 24. Introduction 5 Module 5, “Adding Code to a Microsoft ASP.NET Web Form,” describes the various methods that can be used to add code to your ASP.NET Web application. After completing this module, you will be able to create event procedures for server controls, use code-behind pages in a Web application, and use Page events in a Web application. Module 6, “Tracing in Microsoft ASP.NET Web Applications,” describes how to catch runtime errors by using the Trace object. After completing this module, you will be able to use the Trace object to view runtime information about a Web application.
- 25. 6 Introduction Course Outline (continued) ! Module 7: Validating User Input ! Module 8: Creating User Controls ! Module 9: Accessing Relational Data Using Microsoft Visual Studio .NET ! Module 10: Accessing Data with Microsoft ADO.NET ! Module 11: Calling Stored Procedures with Microsoft ADO.NET ! Module 12: Reading and Writing XML Data *****************************ILLEGAL FOR NON-TRAINER USE****************************** Module 7, “Validating User Input,” describes the input validation controls that are available in ASP.NET, and describes how to add these controls to an ASP.NET Web Form by using Visual Studio .NET. After completing this module, you will be able to identify when input validation is appropriate, use input validation controls to verify user input, and verify that all of the validation controls on a page are valid. Module 8, “Creating User Controls,” describes how user controls provide an easy way to reuse common UI components and code throughout an ASP.NET Web application. After completing this module, you will be able to create a user control, and then add that user control to an ASP.NET Web Form. Module 9, “Accessing Relational Data Using Microsoft Visual Studio .NET,” describes what Microsoft ADO.NET is, and describes how you can incorporate ADO.NET into an ASP.NET Web application by using the data tools that are built into Visual Studio .NET. After completing this module, you will be able to create a connection to a database by using ADO.NET, and then display data in a Web Form. Module 10, “Accessing Data with Microsoft ADO.NET,” describes how to manually add data access to your Web application. After completing this module, you will be able to programmatically connect to a Microsoft SQL Server™ database by using SqlConnection and SqlDataAdapter objects, store multiple tables of data in a DataSet object, and then display that data in DataGrid controls. Finally, you will be able to manually read data from a SQL Server database by using a SqlDataReader object, and bind a list-bound server control to a DataSet, or to a DataReader control.
- 26. Introduction 7 Module 11, “Calling Stored Procedures with Microsoft ADO.NET,” describes how to accomplish data access tasks from your Web application by using stored procedures. After completing this module, you will be able to explain the reasons for using stored procedures with a database and be able to call stored procedures. Module 12, “Reading and Writing XML Data,” describes how to read, write, and display Extensible Markup Language (XML) data. After completing this module, you will be able to read and write XML data into a DataSet object. You will also be able to store, retrieve, and transform XML data by using XmlDataDocument and XslTransform objects, and be able to use the XML Web server control to load and save XML data.
- 27. 8 Introduction Course Outline (continued) ! Module 13: Consuming and Creating XML Web Services ! Module 14: Managing State ! Module 15: Configuring, Optimizing, and Deploying a Microsoft ASP.NET Web Application ! Module 16: Securing a Microsoft ASP.NET Web Application ! Module 17: Review *****************************ILLEGAL FOR NON-TRAINER USE****************************** Module 13, “Consuming and Creating XML Web Services,” describes how to call an XML Web service directly with a browser, and programmatically call an XML Web service from a Web Form. Also covered in this module is the creation and publishing of XML Web services by using Visual Studio .NET. After completing this module, you will be able to call an XML Web service directly from a browser, and be able to create a Web reference to programmatically call an XML Web service from a Web Form. You will also be able to build and publish an XML Web service. Module 14, “Managing State,” describes how to maintain state in an ASP.NET Web application. State is the ability to retain user information in a Web application. After completing this module, you will be able to manage state in an ASP.NET Web application by using application and session variables. You will also be able to use cookies and cookieless sessions to manage state. Module 15, “Configuring, Optimizing, and Deploying a Microsoft ASP.NET Web Application,” describes how to set up and deploy your ASP.NET Web application. After completing this module, you will be able to use the Cache object and page output caching, and be able to configure a Web application by using the Machine.config and Web.config files. You will also be able to deploy an ASP.NET Web application. Module 16, “Securing a Microsoft ASP.NET Web Application,” describes how to use Microsoft Windows®-based and Forms-based authentication. A discussion of Microsoft Passport authentication is also included. After completing this module, you will be able to secure ASP.NET Web applications by using Windows-based or Forms-based authentication. Module 17, “Review,” consists of a review of the main concepts that you have learned throughout this course. In this module, you will have an opportunity to apply your new knowledge in Lab 17, which is an interactive review game.
- 28. Introduction 9 Setup ! Windows XP Professional Edition " Internet Information Services " Internet Explorer 6 ! SQL Server 2000 Developer Edition " SQL Server 2000 Service Pack 2 ! Visual Studio .NET Enterprise Developer Edition " Microsoft .NET Framework Service Pack 1 ! Macromedia Flash Player 5 *****************************ILLEGAL FOR NON-TRAINER USE****************************** The following software will be used in the classroom: ! Windows XP Professional Edition • Internet Information Services (IIS) • Microsoft Internet Explorer 6 ! SQL Server 2000 Developer Edition • SQL Server 2000 Developer Service Pack 2 ! Visual Studio .NET Enterprise Developer Edition • Microsoft .NET Framework Service Pack 1 ! Macromedia Flash Player 5 There are files that are associated with the labs in this course. The lab files are located in the install folderLabfilesLabXXLL folder on the student computers where XX is the Module number and LL is the language used, either VB for Visual Basic .NET or CS for C#. The classroom is configured in the workgroup model. Each student computer in the classroom has Windows XP Professional installed as a member of that workgroup. Software Course files Classroom setup
- 29. 10 Introduction Microsoft Official Curriculum 2310B: Developing Microsoft ASP.NET Web Applications Using Visual Studio .NET 2310B: Developing Microsoft ASP.NET Web Applications Using Visual Studio .NET http://www.microsoft.com/traincert 2389: Programming with ADO.NET 2389: Programming with ADO.NET Data Access Application Development 1905: Building XML-Based Web Applications 1905: Building XML-Based Web Applications 2663: Programming with XML in the Microsoft .NET Framework 2663: Programming with XML in the Microsoft .NET Framework 2300: Developing Secure Web Applications 2300: Developing Secure Web Applications 2524: Developing XML Web Services Using Microsoft ASP.NET 2524: Developing XML Web Services Using Microsoft ASP.NET 2500: Introduction to XML and the Microsoft .NET Platform 2500: Introduction to XML and the Microsoft .NET Platform *****************************ILLEGAL FOR NON-TRAINER USE****************************** Microsoft Training and Certification develops Microsoft Official Curriculum (MOC), including MSDN® Training, for computer professionals who design, develop, support, implement, or manage solutions by using Microsoft products and technologies. These courses provide comprehensive skills-based training in instructor-led and online formats. After you complete this course, there are several follow-up courses that are available that will allow you to focus in greater depth on subjects that are covered in this course. For more information about the curriculum paths, see the Microsoft Official Curriculum Web page at http://www.microsoft.com/traincert/training/moc. The following table lists courses would be an appropriate continuation of the data access sections of this course. Course Title and description 1905 Building XML-Based Web Applications, is a five-day course that covers how to structure and validate data in a document by using document type definitions (DTDs). Students also learn how to get data from a database by using XML, and how to present that data by using the Extensible Stylesheet Language (XSL). 2389 Programming with ADO.NET, is a five-day course that covers accessing data sources from Windows- based applications, Web applications, and Web services by using ADO.NET. Introduction Additional recommended courses Data access
- 30. Introduction 11 (continued) Course Title and description 2500 Introduction to XML and the Microsoft .NET Platform, is a two-day course that provides a technological overview of the structure and programming techniques of XML. This course shows where XML figures into the Microsoft .NET vision and into the larger world of distributed standards-based computing. 2663 Programming with XML in the Microsoft .NET Framework, is a three-day course for programmers who have some experience with XML. This course covers programming that uses XML in the .NET Framework. The following table lists courses would be an appropriate continuation of the Web application development sections of this course. Course Title and description 2300 Developing Secure Web Applications, is a three-day course that teaches Web developers the knowledge and skills that are required to build Web applications by using secure coding techniques. This course also covers the security features that are available in Windows XP, IIS, ASP.NET, and ADO.NET. Students learn how to identify Web site security vulnerabilities and understand the trade-offs between functionality and speed when choosing the appropriate security mechanisms. Students will also learn how to use the security features that are available in Windows 2000, SQL Server, ASP.NET, and ADO.NET. 2524 Developing XML Web Services Using Microsoft ASP.NET, is a three-day course that covers how to build and deploy Web services by using Visual Studio .NET. Other related courses may become available in the future, so for up-to-date information about recommended courses, visit the Training and Certification Web site at http://www.microsoft.com/traincert. Application development Microsoft Training and Certification information
- 31. 12 Introduction Microsoft Certified Professional Program http://www.microsoft.com/traincert Exam number and title Exam number and title Exam number and title Core exam for the following tracks Core exam for the Core exam for the following tracks following tracks 70-305: Developing and Implementing Web Applications with Microsoft Visual Basic .NET and Microsoft Visual Studio .NET 70-305: Developing and Implementing Web Applications with Microsoft Visual Basic .NET and Microsoft Visual Studio .NET MCSD & MCAD MCSD & MCAD 70-315: Developing and Implementing Web Applications with Microsoft Visual C# .NET and Microsoft Visual Studio .NET 70-315: Developing and Implementing Web Applications with Microsoft Visual C# .NET and Microsoft Visual Studio .NET MCSD & MCAD MCSD & MCAD *****************************ILLEGAL FOR NON-TRAINER USE****************************** Microsoft Training and Certification offers a variety of certification credentials for developers and IT professionals. The Microsoft Certified Professional program is the leading certification program for validating your experience and skills, keeping you competitive in today’s changing business environment. The following exams relate to ASP.NET Web Application design: ! Exam 70-305: Developing and Implementing Web Applications with Microsoft Visual Basic .NET and Microsoft Visual Studio .NET, measures your ability to develop and implement Web applications with Web Forms, ASP.NET, and the .NET Framework. When you pass the Developing and Implementing Web Applications with Microsoft Visual Basic .NET and Microsoft Visual Studio .NET exam, you achieve Microsoft Certified Professional status. You also earn credit toward the following certifications: • Core credit toward Microsoft Certified Solution Developer for Microsoft .NET certification. • Core or elective credit toward Microsoft Certified Application Developer for Microsoft .NET certification. ! Exam 70-315: Developing and Implementing Web Applications with Microsoft Visual C# .NET and Microsoft Visual Studio .NET, measures your ability to develop and implement Web applications with Web Forms, ASP.NET, and the .NET Framework. When you pass the Developing and Implementing Web Applications with Microsoft Visual C# .NET and Microsoft Visual Studio .NET exam, you achieve Microsoft Certified Professional status. You also earn credit toward the following certifications: • Core credit toward Microsoft Certified Solution Developer for Microsoft .NET certification. • Core or elective credit toward Microsoft Certified Application Developer (MCAD) for Microsoft .NET certification. Introduction Related certification exams
- 32. Introduction 13 The Microsoft Certified Professional program includes the following certifications. ! MCAD The Microsoft Certified Application Developer (MCAD) for Microsoft .NET credential is appropriate for professionals who use Microsoft technologies to develop and maintain department-level applications, components, Web or desktop clients, or back-end data services, or who work in teams developing enterprise applications. The scope of responsibility of MCADs is a subset of MCSDs. ! MCSD The Microsoft Certified Solution Developer (MCSD) credential is the premier certification for professionals who design and develop leading-edge business solutions with Microsoft development tools, technologies, platforms, and the Microsoft Windows DNA architecture. The types of applications MCSDs can develop include desktop applications and multi- user, Web-based, N-tier, and transaction-based applications. The credential covers job tasks ranging from analyzing business requirements to maintaining solutions. ! MCSA on Microsoft Windows 2000 The Microsoft Certified Systems Administrator (MCSA) certification is designed for professionals who implement, manage, and troubleshoot existing network and system environments based on Microsoft Windows 2000 platforms, including the Windows .NET Server family. Implementation responsibilities include installing and configuring parts of the systems. Management responsibilities include administering and supporting the systems. ! MCSE on Microsoft Windows 2000 The Microsoft Certified Systems Engineer (MCSE) credential is the premier certification for professionals who analyze the business requirements and design and implement the infrastructure for business solutions based on the Microsoft Windows 2000 platform and Microsoft server software, including the Windows .NET Server family. Implementation responsibilities include installing, configuring, and troubleshooting network systems. ! MCDBA on Microsoft SQL Server 2000 The Microsoft Certified Database Administrator (MCDBA) credential is the premier certification for professionals who implement and administer Microsoft SQL Server databases. The certification is appropriate for individuals who derive physical database designs, develop logical data models, create physical databases, create data services by using Transact-SQL, manage and maintain databases, configure and manage security, monitor and optimize databases, and install and configure SQL Server. MCP certifications
- 33. 14 Introduction ! MCP The Microsoft Certified Professional (MCP) credential is for individuals who have the skills to successfully implement a Microsoft product or technology as part of a business solution in an organization. Hands-on experience with the product is necessary to successfully achieve certification. ! MCT Microsoft Certified Trainers (MCTs) demonstrate the instructional and technical skills that qualify them to deliver Microsoft Official Curriculum through Microsoft Certified Technical Education Centers (Microsoft CTECs). The certification requirements differ for each certification category and are specific to the products and job functions addressed by the certification. To become a Microsoft Certified Professional, you must pass rigorous certification exams that provide a valid and reliable measure of technical proficiency and expertise. See the Microsoft Training and Certification Web site at http://www.microsoft.com/traincert. You can also send an e-mail to [email protected] if you have specific certification questions. MOC and MSDN Training Curriculum can help you develop the skills that you need to do your job. They also complement the experience that you gain while working with Microsoft products and technologies. However, no one-to-one correlation exists between MOC and MSDN Training courses and MCP exams. Microsoft does not expect or intend for the courses to be the sole preparation method for passing MCP exams. Practical product knowledge and experience is also necessary to pass the MCP exams. To help prepare for the MCP exams, use the preparation guides that are available for each exam. Each Exam Preparation Guide contains exam-specific information, such as a list of the topics on which you will be tested. These guides are available on the Microsoft Training and Certification Web site at http://www.microsoft.com/traincert. Certification requirements For More Information Acquiring the skills tested by an MCP exam
- 34. Introduction 15 Facilities ! Class hours ! Building hours ! Parking ! Restrooms ! Meals ! Phones ! Messages ! Smoking ! Recycling *****************************ILLEGAL FOR NON-TRAINER USE******************************
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- 36. Contents Overview 1 Lesson: Introduction to the .NET Framework 2 Lesson: Overview of ASP.NET 12 Lesson: Overview of the Lab Application 17 Lesson: Resources 23 Review 25 Module 1: Overview of the Microsoft .NET Framework
- 37. Information in this document, including URL and other Internet Web site references, is subject to change without notice. Unless otherwise noted, the example companies, organizations, products, domain names, e-mail addresses, logos, people, places, and events depicted herein are fictitious, and no association with any real company, organization, product, domain name, e-mail address, logo, person, place or event is intended or should be inferred. Complying with all applicable copyright laws is the responsibility of the user. Without limiting the rights under copyright, no part of this document may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), or for any purpose, without the express written permission of Microsoft Corporation. Microsoft may have patents, patent applications, trademarks, copyrights, or other intellectual property rights covering subject matter in this document. Except as expressly provided in any written license agreement from Microsoft, the furnishing of this document does not give you any license to these patents, trademarks, copyrights, or other intellectual property. 2002 Microsoft Corporation. All rights reserved. Microsoft, MS-DOS, Windows, Windows NT, Active Directory, ActiveX, BizTalk, Hotmail, IntelliSense, JScript, MSN, MSDN, PowerPoint, Visio, Visual Basic, Visual C++, Visual C#, Visual J#, Visual Studio, Win32, and Windows Media are either registered trademarks or trademarks of Microsoft Corporation in the United States and/or other countries. The names of actual companies and products mentioned herein may be the trademarks of their respective owners.
- 38. Module 1: Overview of the Microsoft .NET Framework iii Instructor Notes In this module, the students will learn about the Microsoft® .NET Framework and Microsoft ASP.NET. The students will then have an opportunity to examine the complete Web application that they will build in the labs throughout the course. After completing this module, students will be able to: ! Explain the advantages of using the .NET Framework. ! Understand the key functionality and purpose of ASP.NET in developing Web applications. ! Understand the basic functionality of the Web site that you will build in the labs in Course 2310B. To teach this module, you need the following materials: ! Microsoft PowerPoint® file 2310B_02.ppt ! Multimedia file 2310B_01A001 To prepare for this module: ! Read all of the materials for this module. ! Complete the practices and the lab. ! Practice the steps for the instructor-led demonstrations. ! Review the multimedia demonstration. ! Review the Microsoft Visual Studio® .NET IDE and Dynamic Help. Presentation: 60 minutes Lab: 00 minutes Required materials Preparation tasks
- 39. iv Module 1: Overview of the Microsoft .NET Framework How to Teach This Module This section contains information that will help you to teach this module. Lesson: Introduction to the .NET Framework This section describes the instructional methods for teaching each topic in this lesson. The key point about the .NET Framework is that it is a platform- and device-independent system that is designed to work over the Internet. Do not cover the .NET Framework components in depth here because there is a slide for that later in the course. With Microsoft .NET, developing Web applications is much easier. With .NET, the students will have: ! Communication with Extensible Markup Language (XML). ! An infrastructure that is already built. ! The flexibility of using the language the developer is most familiar with. ! Ask students to make a guess about the number of methods and properties in various layers (2800 method calls for the Microsoft Win32® API and 184,000 method calls for the .NET Framework.) ! Talk about how the user interface (UI) and ASP.NET are below the languages, meaning there is one forms model for all languages. Discuss the benefits of using the .NET Framework while developing Web applications. Inform the students that if they have the .NET Framework installed on their computers, they can build programs without Visual Studio .NET (for instance, by using Microsoft Notepad only). However, Visual Studio .NET is a great development environment that makes developing Web applications a rich experience for the developers. Visual Studio .NET is designed to support the developer all the way through the development process. Lesson: Overview of ASP.NET ASP.NET is the successor to Active Server Pages (ASP), but it is designed for more browser types, more device types, and more languages. This topic focuses on what constitutes an ASP.NET Web application. Discuss the different parts of ASP.NET Web application. There is no sound in this animation. Explain the steps as the multimedia runs: ! First, the request shows that the page is compiled and then processed. ! Second, the request shows that the page is directly processed. What is the .NET Framework? What Problems Does .NET Solve? The .NET Framework Components Benefits of using the .NET Framework Visual Studio .NET: The Tool for .NET Development What is ASP.NET? ASP.NET Web Application Multimedia: ASP.NET Execution Model
- 40. Module 1: Overview of the Microsoft .NET Framework v Lesson: Overview of the Lab Application This list gives a sense of the scale of the Web application project that the students will create by the end of the course. Throughout Course 2310B, students will have the choice between developing lab solutions by using Microsoft Visual Basic® .NET or C#. Solutions are provided for both languages. The lab application is an ASP.NET Web application named Coho Winery. Coho Winery is a fictitious company that offers several benefits to its employees. The benefits proposed are Life Insurance, Retirement, Medical, and Dental benefits. The lab application is composed of several Web Forms, a component, two user controls and an XML Web service. There are three main databases: one that contains the list of doctors that are used for the medical benefit, another that contains the list of dentists and it is used by the XML Web services, and a third that is used to store the list of employees who are registered to Coho Winery. The lab application components are implemented in both Visual Basic .NET and Microsoft Visual C#™, and may be found by building 2310LabApplication, and by using Microsoft Internet Explorer to navigate to http://localhost/BenefitsVB/default.aspx for the Visual Basic .NET version, or to http://localhost/BenefitsCS/default.aspx for the Visual C# version. The functionality of the solutions is identical. The Lab application solution is installed on the instructor computer by default when the setup runs. To experiment with the labs on the instructor computer, uninstall the Lab application solution before completing the labs. Lesson: Resources The goal in this lesson is to give students options for finding information on .NET. Review The review questions are based mostly on conceptual understanding and procedures that were covered in the module. You can use a discussion format to answer the questions so that everyone gets the benefit of knowing the right answers. Lab Application Setup Note Demonstration: The Lab Solution Note .NET Resources
- 42. Module 1: Overview of the Microsoft .NET Framework 1 Overview ! Introduction to the .NET Framework ! Overview of ASP.NET ! Overview of the Lab Application ! Resources *****************************ILLEGAL FOR NON-TRAINER USE****************************** The Microsoft® .NET Framework represents a major change in the way that Web applications are built and run. Microsoft ASP.NET is one of numerous technologies that are part of the .NET Framework. In this module, you will learn about the .NET Framework and ASP.NET. You will then have an opportunity to examine the complete Web application that you will build in the labs throughout Course 2310B, Developing Microsoft ASP.NET Web Applications Using Visual Studio .NET. After completing this module, you will be able to: ! Explain the advantages of using the .NET Framework. ! Understand the key functionality and purpose of ASP.NET in developing Web applications. ! Understand the basic functionality of the Web site that you will build in the labs in Course 2310B. Introduction Objectives
- 43. 2 Module 1: Overview of the Microsoft .NET Framework Lesson: Introduction to the .NET Framework ! What is the .NET Framework? ! What Problems Does .NET Solve? ! The .NET Framework Components ! Benefits of Using the .NET Framework ! Visual Studio .NET: The Tool for .NET Development *****************************ILLEGAL FOR NON-TRAINER USE****************************** In this lesson, you will learn about the .NET Framework. You will learn about some of the problems that developers confront while developing Web applications and understand how the .NET Framework solves these problems. You will also be introduced to Microsoft Visual Studio® .NET, which is the development tool that you will use to develop Web applications with the .NET Framework. After completing this lesson, you will be able to: ! Differentiate between Microsoft .NET and the .NET Framework. ! List the benefits of using .NET, based on the perspective of the problems that .NET solves. ! Identify the features of Visual Studio .NET. Introduction Lesson objectives
- 44. Module 1: Overview of the Microsoft .NET Framework 3 What is the .NET Framework? Developer Tools Clients User Experiences ASP.NET Web Applications XML Web Services Databases .NET Framework *****************************ILLEGAL FOR NON-TRAINER USE****************************** .NET is Microsoft’s development model in which software becomes platform- and device-independent, and data becomes available over the Internet. The .NET Framework is the infrastructure of .NET. .NET is built from the ground up on open architecture. .NET is a platform that can be used for building and running the next generation of Microsoft Windows® and Web applications. The goal of the Microsoft .NET platform is to simplify Web development. The.NET platform consists of the following core technologies: ! The .NET Framework ! The .NET Enterprise Servers ! Building block services ! Visual Studio .NET The .NET platform spans clients, servers, and services, and it consists of: ! A programming model that enables developers to build Extensible Markup Language (XML) Web services and applications. ! A set of building block services that are a user-centric set of XML Web services that move control of user data from applications to users. For example, Microsoft Passport is a core component of the.NET initiative that makes it easier to integrate various applications. Introduction What is the .NET platform?
- 45. 4 Module 1: Overview of the Microsoft .NET Framework ! A set of .NET Enterprise Servers, including Windows 2000, Microsoft SQL Server™, and Microsoft BizTalk® Server, that integrate, run, operate, and manage XML Web services and applications. ! Client software, such as Windows XP and Windows CE, which helps developers deliver a comprehensive user experience across a family of devices. ! Tools, such as Visual Studio .NET, which can be used to develop XML Web services and Windows and Web applications for an enriched user experience. The .NET Framework provides the foundation upon which applications and XML Web services are built and executed. The unified nature of the .NET Framework means that all applications, whether they are Windows applications, Web applications, or XML Web services, are developed by using a common set of tools and code, and are easily integrated with one another. The .NET Framework consists of: ! The common language runtime (known hereafter as runtime). The runtime handles runtime services, including language integration, security, and memory management. During development, the runtime provides features that are needed to simplify development. ! Class libraries. Class libraries provide reusable code for most common tasks, including data access, XML Web service development, and Web and Windows Forms. What is the .NET Framework?
- 46. Module 1: Overview of the Microsoft .NET Framework 5 What Problems Does .NET Solve? ! Even with the Internet, most applications and devices have trouble communicating with each other ! Programmers end up writing infrastructure instead of applications ! Programmers have had to limit their scope or continually learn new languages *****************************ILLEGAL FOR NON-TRAINER USE****************************** The .NET Framework was developed to overcome several limitations that developers have had to deal with when developing Web applications, and it makes strong use of the Internet as a means for solving these limitations. Even with the advent of a global, easily accessible network for sharing information (the Internet), few applications work on more than one type of client or have the ability to seamlessly interact with other applications. This limitation leads to two major problems that developers must confront: ! Developers typically have to limit their scope. ! Developers spend the majority of their time rewriting applications to work on each type of platform and client, rather than spending their time designing new applications. The .NET Framework solves the preceding two problems by providing the runtime, which is language-independent and platform-independent, and by making use of the industry-standard XML. Language independence in .NET allows developers to build an application in any .NET-based language and know that the Web application will work on any client that supports .NET. The runtime also controls much of the application infrastructure so that developers can concentrate on the application-specific logic. XML Web services use XML to send data, thereby ensuring that any XML-capable client can receive that data. Since XML is an open standard, most modern clients, such as computer operating systems, cellular telephones, personal digital assistants (PDAs), and game consoles, can accept XML data. Introduction Pre-.NET issues
- 47. 6 Module 1: Overview of the Microsoft .NET Framework The .NET Framework Components Win32 Win32 Message Message Queuing Queuing COM+ COM+ (Transactions, Partitions, (Transactions, Partitions, Object Pooling) Object Pooling) IIS IIS WMI WMI Common Language Runtime Common Language Runtime .NET Framework Class Library .NET Framework Class Library ADO.NET and XML ADO.NET and XML XML Web Services XML Web Services User Interface User Interface Visual Basic C++ C# ASP.NET ASP.NET Perl Python … *****************************ILLEGAL FOR NON-TRAINER USE****************************** The .NET Framework provides the necessary compile-time and run-time foundation to build and run .NET-based applications. The .NET Framework consists of different components that help to build and run .NET-based applications: ! Platform Substrate The .NET Framework must run on an operating system. Currently, the .NET Framework is built to run on the Microsoft Win32® operating systems, such as Windows 2000, Windows XP, and Windows 98. In the future, the .NET Framework will be extended to run on other platforms, such as Windows CE. ! Application Services When running on Windows 2000, application services, such as Component Services, Message Queuing, Internet Information Services (IIS), and Windows Management Instrumentation (WMI), are available to the developer. The .NET Framework exposes application services through classes in the .NET Framework class library. ! .NET Framework Class Library The .NET Framework class library exposes features of the runtime and simplifies the development of .NET-based applications. In addition, developers can extend classes by creating their own libraries of classes. The .NET Framework class library implements the .NET Framework. All applications (Web, Windows, and XML Web services) access the same .NET Framework class libraries, which are held in namespaces. All .NET-based languages also access the same libraries. Introduction The .NET Framework
- 48. Module 1: Overview of the Microsoft .NET Framework 7 ! Common Language Runtime The common language runtime simplifies application development, provides a robust and secure execution environment, supports multiple languages, and simplifies application deployment and management. The common language runtime environment is also referred to as a managed environment, in which common services, such as garbage collection and security, are automatically provided. ! Microsoft ADO.NET ADO.NET is the next generation of Microsoft ActiveX® Data Objects (ADO) technology. ADO.NET provides improved support for the disconnected programming model. ADO.NET also provides extensive XML support. To learn more about ADO.NET, see Modules 9, 10, and 11 in Course 2310B, Developing Microsoft ASP.NET Web Applications Using Visual Studio .NET. ! ASP.NET ASP.NET is a programming framework that is built on the common language runtime. ASP.NET can be used on a server to build powerful Web applications. ASP.NET Web Forms provide an easy and powerful way to build dynamic Web user interfaces (UIs). ! XML Web Services XML Web services are programmable Web components that can be shared among applications on the Internet or the intranet. The .NET Framework provides tools and classes for building, testing, and distributing XML Web services. To learn more about XML Web services, see Module 13 in Course 2310B, Developing Microsoft ASP.NET Web Applications Using Visual Studio .NET. ! User Interfaces The .NET Framework supports three types of UIs: • Web Forms, which work through ASP.NET and the Hypertext Transfer Protocol (HTTP) • Windows Forms, which run on Win32 client computers • The Command Console ! Languages Any language that conforms to the Common Language Specification (CLS) can run with the common language runtime. In the .NET Framework, Microsoft provides support for Microsoft Visual Basic® .NET, Microsoft Visual C++® .NET, C#, and Microsoft JScript® .NET. Third parties can provide additional languages. For more information on the .NET-based languages, see Module 3, “Using Microsoft .NET-Based Languages,” in Course 2310B, Developing Microsoft ASP.NET Web Applications Using Visual Studio .NET. Note Note Note
- 49. 8 Module 1: Overview of the Microsoft .NET Framework Benefits of Using the .NET Framework ! Based on Web standards and practices ! Functionality of .NET classes is universally available ! Code is organized into hierarchical namespaces and classes ! Language independent Windows Windows API API ASP ASP .NET .NET Framework Framework 1980’s 1990’s 2000’s Visual Basic Visual Basic MFC/ATL MFC/ATL *****************************ILLEGAL FOR NON-TRAINER USE****************************** During the early years of Windows application development, all applications were written to the Windows application programming interface (API) in C or C++. With the advent of Visual Basic, and then the Internet, developers had to specialize in developing C and C++ (MFC/ATL) applications, Visual Basic applications, or Active Server Pages (ASP) applications. With the .NET Framework, you can use your skills to develop any type of application. The benefits of using the .NET Framework for developing applications include: ! Based on Web standards and practices The .NET Framework fully supports existing Internet technologies, including Hypertext Markup Language (HTML), HTTP, XML, Simple Object Access Protocol (SOAP), Extensible Stylesheet Language Transformation (XSLT), XML Path Language (XPath), and other Web standards. ! Designed using unified application models The functionality of a .NET class is available from any .NET-compatible language or programming model. Therefore, the same piece of code can be used by Windows applications, Web applications, and XML Web services. Introduction Benefits
- 50. Module 1: Overview of the Microsoft .NET Framework 9 ! Easy for developers to use In the .NET Framework, code is organized into hierarchical namespaces and classes. The .NET Framework provides a common type system, referred to as the unified type system, which can be used by any .NET-compatible language. In the unified type system, all language elements are objects. These objects can be used by any .NET application written in any .NET-based language. ! Extensible classes The hierarchy of the .NET Framework is not hidden from the developer. You can access and extend .NET classes (unless they are protected) through inheritance. You can also implement cross-language inheritance.
- 51. 10 Module 1: Overview of the Microsoft .NET Framework Visual Studio .NET: The Tool for .NET Development Visual Studio .NET Windows Forms Tools Web Forms Tools Error Handling Data Access Multiple Languages Web Services Tools Develop Debug Deploy Design *****************************ILLEGAL FOR NON-TRAINER USE****************************** Visual Studio .NET constitutes the core of .NET development. Visual Studio .NET is a complete development environment in which you can design, develop, debug, and deploy your .NET applications and XML Web services. Visual Studio .NET, as a development tool, provides the following: ! Support for various development languages. For more information on the available .NET-based languages, see Module 3, “Using Microsoft .NET-Based Languages,” in Course 2310B, Developing Microsoft ASP.NET Web Applications Using Visual Studio .NET. ! Tools for building Web applications, Windows applications, and XML Web services. ! Data access tools. ! Complete error handing, including local debugging, remote debugging, and tracing. Introduction Features of Visual Studio .NET Note
- 52. Random documents with unrelated content Scribd suggests to you:
- 53. “When the Hawaiian government fulfil their promise to me in regard to landing cables on their shores, the question of a Pacific submarine telegraph may be entertained by me. Until then I certainly shall do nothing towards the accomplishment of the enterprise via the Sandwich Islands.” “Hawaiian Legation, March 10, 1879. “Sir,—The twenty-fifth anniversary of the formation of the company for laying the Atlantic cable seems an appropriate occasion for giving an impulse to the great work of extending a cable across the Pacific. “I am sure that you will not be satisfied with anything less than a cable round the world. “The Hawaiian Islands have a very central position for the navigation of the North Pacific. They are a great resort for the naval and mercantile marine of the commercial countries. “His Majesty the King has long realized the great importance of a submarine cable to his kingdom, as well as to all nations whose vessels and citizens visit there, and has authorized me, by advice of his Cabinet, to grant you, your associates and assigns, the exclusive privilege of landing a submarine cable or cables on any of the Hawaiian Islands, and for using the same for connection with the United States, or any other country, and crossing any or all of the islands, and this for the period of twenty-five years. “Any land which you may find necessary to have for any of these purposes will be furnished by the government free of expense to you, not intended to include land for offices or houses. “It is to be understood that if you do not within five years begin the construction of the cable necessary to connect the islands with the United States, and establish the connection within ten years, this grant is to cease. “The King and Cabinet, having the greatest confidence in your ability and energy, anticipate the completion of the cable to the islands at an early day. “I have the honor to be, sir, “With great respect, “Your obedient servant, “Elisha H. Allen,
- 54. “His Hawaiian Majesty’s Envoy Extraordinary and Minister Plenipotentiary.” It was on the evening of the 10th of March, 1879, that he said: “One thing only remains which I still hope to be spared to see, and in which to take a part: the laying of a cable from San Francisco to the Sandwich Islands ... and from thence to Japan, by which the island groups of the Pacific may be brought into communication with the continents on either side—Asia and America—thus completing the circuit of the globe.” Two months later this note was sent: “New York, May 17, 1879. “Dear Judge Allen,—I sail for Europe on Wednesday next, the 21st instant, and shall be absent five weeks from this city. During my visit there I shall confer with my friends in regard to the Pacific cable, and I am willing to head a subscription list with my own subscription of one hundred thousand dollars. “I shall be happy to confer with you on my return to this country. “I have had a bill introduced into Congress granting permission to land and operate cables in the United States, which I hope will pass during this session. “With great respect, “I remain, dear Judge Allen, “Very truly your friend, “Cyrus W. Field.” To follow his steps more closely, it is best to turn back to the fall of 1871. It was on October 10th that he cabled to London: “A great fire has been raging in Chicago for the last two days, and more than 100,000 persons are homeless and destitute of food, shelter, and clothing. Five square miles in heart of Chicago utterly destroyed. Loss between two and three hundred millions. All principal business houses, banks, and hotels destroyed. Could not you, Captain Hamilton, and Mr. Rate call upon the large banking-houses connected with America, such as Morgan, Baring, Jay Cooke, Morton, Brown, Shipley, and others, and endeavor to organize a relief committee for the purpose of rendering the
- 55. assistance that is so much needed? The large cities of the United States are acting nobly in this fearful calamity that has befallen Chicago, and the citizens subscribe liberally.” The cablegrams that he received and forwarded on this occasion were numberless. Those that follow were sent by Mr. Mason, the Mayor of Chicago:
- 56. “We are sorely afflicted, but our spirit is not broken.” “God bless the noble people of London.” “Receive our warmest blessing for your most noble response to our stricken city. It was received by our committee in tears.” “Your generosity defies space, as these wonderful gifts have been flashed to us from all parts of the earth. We are lifted from our desolation. The arm of the civilized world is thrown around us. Heaven bless you for this needed help and for the language of encouragement and deep love which it speaks to an afflicted people.” “Our people, lifted from despair by this regal aid, are to-day in the work of restoration, full of hope. We read in these gifts the determination of the universal world that we shall go forward.” Mr. Field received an official invitation from the Italian government, and he was also the representative of the New York, Newfoundland, and London Telegraph Company, to attend the Triennial Telegraphic Convention of representatives from the various governments and telegraph companies of the world appointed to meet in Rome in December, 1871. On the 4th of that month Professor Morse wrote: “I have wished for a few calm moments to put on paper some thoughts respecting the doings of the great telegraphic convention to which you are a delegate. “The telegraph has now assumed such a marvellous position in human affairs throughout the world, its influences are so great and important in all the varied concerns of nations, that its efficient protection from injury has become a necessity. It is a powerful advocate for universal peace. Not that, of itself, it can command a ‘Peace, be still’ to the angry waves of human passions, but that, by its rapid interchange of thought and opinion, it gives the opportunity of explanations to acts and to laws which, in their ordinary wording, often create doubt and suspicion. “Were there no means of quick explanation it is readily seen that doubt and suspicion, working on the susceptibilities of the public mind, would engender misconception, hatred, and strife. How important, then, that in the intercourse of nations there should be the ready means at hand for prompt correction and explanation!
- 57. “Could there not be passed in the great international convention some resolution to the effect that, in whatever condition, whether of peace or war between nations, the telegraph should be deemed a sacred thing, to be by common consent effectually protected both on the land and beneath the waters? “In the interest of human happiness, of the ‘Peace on earth’ which, in announcing the advent of the Saviour, the angels proclaimed with ‘good will to men,’ I hope that the convention will not adjourn without adopting a resolution asking of the nations their united, effective protection to this great agent of civilization.” This telegram was sent from Rome on December 28th: “Telegraphic conference to-day, after a long debate, by a unanimous vote, adopted Mr. Cyrus Field’s proposition to recommend the different governments represented at the conference to enter into a treaty to protect submarine wires in war as well as peace, and recommended that no government should grant any right to connect its country with another without the joint consent of the countries proposed to be connected.” In speaking of this convention he said: “It represented twenty-one countries, six hundred millions of people, and twenty six different languages.” The proposal of Professor Morse was so obviously in the interest of peace and humanity that it may seem that its adoption was a matter of course. In fact, however, the opposition to it was at first so strong and general that it would have been defeated but for the personal exertions of Mr. Field in its behalf, and his own narrative of how the adoption was brought about is so interesting as to deserve being given in full. In his report, dated Rome, January 14, 1872, to the directors of the New York, Newfoundland, and London Telegraph Company, he said: “The International Telegraph Conference adjourned this afternoon after a session of six weeks and three days.... “The conference opened on Friday morning, December 1st, but I did not arrive here till the 20th ultimo. On my arrival I was very sorry to learn that the representative from Norway had on the 4th of December proposed to the conference that they should recommend to their different governments
- 58. to enter into a treaty to protect submarine cables in war as well as peace, and that his proposition had met with such opposition that he had withdrawn it, as he was sure it could not pass. As soon as I got all the facts, I determined my course. It was to get personally acquainted with every delegate and urge my views upon him before bringing them before the conference. Finally, on Thursday, the 28th ultimo, I presented my views in a carefully prepared argument to the conference. Every single member was in his seat, and finally, after a long discussion, in which there were forty-nine separate speeches, my propositions were carried without a dissenting voice. The representatives of nine governments, although personally in favor of it, were not willing to take the responsibility of voting without positive instructions from their governments, so they simply abstained from voting. “The Minister of Foreign Affairs of Italy, Visconte Venosta, will prepare a circular and send it to the different governments, inviting them to enter into an international treaty to protect submarine cables in time of war. “I shall leave here to-morrow morning for New York via Vienna, St. Petersburg, Berlin, Paris, and London. In each of these cities I hope to persuade the American minister to help on this treaty, which I believe will add much to the security of submarine telegraph property.” Soon after he reached London he received this note from Mr. Gladstone; he refers, doubtless, to the letter already given in this memoir, setting forth the view he entertained, during the early part of the civil war, of the hopelessness of endeavoring to restore the Union by arms. It had not, however, been published in 1872, nor has it appeared until the publication of this volume. “11 Carlton House Terrace, “February 10, 1872. “Dear Mr. Cyrus Field,—Will you kindly refer me, if you can, to a letter of mine, I think addressed to you respecting my declaration in 1862 that the leaders of the South had made a nation—as to its date, and, if possible, without inconvenience, as to any publication in which I might find it, though probably the date will suffice? “Believe me, “Very faithfully yours, “W. E. Gladstone.”
- 59. Mr. Field was in London during the excitement caused by the claims for indirect damages which were to be put forward by the American agents at Geneva. These letters refer to that controversy: “House of Commons, “London, March 1, 1872. “Dear Mr. Field,—As I hear, with regret, that you are detained here by illness, I take the liberty, as an old acquaintance, of asking whether you cannot do something in your compulsory leisure to help our countries in this untoward business as to the case. “If you, who are so well known here, believe your government to be in the right, and that they never did waive, or meant to waive, the claim for indirect damages, and if you will make this statement publicly here, in any manner you please, it would certainly go far to induce me, and I think most of the other public men who were strong Unionists during your civil war, to advocate the submission of the whole case as it stands to the Geneva board. On the other hand, if you cannot do this, I really think we may ask for your testimony on the other side. “If you do not see your way to taking any action in the matter, pray excuse this note, for which my apology must be that this is no time for any of us who are likely to get a hearing to keep silence. “I am always yours very truly, “Thomas Hughes.” He thanked Mr. Hughes for his “kind note,” and at the same time gave to him the letter he had written to Mr. Colfax on February 24th, and this letter Mr. Hughes sent to the Times: “London, 24th February, 1872. “My dear Mr. Colfax,—Having read this morning a brief telegraphic summary of the speech which you delivered at Brooklyn on Washington’s Birthday, I feel constrained to address you on the subject upon which you have spoken with so much emphasis. I refer to the Treaty of Washington. I share your opinion that neither nation will dare, in the face of civilization, to destroy the treaty; but nevertheless the crisis is a grave one. It therefore behooves every one who can assist to bring about a better understanding on the points of difference between the two countries to make his contribution to that end. This is my apology for addressing you.
- 60. “The grave misunderstanding which has arisen between Great Britain and the United States is due to the widely different manner in which the Treaty of Washington has been from the outset interpreted by the two nations. I have not met a single person on this side of the Atlantic who expresses any desire “to back out” of the treaty, or refuse the fulfilment of any one of the obligations which it is believed to impose; nay, more, my conviction is that if the British people were satisfied that the principle of referring vague and indefinite claims to arbitration had somehow or other crept into the treaty, they yet would, while passing emphatic votes of censure on their representatives at Washington, at the same time never dream of calling back the pledge which Lord Ripon and his colleagues had given on their behalf. “The excitement which followed the publication of the American case was occasioned by the belief—universal among all classes of the English people—that their own interpretation of the treaty was the right one, and that indeed no other interpretation had ever been or would be given to it. It is desirable that Americans should remember this fact—that until the publication of the American case nobody on this side of the water had the remotest idea that the Washington Treaty contemplated more than arbitration with reference to the direct losses inflicted by the Alabama and other Confederate cruisers which escaped from British ports during our civil war. This is not a matter of surmise; it is demonstrable on the clearest evidence. I therefore contend that whether the public sentiment of England be well founded or not, its existence is so natural that even if we Americans are wholly in the right we ought to make every allowance for it—in fact, treat it with generous forbearance. “So early as June 12th last, when Lord Russell, in moving a resolution for the rejection of the treaty, charged the Americans with having made no concessions, Lord Granville retorted by pointing to the abandonment of the claim for consequential damages. ‘These were pretensions,’ he said, ‘which might have been carried out under the former arbitration, but they entirely disappear under the limited reference.’ There could be no mistake as to his meaning, because in describing the aforesaid ‘pretensions’ he quoted the strong and explicit language which Mr. Fish had employed. We are bound to believe that Lord Granville spoke in perfect good faith, especially as the American minister was present during the debate, and sent the newspaper verbatim report of it to his own government by the ensuing mail. When the
- 61. debate took place the ratification of the treaty had not been exchanged. If Lord Granville was in error, why did not General Schenck correct him? “On the same occasion the Marquis of Ripon, also replying to Lord Russell’s taunt, remarked that ‘so far from our conduct being a constant course of concession, there were, as my noble friend behind me [Earl Granville] has said, numerous occasions on which it was our duty to say that the proposals made to us were such as it was impossible for us to think of entertaining.’ This, also, was understood to refer to the indirect claims. “Turning to the debate which took place in the House of Commons on the 4th of August, one searches in vain for any remark in the speeches of Mr. Gladstone, Sir Stafford Northcote, or Sir Roundell Palmer which indicated any suspicion that the Alabama claims had assumed the portentous character which now attaches to them. The doubt which Lord Cairns at one time entertained had been set at rest by the ministerial explanations made at the time in the House of Lords, and not a single argument advanced in the Lower House, either in support of or in opposition to the treaty, touched upon the question of these claims. Even Mr. Baillie Cochrane, the well-known Conservative member, who denounced the treaty on all sorts of grounds, and whose avowed object was to pick as many holes in it as possible, was unable to allege that England had consented to an arbitration which might involve her in indefinite liabilities. “Sir Stafford Northcote, in the course of his humorous speech—a speech instinct with good feeling towards the United States—said that ‘a number of the claims under the convention which was not adopted [the Johnson- Clarendon Treaty] were so vague that it would have been possible for the Americans to have raised a number of questions which the commissioners were unwilling to submit to arbitration. They might have raised the question with regard to the recognition of belligerency, with regard to constructive damages arising out of the recognition of belligerency, and a number of other matters which this country could not admit. But if honorable gentlemen would look to the terms of the treaty actually contracted they would see that the commissioners followed the subjects very closely by making a reference only to a list growing out of the acts of particular vessels, and in so doing shut out a large number of claims which the Americans had previously insisted upon, but which the commissioners had prevented from being raised before the arbitrators.’ All this points
- 62. unmistakably to the definite and limited character of the claims which, in the judgment of the English negotiators, were alone to be submitted to arbitration. “It seems to me that Judge Williams, in the speech he made at the banquet I had the honor to give to the British High Commissioners in New York, expressed sentiments which can only be similarly construed. ‘Many persons,’ he said, ‘no doubt, will be dissatisfied with their [the Joint High Commissioners’] labors; but to deal with questions so complicated, involving so many conflicting interests, so as to please everybody, is a plain impossibility; but in view of the irritation which the course of Great Britain produced in this country during our late rebellion, and in view of the one- sided and generally exaggerated statements of our case made to the people, the American commissioners consider themselves quite fortunate that what they have done has met with so much public favor in all parts of the country and among men of all political parties.’ “That true friend of America, the Duke of Argyll, speaking in the Upper House, was equally emphatic. ‘The great boon we have secured by this treaty,’ he said, ‘is this: that for the future the law of nations, as between the two greatest maritime states in the world, is settled in regard to this matter, and that for this great boon we have literally sacrificed nothing except the admission that we are willing to apply to the case of the Alabama and that of other vessels those rules, I do not say of international law, but of international comity, which we have ourselves over and over again admitted.’ It is impossible that the duke would have expressed himself in language so hopeful and so contented if behind ‘the case of the Alabama and that of other vessels’ he had seen looming up the colossal demands which were originally embodied in Senator Sumner’s memorable oration. “The views thus put forward sank deep into the public mind, and the treaty was accepted and ratified by popular opinion on this basis. General Schenck, several months after the delivery of the above speeches, in addressing a Lord Mayor’s banquet at the Guildhall, bade the English ministry and Lord Ripon ‘congratulate themselves upon the success with which they have endeavored to bring about friendly relations between the United States and Great Britain.’ “People here ask how he could congratulate the British government if he knew all the while that their construction of the treaty, which was to cement
- 63. the friendship of the two countries, fatally differed from the construction put upon it by the government at Washington. “I have not given my own but the English view of the matter. When such momentous issues are at stake—when a false move on the diplomatic board may endanger the peace of two kindred nations—it is absolutely necessary that our people should know what is the English side in this controversy. The first duty of a loyal American citizen is to ascertain the whole truth, and not by ignorance or obstinacy to commit himself to a wrong course. “Many hard words have been lately spoken and written about Mr. Gladstone. I therefore feel it incumbent upon me to bear my testimony to the large and statesmanlike view of American affairs which he has taken for several years past, and to the cordial good feeling he has shown towards our country since he has been at the head of the present government. In spite of temporary misunderstanding, I will continue to hope that the Treaty of Washington will bear the fruit which he anticipated; that, to quote his own eloquent words in the House of Commons on the 4th of August, that treaty will do much ‘towards the accomplishment of the great work of uniting the two countries in the ties of affection where they are already bound by the ties of interest, of kindred, of race, and of language, thereby promoting that strong and lasting union between them which is in itself one of the main guarantees for the peace of the civilized world.’ “With great respect I remain, “My dear Mr. Colfax, “Very truly your friend, “Cyrus W. Field.” Mr. Bright wrote to him at this time: “This trouble about the treaty is very unfortunate. I think your letter admirable, and I hope it will do good in the States, where, I presume, it will be published. I confess I am greatly surprised at the ‘case’ to be submitted to the Geneva tribunal. There is too much of what we call ‘attorneyship’ in it, and too little of ‘statesmanship.’ It is rather like a passionate speech than a thoughtful state document. And what a folly to offer to a tribunal claims which cannot be proved. No facts and no figures can show that the war was prolonged by the mischief of the pirate ships; and surely what cannot be proved by distinct evidence cannot be made the subject of an award. This
- 64. country will not go into a court to ask for an award which, if against it, it will never accept. An award against it in the matter of the indirect claims will never be paid, and therefore the only honest course is to object now before going into court. Has the coming Presidential election or nomination anything to do with this matter? Or is Mr. Sumner’s view of the dispute dominant in Washington? I should have thought your government might have said: ‘We will not press the claims objected to before the tribunal, but we shall retain them in our “case” as historic evidence of our sense of magnitude of the grievance of which we complain.’ “This, I dare say, would have satisfied our government and people, and practically it would have satisfied every reasonable man in the States. To such as would not be content with it, friendship and peace would, in the nature of things, seem to be denied.” Soon after his return home he received the following letter, and returned the answer to that of Mr. Bright: “Washington, 1512 H Street, 29th March. “My dear Mr. Field,—I cannot tell you how grieved I have been at the difficulty which has arisen respecting the Washington Treaty. “I do not think that anything would have induced me to accept the appointment which brought me here but the pride I felt in taking a part, however humble, in the execution of a treaty which I thought the glory of the age and which seemed to me so full of promise to all civilized nations. “I cannot think with patience of all our hopes being dashed to the ground by what Bright truly describes as a ‘passionate speech,’ followed by a claim utterly extravagant, from which the party making it never expected to get a farthing. “I confess that I should not have been afraid to go to arbitration upon it, but I see the difficulty which any government would have in justifying themselves to their people in leaving it to any five persons to say whether a fine of two hundred millions should be inflicted on them. “You have done your part excellently, but why do not others raise their voices against this tremendous folly which is not unlikely, sooner or later, to lead us into war? “I fully believe that both governments are very anxious to accommodate matters, but I confess that I do not see how that accommodation is to be
- 65. brought about without a concession, which it is very difficult for a government to make on the eve of a Presidential election. “Believe me “Very sincerely yours, “Russell Gurney.” “Gramercy Park, “New York, 2d April, 1872. “My dear Mr. Bright,—I arrived on 25th March, after a very rough passage of sixteen days.... “Since my return I have devoted much of my time to ascertain the real sentiment of the people of this country in regard to the Washington Treaty, and as far as I can judge, after seeing many persons of different political parties, it appears to be almost unanimous that our government has made a great mistake in including these indirect claims in the ‘case.’ I am convinced that the best people in England and America desire to have this question settled in a fair and honorable manner. In fact, many say to me that they have got tired of hearing about the indirect claims.... “With great respect and kind regards to your family, “I remain, my dear Mr. Bright, “Very truly your friend, “Cyrus W. Field.” It was while he was in London, in December, 1872, that Mr. Junius Morgan said to him that he had just received a letter from Mr. John Taylor Johnston about the Cesnola collection, then in London, and he asked him, if he had the time to do so, to examine it and give him his opinion. Mr. Field went at once to see it, and he was much impressed with its value. Of this time General Cesnola writes: “The officers of the British Museum had already examined the collection, and it was perhaps on their report that Mr. Gladstone came to see the collection; but whether he came with a view to securing it for the British Museum or not I cannot say. Your father asked me to drive back with him to Mr. Morgan’s office, and suggested to Mr. Morgan (as agent for Mr. Johnston) to close the purchase of the collection with me verbally at once,
- 66. and a payment was made on account without delay, and without waiting for the papers to be drawn up. “It was through your father that my collection became the property of the Metropolitan Museum of Art. It was he who introduced me to Mr. Gladstone, Earl Granville, Mr. Adams, then United States minister in London; also to the Dean of Westminster and Lady Augusta Stanley, and to many other of his English friends. He invited a large party to meet me at dinner, and also brought many to see my Cypriote collection. I doubt if, without the great personal interest shown by your father, it would ever have become the property of the Metropolitan Museum; because it was only after this that the London press went wild over securing it for England. “I have said, and shall always say, that it is chiefly, if not wholly, due to Cyrus W. Field that my discoveries are in this city to-day.” The sale of the New York, Newfoundland, and London Telegraph Company was made early in this year, and on July 2, 1873, he writes to Mr. Orton, the president of the Western Union Telegraph Company: “The New York, Newfoundland, and London Telegraph Company, having been consolidated with the Anglo-American Telegraph Company, Limited, drafts will hereafter be made upon your company, and communications made in the name of the said Anglo-American Telegraph Company, Limited.” Among the cable messages sent during the autumn of this year these are of interest: “September 19th.—Great panic here in money market.” “September 20th.—Confidently believed, reliable quarter, government will take measures relieve market before Monday, but thus far panic has exceeded anything ever known.” “Saturday, October 30th.—Most of the firms that have suspended are those that have been doing too much business for their capital, but confidence is so shaken that many stocks are being sold at whatever they will bring. Think perhaps have seen worst, but don’t yet see signs permanent improvement.” “Monday, November 1st.—Western Union sold before panic at 90. Has sold in last few days less than 44.”
- 67. We find these entries in his diary: “January 13th, 1874.—Arrived in London.” “February 14th.—Sailed from Liverpool for New York in the Cuba; fifty-sixth voyage.” This letter followed him to New York: “11 Carlton House Terrace, “March 31, 1874. “My dear Mr. Cyrus Field,—When I was about to thank you for your kind letter of the 10th, I received that of the 17th announcing to me the funeral of Mr. C. Sumner, and the great manifestation of feeling which it called forth. “His loss must be heavily felt, and his name will long be remembered in connection with the abolition of slavery, which was wrought out in the United States by methods so wonderful and so remote from the general expectation. “As respects events in this country, they have brought about for me a great and personally not an unacceptable change. I have always desired earnestly that the closing period of my life might be spent in freedom from political commotion, and I have plenty of work cut out for me in other regions of a more free and open atmosphere. “As respects the political position, it has been one perfectly honorable for us, inasmuch as we are dismissed for or upon having done what we undertook or were charged to do; and as respects the new ministry, they show at present a disposition to be quiet. “Believe me, my dear Mr. Field, “Yours very faithfully, “W. E. Gladstone.” The following extract is taken from Mr. Field’s private papers: “The bill for the expansion of the currency, which at this period passed both houses of Congress, after exhaustive debates, created much alarm among the leading financial men of New York and the Eastern States. Meetings were held at various places to protest against it, and to request the President to exercise his veto.”
- 68. A number of the leading bankers, capitalists, and merchants of New York assembled on April 15th at Mr. Field’s house on Gramercy Park to consider what action should be taken in the matter. A petition very extensively signed was read, and the following resolutions were adopted: “Resolved, That the following gentlemen be appointed a committee to take charge of and present the foregoing petition to the President, bearing the signatures of all the 2500 leading bankers and business firms of the City of New York, asking him to interpose his veto to prevent the enactment of the Senate currency bill, which has recently passed both houses of Congress; or any other bill having in view the increase of inconvertible currency. “Resolved, That the Senators from the State of New York, and such members of the House of Representatives from this State as entertain the views indicated in the foregoing resolution, be added to the committee, and their co-operation invited. The members of this committee are: “J. J. Astor, Rev. Dr. Adams, Ethan Allen, W. H. Aspinwall, W. A. Booth, James M. Brown, August Belmont, S. D. Babcock, S. B. Chittenden, E. C. Cowdin, George S. Cole, John J. Cisco, W. B. Duncan, W. M. Evarts, Cyrus W. Field, Wilson G. Hunt, B. W. Jaynes, J. T. Johnston, A. A. Low, W. J. Lane, C. Lanier, C. P. Leverich, W. H. Macy, C. H. Marshall, R. B. Minturn, Royal Phelps, Howard Potter, M. O. Roberts, A. T. Stewart, J. H. Schultz, Isaac Sherman, Jonathan Sturges, Moses Taylor, J. A. Agnew, J. D. Vermilye, G. C. Ward, etc.” Mr. Field, with many influential members of this committee, proceeded to Washington with the petition, and had an interview with the President, who promised to give the subject his mature consideration. It is thought that the arguments adduced by the committee on this occasion had great weight with the President, and, combined with other influences, finally determined him to veto the bill, which he did shortly afterwards in a message in which he committed himself strongly against any further inflation of the currency. Had this bill passed into a law it would have been the first step towards national repudiation, for the wedge once inserted, it is impossible to predict how far it would eventually have been driven, and what effect even a moderate addition to the inconvertible currency would have had, not only on commerce, but on the moral conscience of the nation. A return of government bonds held in foreign countries would have been the inevitable
- 69. result, and all values would have been unsettled. Reasoning and thoughtful men foresaw the crisis that was impending, and the country owes a debt of gratitude to the Chamber of Commerce for its prompt action, and to President Grant for listening attentively to the arguments of the committee for saving the country from threatened disaster. On May 6th, Mr. and Mrs. Field were members of a large party which left New York for California, and on the 12th, at Omaha, Canon Kingsley and Miss Kingsley joined them. The journey was a pleasant one, but uneventful. Friday, May 22d, he writes: “After breakfast I sent a telegraphic message to Dean Stanley, informing him that Canon Kingsley was well and would preach for us in the Yosemite Valley on Sunday.” In his sermon on the afternoon of Whit Sunday, Dean Stanley alluded to this message. Early in June he sailed for England, and of his journey to Iceland, undertaken during this summer, Mr. Murat Halstead writes: “My judgment is that your father had no business reasons for going to Iceland. Really the trip was a sentimental adventure. Mr. Field had been a profound student of the North Atlantic, and was familiar with the fact that Iceland is but nine hundred miles from Scotland and Norway and three hundred from Greenland. ‘It seemed so near, and yet so far.’ ... In the spring of 1874 Mr. and Mrs. Cyrus W. Field visited Cincinnati, and at a reception given by Mr. Probasco Mr. Field said to me: ‘Come and go with me to Iceland; it is the millennial year of the settlement of the island. It would be very interesting. The King of Denmark is to be there, and the whole affair will be extraordinary.’ I asked how one could get to Iceland, and Mr. Field had evidently made the subject a close study. He said there were monthly boats from Copenhagen touching at Leith, the port of Edinburgh, and we should sail from Scotland, and Iceland was about a thousand miles from Scotland. “Mr. Field must have gotten his impulse to go to Iceland from his familiarity with the North Atlantic during the anxious years he spent in studying it with reference to the cable. He was struck by the narrowness of the ocean between Greenland and Norway, with Iceland between just below the arctic circle. He had, of course, contemplated a cable by way of
- 70. Greenland and Iceland to Scotland if it should be found impracticable to cross the Atlantic between Newfoundland and Ireland. When it became known that Mr. Field was going to Iceland there were conjectures that he thought of a cable to the island; but that was a mere fancy. There was not a chance for business over the line. There would be no news except of volcanoes and the price of codfish. If there should ever be a cable connection with Iceland it would be for the weather reports. “I was thinking of a trip to Europe in the summer of 1874, when Mr. Field spoke to me, and a few weeks later decided to go. Mr. Field was going earlier than I could, and just before he sailed I telegraphed, asking on what date it would be necessary for me to meet him in London in order to go with him to Iceland. His reply was, ‘July 9th.’ On my arrival at Southampton by the Bremen boat I remembered the day was the 9th of July, and that night about ten o’clock I found Mr. Field at the Buckingham Palace Hotel, and he said he had been expecting me, and was waiting to see me before going to bed. That, I suppose, was a joke, but it was not all a joke. I found in London Bayard Taylor, going to the Icelandic millennium for the New York Tribune, and Dr. I. I. Hayes, the arctic explorer, going for the New York Herald; Dr. Kneeland, of the Boston Institute of Technology, and Professor Magnussen, of Cambridge University, an Icelander by birth. I resolved to go, and we chartered the steam yacht Albion, Captain Howland, sailing from Leith. Mr. Field and I made a tour through the Highlands, and, passing Balmoral and the Earl of Fyfe’s hunting and fishing lodge, found the rest of the party at Aberdeen, where it was necessary for us to enlist as British seamen, and we were paid a shilling each for our services during the voyage, which was one of great interest and considerable hardship. We halted at the Orkney, Shetland, and Faroe islands, at the latter place falling in with the king’s fleet. Our Icelandic experiences are familiar, as Mr. Taylor and Dr. Kneeland published books on the subject. Mr. Field’s Iceland party, for he was our leader, attracted much attention—almost as much sometimes as the king’s procession. We rode across the lava beds to the geysers, saw Mount Hecla—and the Great Geyser would not spout for the king.” It will have been observed, in the course of this narrative, that with Mr. Field, so inexhaustible was his energy, rest was only a “change of motion.”
- 71. When he sought relaxation from exhausting business cares he found it in fatiguing journeys, and he preferred that these should be as difficult and adventurous as possible. This was the case in his journey to the Andes with Mr. Church in his earlier manhood. It was the case with the excursion in ripe middle age beyond the “furthest Thule” of the ancients. He was now again, thanks to his own exertions, and after years of struggle and of doubt that to others meant despair, independent in circumstances, and, as it seemed, beyond the power of fortune, and he was nearing his sixtieth birthday. Most men would have regarded this condition as an occasion to “rest and be thankful.” But it was in this condition that Mr. Field undertook a new and arduous enterprise, for which he had had little specific training. It is evident that its very difficulty, as in the case of the Atlantic cable, was to him an element of attractiveness. But there was this difference between the Atlantic cable and the elevated railway system of New York. He was the pioneer, the projector, of the former. The latter had already been undertaken, and practically, it may be said, to have failed. Indeed, there was no “system” of elevated railways. The fragmentary roads that were in operation or projected were unrelated to each other in ownership, management, and traffic. Financially and practically they were languishing. It will be seen from the letter which will presently be given that the company with which he proposed to ally himself, the New York, which possessed the franchise for Third Avenue, had been so far from successful that sixty cents on the dollar was held to be a fair price for its securities. It may fairly be said that the elevated “system” is due to Mr. Field. Whoever remembers the conditions of transit in New York before 1877, and indeed for some years after, must own that the creation of this system has constituted a public benefaction. Many millions have been transported, with a loss of life that has been infinitesimal in comparison with the volume of the traffic, at a cost no greater than that of the conveyances which the system has superseded, and at a rate of speed that has built up the new and large cities, one on the east and one on the west side of Manhattan Island, which before it went into operation were outlying districts, practically inaccessible to busy men for purposes of residence. It was on May 16, 1877, that Mr. Field made this entry in his diary: “Bought this day a controlling interest in the New York Elevated Railroad Company and was elected president of the company.”
- 72. CERTIFICATE OF DISCHARGE Some of the conditions on which he had made this investment and venture are set forth in the following letter to his friend, Mr. John H. Hall: “New York, 14th May, 1877. “My dear Mr. Hall,—It is possible that I may purchase a majority of the stock of the Elevated Railroad, but before deciding I wish to ascertain whether, if I do, you will remain in the board with Mr. David Dows, myself, and some other gentlemen of character and financial strength, and also whether you will take bonds at sixty cents for the debt now due you. If I have anything to do with the company I want it free from all floating debt, and everything purchased at the lowest price for cash. “Mr. Dows has told me this morning that he will remain in the board and will take bonds for the $25,000 due him, provided I make the purchase and accept the presidency of the company. “Will you have the kindness to see our mutual friend, Mr. A. S. Barnes, and ascertain whether he will take bonds for the debt due him and remain as a director. If I go into the concern I shall be willing to be president, but without salary, for the enterprise, to be a success, must be managed in every way with the greatest economy. “An early answer will oblige. “Very truly your friend,
- 73. “Cyrus W. Field.” His promptitude and energy are shown in the fact that on June 4th, less than three weeks after he took charge, a public meeting in favor of rapid transit was held. “The Evening Post, “New York, June 4, 1877. “To Cyrus W. Field, Esq.: “I cannot be present at the meeting to be held this evening at Chickering Hall, but I am heartily with you and your friends in the object of the meeting. I hope that a decided expression will be given to the conviction that an absolute necessity has arisen of instituting some method of conveying passengers between the upper and lower parts of the city which shall unite the greatest convenience with the utmost possible speed. “Yours faithfully, “Wm. C. Bryant.” Mr. Charles O’Conor wrote on the same day to the chairman of the meeting: “I much regret my inability to attend the meeting in favor of rapid transit, the state of my health not admitting of my doing so. I fully sympathize, however, with the objects sought to be obtained, and here repeat the remarks which I made in closing my address before the New York Historical Society at the Academy of Music on the 8th of last month: “ ‘It is said, and doubtless with truth, that the great cities have hitherto been destroyers of the human race. A single American contrivance promises to correct the mischief. The cheap and rapid transportation of passengers on the elevated rail, when its capacity shall have been fully developed, will give healthful and pleasant homes in rural territory to the toiling millions of our commercial and manufacturing centres. It will snatch their wives and children from tenement-house horrors, and, by promoting domesticity, greatly diminish the habits of intemperance and vice so liable to be forced upon the humbler classes or nurtured in them by the present concomitants of their city life.’ ” On the 26th of September of this year the new president wrote:
- 74. “I believe that the early completion of the New York Elevated Railroad from the South Ferry, passing Wall, Fulton and Catharine Street ferries up the Bowery and Third Avenue to the Grand Central Depot, will be a benefit to the three great railroads the trains of which start from the depot.” And on the 1st of November, 1878, he was able to report to the directors: “It is not eighteen months since I purchased from some of your then directors a majority of the stock of your company at such a price that to-day it sells for more than five times as much as it cost me; and at the same time I bought from the same parties a very large amount of bonds, and to-day they sell for more than double what they cost me, including seven per cent. interest to date. The above stock and bonds I purchased on the express condition that the contracts of the company with certain parties to build this road for one million two hundred thousand dollars per mile ($1,200,000), payable one-half in stock and the balance in first mortgage bonds of this company at par, should be cancelled. The amount that has been saved to this company by the cancelling of this contract you all well know.” William O. McDowell, in Harper’s Magazine for June, 1893, writes: “At the time of the strike of the engineers on the elevated road in New York I had a part in bringing the representatives of the engineers and the late Cyrus W. Field, a director in the elevated company, to a meeting that resulted in a quick understanding between the conflicting interests and an ending of the strike. Mr. Field was so pleased with the fairness of the committee representing the engineers with whom he had to deal that he invited them at once to dine with him at Delmonico’s, an invitation which their representatives declined for them, fearing that its acceptance might be misunderstood. Mr. Field, however, continued to feel that he wished to extend some social courtesy to the employés of the elevated road, and at a later date, when he was all-powerful in that corporation, he issued a formal invitation to the employés to a reception at his house. To a large number the initials ‘R. S. V. P.’ on the lower corner of the invitation were a great mystery, and, as the story goes, the invited compared notes and sought an explanation of them. At last one bright young man announced that he had discovered what they meant, and he explained to the others that ‘R. S. V. P.’ stood for ‘Reduced salaries very probable.’ ”
- 75. This story is true, but the end is not given. The men accepted the invitation, enjoyed their supper, and listened with great interest to a speech made by Mr. Peter Cooper, which lasted over an hour. Mr. Cooper told the men of New York as it was in 1800, and the story of his life. Dean Stanley preached in Calvary Church on Sunday evening, October 7, 1878. He came to Mr. Field’s home at Irvington the following morning. Soon after breakfast on Tuesday the family realized that their guest was more familiar with the history of this part of the country than they were. It was just above Tarrytown that Major André had been captured; he was executed across the river. That was enough to excite the curiosity of the visitors, and at dinner on Tuesday evening it was proposed to the dean that the next morning he should cross the river to Tappan and find the spot. This was not easily done; no one knew the exact place. There was Washington’s headquarters, and he had closed his shutters so as not to see André hanged, so that the scene of the execution must have been near that house. At last an old man of over ninety came and said that in 1821, when André’s body was removed to England, he had stood by and had seen the grave opened; and that the roots of an apple-tree, which he pointed out, were twisted about the head of the coffin. The drive had been so long that it was past three o’clock before the party returned; and not until dinner did they tell that their search had been successful. It was then that Mr. Field said: “Mr. Dean, if you will write an inscription I will buy the land and put up a stone, and then the place will be known.” His idea was simply to mark an event in the history of the country; but a part of the press insisted that an American had erected a monument to a British spy, and this was reiterated far and wide, and flew from the Atlantic to the Pacific. Dean Stanley felt this keenly, and wrote: “If you find that there is really a feeling against it, pray do not think of it. The game is not worth the candle. Poor Major André, engaging as he was, is not worth the rekindling forgotten animosities.” The monument was twice injured by explosion of dynamite. After the second of these, on November 3, 1885, Mr. Field refused to replace the stone. He said that the spot was now sufficiently marked. On the stone were these words:
- 76. Here died, October 2, 1780, Major John André, of the British Army, Who, entering the American Lines On a Secret Mission to Benedict Arnold, For the Surrender of West Point, Was taken Prisoner, tried, and condemned as a Spy. His Death, Though according to the stern code of war, Moved even his enemies to pity, And both armies mourned the fate Of one so young and so brave. In 1821 his remains were removed to Westminster Abbey. A hundred years after the execution This stone was placed above the spot where he lay By a citizen of the United States, against which he fought, Not to perpetuate the record of strife, But in token of those better feelings Which have since united two nations One in race, in language, and one in religion, With the hope that this friendly union Will never be broken. ——— Arthur Penrhyn Stanley, Dean of Westminster. The twenty-fifth anniversary of the signing of the first cable contract was remembered on the evening of March 10, 1879. To use the words of the New York Evening Post: “It was a notable anniversary which Mr. Cyrus W. Field celebrated last night, with the assistance of a multitude of his fellow-citizens, many of them eminent in various departments of public life. The obvious sentiment of the occasion, and the words with which everybody would describe it, are contained in the telegraphic message sent from Westminster Abbey by Dean Stanley, who calls it the ‘silver wedding of England and America,’ and says: ‘What God hath joined together let no man put asunder.’ The event which was commemorated is scarcely more remarkable than the rapid advance of
- 77. all nineteenth century events which the recollection of this one suggests. It is only twenty-five years since a determined effort was made to realize what had been wildly dreamed of; it is considerably less than twenty-five years since the dream became a reality; yet already instantaneous communication between the Old World and the New has been consigned to the commonplace book of history. It has become one of those familiar things which we forget all about because they are familiar, but which are also indispensable, as we would be sharply reminded if we should lose them for a day, or an hour—things which are of the highest value, but of which it is hard to speak without talking platitudes. With this great event the names of Mr. Field and other men of business whose intelligence, liberality, and energy make the work of Morse and other men of science a practical triumph will be always and honorably associated.” A short extract is given from the speech of Rev. Dr. William Adams: “I have no intention of saying a word in laudation of the Atlantic cable. The time for that has passed. ‘He is of age: ask him: he shall speak for himself.’ Though the ear catches no articulate words passing along its quivering strands, yet this polyglot interpreter is speaking now, with tongue of fire, beneath the astonished sea, in all the languages of the civilized world.”
- 78. THE ANDRÉ MONUMENT, TAPPAN, NEW YORK
- 79. CHAPTER XV THE PACIFIC CABLE—THE GOLDEN WEDDING (1880-1891) THE winter and early spring of 1880 were passed in the South of France and in Algiers. Mr. Field was back in New York in April; and on the 8th in a letter says: “I have already written to London in regard to the estimated cost of manufacturing and laying a telegraphic cable across the Pacific. The route I have suggested is as follows: One cable from San Francisco to the Hawaiian Islands; one cable from the Hawaiian Islands to Japan; one cable from the Hawaiian Islands to Australia, touching at the Fiji Islands and New Caledonia.” In a letter to England on the 9th, he writes that he had received a letter from Washington in which the hope was expressed that he would give some attention to the transpacific cable before he left America. He answered the question as to the expense of manufacturing a cable briefly: “A submarine cable, like a watch, can be manufactured at a great variation in price.” The two letters that follow were sent to Washington, the first on August 19, 1880: “Referring to my letters to you dated May 26th and June 10th, in relation to a telegraphic cable across the Pacific Ocean, I would suggest: “1. That the United States government obtain from some eminent electrician specifications for the best description of cable suitable for the great depths and the great lengths required to connect the western with the eastern coasts of the Pacific. “2. That the government advertise for tenders to manufacture and lay such description of cable, one-fourth the amount to be paid when the cables are all manufactured, one-fourth when they are on board the steamers and
- 80. the steamers ready to sail, one-fourth when the cables have been successfully laid, and the remaining fourth when they have been worked successfully and without interruption for thirty days. “By adopting this course I think you would obtain a good cable at the lowest price. “The government could pay for such a cable by selling its four per cent, bonds, having a long time to run, at a considerable premium; and the revenue from such a cable would, in my opinion, steadily increase from year to year, and at no distant day be a source of revenue to the country.” “I thank you for your letter of yesterday, and for the interest you are taking in the matter of the proposed Pacific cable. “Have you ever written to the American ministers in Japan and China on the subject? If the United States government desired it, and took the proper steps, I think that England, Russia, France, Japan, and China would each do something towards encouraging the enterprise.” The latest mention I find of this project is on the 30th of April, 1884, and then it is suggested as only possible as far as the Sandwich Islands, and that it would cost £650,000. There had been no enthusiasm shown, and as no company had been formed the grant given on March 10, 1879, had become valueless; but as long as his brothers dined with him the thought of a Pacific cable was recalled by the favorite toast of Mr. David Dudley Field, who would say, before the family left the table, “And now, Cyrus, we must not forget to drink to the world encircling.” The recent revival of the subject has evidently been rather political than commercial. It was during the summer of 1880 that this was written: “I decided some weeks ago upon leaving New York, on my trip around the world, on October 13th, provided I could find some Democratic friend who would pair off with me; and if I cannot accomplish this I shall wait and vote on November 2d, and leave on the 3d.” And on September 13th: “It appears to me to be all-important that the Republican party should carry the election in Indiana in October.... I have now decided not to leave for San Francisco until after the Presidential election.”
- 81. And two days later, September 15th: “After mature reflection, I have determined to remain until after the election and do all I possibly can to secure the success of the Republican ticket by working until the polls close on the evening of November the 2d, and then leave on the morning of the 3d for San Francisco, and sail from thence in the Oceanic on the 18th.... By remaining and working I hope to induce others to vote for our mutual friend, James A. Garfield.” These letters were sent to the New York Historical Society on September 17th and 20th: “I am glad to hear that it is proposed to erect a monument to Nathan Hale. Many years ago I joined with others in such a memorial at Coventry, Conn., where he was born. But one ought to be erected in this city, and, if possible, on the very spot where he died. That spot you have, I understand, ascertained to be at or very near the armory of the Seventh Regiment. What an inspiration would a monument there be to our young soldiers! There ought to be inscribed on it his own immortal words: ‘I only regret that I have but one life to give for my country.’ “If the New York Historical Society will obtain permission to have a monument erected there, I will, with pleasure, bear the whole expense.” “I have the honor to acknowledge the receipt of your letter 18th instant. “Enclosed I send you a printed slip of an inscription which I propose to put upon the stone which marks the spot where Major André was executed, should the New York Historical Society decide to accept the same, as suggested by me in a verbal conversation with Mr. George H. Moore.” This letter was received on September 30th: “Cyrus W. Field, Esq, New York: “Dear Sir,—A few of your neighbors and personal friends are desirous of meeting you in a social and informal way before you start upon your tour round the world. They will be glad if you will give them the pleasure of your company at dinner on some evening in the latter part of October. Tuesday, the 26th, is suggested as a suitable time; but if any other day will better comport with your convenience, you have only to name it. They are not willing you should go away without their greeting and God-speed.”
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