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COMPTIA A+ 2009
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Jean Andrews, Ph.D.

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1 2 3 4 5 6 7 8 11 10 09
Table of Contents
CompTIA A+ 220-701 Essentials Using Windows 2000/XP/Vista . . . . . . . . . . . . . .46
Exam, 2009 Edition Examination The Windows Vista Desktop . . . . . . . . . . . . . .47
Objectives Mapped to Chapters . . . . . . .x Differences between the Windows XP/2000
desktop and the Vista desktop . . . . . . . . . .55
CompTIA A+ 220-702 Practical Application Windows Explorer and the Computer
Exam, 2009 Edition Examination Window . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Objectives Mapped to Chapters . . . . .xxi The Control Panel . . . . . . . . . . . . . . . . . . . . .66
System Information Utility . . . . . . . . . . . . . .68
Command Prompt Window . . . . . . . . . . . . . . .69
CHAPTER 1
Introducing Hardware . . . . . . . . . . . . . .1 CHAPTER 3
Hardware Needs Software to Work . . . . . . . . . . . .2 Working with People in a Technical
PC Hardware Components . . . . . . . . . . . . . . . . . .4 World . . . . . . . . . . . . . . . . . . . . . . . .73
Hardware Used for Input and Output . . . . . . . .4
Hardware Inside the Computer Case . . . . . . . . .7 Job Roles and Responsibilities . . . . . . . . . . . . . .74
The Motherboard . . . . . . . . . . . . . . . . . . . . . .8 Certification and Professional Organizations . . .75
The Processor and the Chipset . . . . . . . . . . . . .9 Record-keeping and Information Tools . . . . . .77
Storage Devices . . . . . . . . . . . . . . . . . . . . . . .10 What Customers Want: Beyond Technical
Motherboard Components Used for Know-how . . . . . . . . . . . . . . . . . . . . . . . . . .78
Communication Among Devices . . . . . . . . . .19 Planning for Good Service . . . . . . . . . . . . . . . . .82
Expansion Cards . . . . . . . . . . . . . . . . . . . . . .23 Initial Contact with a Customer . . . . . . . . . . .82
The Electrical System . . . . . . . . . . . . . . . . . .25 Interview the Customer . . . . . . . . . . . . . . . . .84
Instructions Stored on the Motherboard and Set and Meet Customer Expectations . . . . . . . .85
Other Boards . . . . . . . . . . . . . . . . . . . . . . .26 Working with a Customer on Site . . . . . . . . . .86
Working with a Customer on the Phone . . . . . .88
Dealing with Difficult Customers . . . . . . . . . . .88
CHAPTER 2 The Customer Decides When the Work is
Done . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
Introducing Operating Systems . . . . . . .31 Sometimes You Must Escalate a Problem . . . . .92
The Job Isn’t Finished Until the Paperwork
Operating Systems Past and Present . . . . . . . . . .32
is Done . . . . . . . . . . . . . . . . . . . . . . . . . . .93
DOS (Disk Operating System) . . . . . . . . . . . . .32
Working with Coworkers . . . . . . . . . . . . . . . .94
DOS with Windows 3.x . . . . . . . . . . . . . . . . . .33
Windows 9X/Me . . . . . . . . . . . . . . . . . . . . . .33
Windows NT . . . . . . . . . . . . . . . . . . . . . . . . .33
CHAPTER 4
Windows 2000 . . . . . . . . . . . . . . . . . . . . . . .34
Windows XP . . . . . . . . . . . . . . . . . . . . . . . . .35 Form Factors, Power Supplies, and
Windows Vista . . . . . . . . . . . . . . . . . . . . . . .36 Working Inside a Computer . . . . . . . .99
Windows 7 . . . . . . . . . . . . . . . . . . . . . . . . . .37
Mac OS . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Form Factors Used by Computer Cases,
Linux . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Motherboards, and Power Supplies . . . . . . . . .100
How Windows 2000/XP/Vista Works . . . . . . . . . .39 Types of Form Factors . . . . . . . . . . . . . . . . .101
What an Operating System Does . . . . . . . . . . .40 Types of Computer Cases . . . . . . . . . . . . . . .107
Components of Windows . . . . . . . . . . . . . . . .40 Measures and Properties of Electricity . . . . . . . .110
How Windows Manages Applications . . . . . . . .42 AC and DC . . . . . . . . . . . . . . . . . . . . . . . . .111
How Windows Manages Hardware . . . . . . . . . .43 Hot, Neutral, and Ground . . . . . . . . . . . . . . .112
How Many Bits at a Time? . . . . . . . . . . . . . . .44 Some Common Electronic Components . . . . . .114
iv Table of Contents

Selecting a Power Supply . . . . . . . . . . . . . . . . .116 Maintaining, Installing, and Configuring a

Types and Characteristics of Power Supplies . .116 Motherboard . . . . . . . . . . . . . . . . . . . . . . . .194
How to Select a Power Supply . . . . . . . . . . . .120 Maintaining a Motherboard . . . . . . . . . . . . .194
Protect Yourself and the Equipment Against Installing or Replacing a Motherboard . . . . . .199
Electrical Dangers . . . . . . . . . . . . . . . . . . . .122 Configuring the Motherboard Using BIOS
Protect Yourself Against Electrical Shock Setup . . . . . . . . . . . . . . . . . . . . . . . . . . .210
and Burns . . . . . . . . . . . . . . . . . . . . . . . .122
Protect the Equipment Against Static
Electricity or ESD . . . . . . . . . . . . . . . . . . .123 CHAPTER 6
Protect Against Electromagnetic
Interference . . . . . . . . . . . . . . . . . . . . . . .126
Supporting Processors . . . . . . . . . . . .219
Surge Protection and Battery Backup . . . . . .127 Types and Characteristics of Processors . . . . . . .220
How to Work Inside a Computer Case . . . . . . . .132 How a Processor Works . . . . . . . . . . . . . . . .221
PC Support Technician Tools . . . . . . . . . . . . .132 Intel Processors . . . . . . . . . . . . . . . . . . . . . .226
Safety Precautions . . . . . . . . . . . . . . . . . . .136 AMD Processors . . . . . . . . . . . . . . . . . . . . . .228
Steps to Take Apart a Computer . . . . . . . . . .136 Cooling Methods and Devices . . . . . . . . . . . . . .230
Steps to Put a Computer Back Together . . . . .148 Coolers, Fans, and Heat Sinks . . . . . . . . . . . .230
Troubleshooting the Electrical System . . . . . . . .149 Case Fans and Other Fans and Heat Sinks . . . .232
Problems with External Power . . . . . . . . . . . .150 Liquid Cooling Systems . . . . . . . . . . . . . . . .233
Problems with Loose Internal Connections . . .151 Dealing with Dust . . . . . . . . . . . . . . . . . . . .234
Problems That Come and Go . . . . . . . . . . . . .151 Selecting and Installing a Processor . . . . . . . . .236
Problems with an Inadequate Power Supply . .152 Select a Processor to Match System Needs . . .236
Problems with a Faulty Power Supply . . . . . .152 Install a Processor . . . . . . . . . . . . . . . . . . . .238
Problems with the Power Supply Fans . . . . . .152 BIOS Power Management Settings for the
Problems with Overheating . . . . . . . . . . . . . .153 Processor . . . . . . . . . . . . . . . . . . . . . . . . .253
Power Problems with the Motherboard . . . . . .153 Troubleshooting the Motherboard and
Replacing the Power Supply . . . . . . . . . . . . .154 Processor . . . . . . . . . . . . . . . . . . . . . . . . . .254
Problems with Installations . . . . . . . . . . . . .255
Problems with the Motherboard or
CHAPTER 5 Processor . . . . . . . . . . . . . . . . . . . . . . . . .257
Problems with Overheating . . . . . . . . . . . . . .259
All About Motherboards . . . . . . . . . . .159
Boot Problems Before the Operating System
Motherboard Types and Features . . . . . . . . . . . .160 Loads . . . . . . . . . . . . . . . . . . . . . . . . . . .263
Motherboard Form FactorS . . . . . . . . . . . . . .160
Processor Sockets . . . . . . . . . . . . . . . . . . . .161
The Chipset . . . . . . . . . . . . . . . . . . . . . . . .165 CHAPTER 7
Buses and Expansion Slots . . . . . . . . . . . . . .168
On-Board Ports and Connectors . . . . . . . . . . .178
Upgrading Memory . . . . . . . . . . . . . . .275
Hardware Configuration . . . . . . . . . . . . . . . .180 Memory Technologies . . . . . . . . . . . . . . . . . . .276
How to Select a Motherboard . . . . . . . . . . . .185 DIMM Technologies . . . . . . . . . . . . . . . . . . .278
How Startup BIOS Controls the Boot Process . . .187 Rimm Technologies . . . . . . . . . . . . . . . . . . .283
Booting a Computer . . . . . . . . . . . . . . . . . .188 SIMM Technologies . . . . . . . . . . . . . . . . . . .284
Choosing Between a Hard Boot and a Memory Technologies and Memory
Soft Boot . . . . . . . . . . . . . . . . . . . . . . . .188 Performance . . . . . . . . . . . . . . . . . . . . . . .285
The Startup BIOS Controls the Beginning How to Upgrade Memory . . . . . . . . . . . . . . . . .285
of the Boot . . . . . . . . . . . . . . . . . . . . . . .189 How Much Memory Do I Need, and How
Step 1: POST and Assignment of System Much Is Currently Installed? . . . . . . . . . . .286
Resources . . . . . . . . . . . . . . . . . . . . . . . .191 How Many and What Kind of Memory
Step 2: Startup BIOS Finds and Loads Modules Are Currently Installed? . . . . . . . .287
the OS . . . . . . . . . . . . . . . . . . . . . . . . . .192
 Table of Contents v

How Many and What Kind of Modules Can Installing Input Devices . . . . . . . . . . . . . . . . .398
Fit on My Motherboard? . . . . . . . . . . . . . .287 How to Install a Keyboard and Mouse . . . . . .398
How Do I Select and Purchase the Right How to Install a Touch Screen . . . . . . . . . . .402
Memory Modules? . . . . . . . . . . . . . . . . . . .294 How to Install a Barcode Reader . . . . . . . . . .402
How Do I Install the New Modules? . . . . . . . .295 How to Install a Fingerprint Reader . . . . . . . .403
Troubleshooting Memory . . . . . . . . . . . . . . . . .299 How to Install a KVM Switch . . . . . . . . . . . .406
Upgrade Problems . . . . . . . . . . . . . . . . . . . .299 Installing and Configuring I/O Devices and
Recurring Problems . . . . . . . . . . . . . . . . . . .299 Ports . . . . . . . . . . . . . . . . . . . . . . . . . . . . .407
Using Device Manager . . . . . . . . . . . . . . . . .408
Using Ports on the Motherboard . . . . . . . . . .413
CHAPTER 8 Installing and Configuring Adapter Cards . . . .417
Troubleshooting I/O Devices . . . . . . . . . . . . . .431
Supporting Hard Drives . . . . . . . . . . .305 Troubleshooting Motherboard I/O Ports . . . . .431
Inside a Hard Drive . . . . . . . . . . . . . . . . . . . . .306 Troubleshooting Keyboards . . . . . . . . . . . . . .432
Solid State, Magnetic, and Hybrid Drives . . . .306 Troubleshooting Monitors and Video Cards . . .433
How Data Is Organized on a Hard Drive . . . . .308 Troubleshooting Other Adapter Cards . . . . . . .438
Hard Drive Interface Standards . . . . . . . . . . . . .311
The ATA Interface Standards . . . . . . . . . . . .312
SCSI Technology . . . . . . . . . . . . . . . . . . . . .317 CHAPTER 10
RAID: Hard Drives Working Together . . . . . . . . .319
Multimedia Devices and Mass
About Floppy Drives . . . . . . . . . . . . . . . . . . . .320
Storage . . . . . . . . . . . . . . . . . . . . . .443
Floppy Drive Hardware . . . . . . . . . . . . . . . . .321
Floppy Drive File System . . . . . . . . . . . . . . .322 Multimedia Adapter Cards . . . . . . . . . . . . . . . .444
How to Select and Install Hard Drives and Sound Cards and Onboard Sound . . . . . . . . . .444
Floppy Drives . . . . . . . . . . . . . . . . . . . . . . .323 TV Tuner and Video Capture Cards . . . . . . . . .446
Selecting a Hard Drive . . . . . . . . . . . . . . . . .323 Optical Storage Technology . . . . . . . . . . . . . . .450
steps to Install a Serial ATA Drive . . . . . . . . .324 How Data Is Read and Written to Optical
Steps to Configure and Install a Parallel Discs . . . . . . . . . . . . . . . . . . . . . . . . . . . .450
ATA Drive . . . . . . . . . . . . . . . . . . . . . . . .335 How Much Data Can Be Stored on Optical
Installing a Hard Drive in a Wide Bay . . . . . .342 Discs . . . . . . . . . . . . . . . . . . . . . . . . . . . .452
How to Implement Hardware RAID . . . . . . . .342 Standards Supported by CD, DVD, and
Steps to Install a Floppy Drive . . . . . . . . . . .348 BD Drives . . . . . . . . . . . . . . . . . . . . . . . .453
Troubleshooting Hard Drives . . . . . . . . . . . . . .350 Features of Optical Drives . . . . . . . . . . . . . . .454
Problems with Hard Drive Installations . . . . .350 Caring for Optical Drives and Discs . . . . . . . .457
How to Approach a Hard Drive Problem After Removable Storage . . . . . . . . . . . . . . . . . . . . .458
the Installation . . . . . . . . . . . . . . . . . . . .352 Solid-State Storage . . . . . . . . . . . . . . . . . . .459
Boot Problems Caused by Hard Drive External Hard Drives . . . . . . . . . . . . . . . . . .462
Hardware . . . . . . . . . . . . . . . . . . . . . . . . .355 Tape Drives . . . . . . . . . . . . . . . . . . . . . . . . .464
Troubleshooting Floppy Drives and Disks . . . .360 Install and Configure Multimedia Peripherals . . .467
Installing Digital Cameras . . . . . . . . . . . . . .467
Installing Webcams and Microphones . . . . . . .468
CHAPTER 9 Installing MIDI Devices . . . . . . . . . . . . . . . .470
Install and Configure Multimedia and Mass
Installing and Supporting I/O Storage Devices . . . . . . . . . . . . . . . . . . . . . .472
Devices . . . . . . . . . . . . . . . . . . . . . .365 Installing a Media Reader . . . . . . . . . . . . . . .472
Basic Principles to Support I/O Devices . . . . . . .366 Installing an Optical Drive . . . . . . . . . . . . . .474
Types and Features of I/O Devices . . . . . . . . . .368 Installing an External Hard Drive . . . . . . . . .479
I/O Ports on the Motherboard . . . . . . . . . . . .368 Installing a Capture Card . . . . . . . . . . . . . . .482
Display Devices . . . . . . . . . . . . . . . . . . . . . .379
Expansion Cards . . . . . . . . . . . . . . . . . . . . .398
vi Table of Contents

Troubleshooting Multimedia Devices . . . . . . . . .482 Performing a Clean Install Using the

Problems with Optical Drives . . . . . . . . . . . .482 Vista Upgrade DVD . . . . . . . . . . . . . . . . . .543
Problems When Burning a CD, DVD, or BD . . .483 What to Do After the Vista Installation . . . . .544
Problems with Removable Storage Devices . . .484 How to Install Windows XP . . . . . . . . . . . . . . .555
Problems with Capture Cards . . . . . . . . . . . .485 Windows XP Clean Install When an OS Is Not
Already Installed . . . . . . . . . . . . . . . . . . .556
Windows XP Clean Install When an OS Is
CHAPTER 11 Already Installed . . . . . . . . . . . . . . . . . . .558
Upgrade to Windows XP . . . . . . . . . . . . . . . .559
PC Maintenance and Troubleshooting Dual Boot Using Windows XP . . . . . . . . . . . .560
Strategies . . . . . . . . . . . . . . . . . . . .489 What to Do After the XP Installation . . . . . . .560
Operational Procedures When Supporting How to Install Windows 2000 . . . . . . . . . . . . . .562
Personal Computers . . . . . . . . . . . . . . . . . . .490 Clean Installation of Windows 2000 . . . . . . . .562
Stay Safe and Keep Others Safe . . . . . . . . . .490 Clean Install of Windows 2000 When an OS
Physically Protect Your Equipment . . . . . . . .492 Is Already Installed . . . . . . . . . . . . . . . . .564
How to Dispose of Used Equipment . . . . . . . .494
How to Move Computer Equipment . . . . . . . .495
Protecting Software Copyrights . . . . . . . . . . .495 CHAPTER 13
Personal Computer Preventive Maintenance . . . .497
Maintaining Windows . . . . . . . . . . . . .569
Set Up a Method of Documentation . . . . . . . .497
Create a Preventive Maintenance Plan . . . . . .498 Scheduled Preventive Maintenance . . . . . . . . . .570
How to Troubleshoot a PC Problem . . . . . . . . . .500 Verify Critical Windows Settings . . . . . . . . . .570
Step 1: Interview the User and Back Clean Up the Hard Drive . . . . . . . . . . . . . . .573
Up Data . . . . . . . . . . . . . . . . . . . . . . . . .501 Defrag the Hard Drive . . . . . . . . . . . . . . . . .575
Step 2: Examine the System and Make Your Check the Hard Drive for Errors . . . . . . . . . .578
Best Guess . . . . . . . . . . . . . . . . . . . . . . . .503 Verify Startup Programs . . . . . . . . . . . . . . . .579
Step 3: Test Your Theory . . . . . . . . . . . . . . .506 Free Up Additional Hard Drive Space . . . . . . .582
Step 4: Plan Your Solution and Then Fix Backup Procedures . . . . . . . . . . . . . . . . . . . . .586
the Problem . . . . . . . . . . . . . . . . . . . . . . .509 Planning for Disaster Recovery . . . . . . . . . . .588
Step 5: Verify the Fix and Take Preventive Back Up User Data . . . . . . . . . . . . . . . . . . .590
Action . . . . . . . . . . . . . . . . . . . . . . . . . . .509 Back Up System Files . . . . . . . . . . . . . . . . . .596
Step 6: Document What Happened . . . . . . . .510 Back Up the Entire Hard Drive . . . . . . . . . . .603
Managing Files, Folders, and Hard Drives . . . . . .608
Directory Structures . . . . . . . . . . . . . . . . . .608
CHAPTER 12 Commands to Manage Files and Folders . . . . .610
Use Disk Management to Manage Hard
Installing Windows . . . . . . . . . . . . . .515 Drives . . . . . . . . . . . . . . . . . . . . . . . . . . .620
How to Plan a Windows Installation . . . . . . . . .516 Regional and Language Settings . . . . . . . . . . . .630
Choose the Version of Windows . . . . . . . . . . .516
Choose the Method of Installation . . . . . . . .523
Choose the Type of Installation: Upgrade, CHAPTER 14
Clean Install, or Dual Boot . . . . . . . . . . . .529
Optimizing Windows . . . . . . . . . . . . .641
Understand the Choices You’ll Make During
the Installation . . . . . . . . . . . . . . . . . . . .530 Windows Utilities and Tools to Support
Final Checklist Before Beginning the the OS . . . . . . . . . . . . . . . . . . . . . . . . . . . .642
Installation . . . . . . . . . . . . . . . . . . . . . . .535 Task Manager . . . . . . . . . . . . . . . . . . . . . . .642
How to Install Windows Vista . . . . . . . . . . . . . .537 System Configuration Utility (MSconfig) . . . .652
Performing a Vista In-Place Upgrade . . . . . . .537 Services Console . . . . . . . . . . . . . . . . . . . . .655
Performing a Clean Install or Dual Boot . . . . .540 Computer Management . . . . . . . . . . . . . . . .656
 Table of Contents vii

Microsoft Management Console (MMC) . . . . . .658 CHAPTER 16

Event Viewer . . . . . . . . . . . . . . . . . . . . . . .661
Reliability and Performance Monitor . . . . . . .665 Fixing Windows Problems . . . . . . . . . .767
The Registry Editor . . . . . . . . . . . . . . . . . . .667
Fixing Problems Caused by Hardware . . . . . . . . .768
Improving Windows Performance . . . . . . . . . . .674
Fixing Problems Caused by Applications . . . . . .772
Step 1: Perform Routine Maintenance . . . . . .674
Troubleshooting Vista Startup . . . . . . . . . . . . .778
Step 2: Check If the Hardware Can Support
Problems at Stage 1: Before the Progress
the OS . . . . . . . . . . . . . . . . . . . . . . . . . .675
Bar Appears . . . . . . . . . . . . . . . . . . . . . . .779
Step 3: Check for Performance Warnings . . . .677
Problems at Stage 2: After the Progress
Step 4: Check the Reliability Monitor . . . . . .680
Bar Appears and Before Logon . . . . . . . . . .786
Step 5: Disable the Indexer for Windows
Problems at Stage 3: After Windows Logon . . .789
Search . . . . . . . . . . . . . . . . . . . . . . . . . . .681
How to Recover Lost Data . . . . . . . . . . . . . .789
Step 6: Disable the Vista Aero Interface . . . . .684
Troubleshooting Windows 2000/XP Startup . . . .792
Step 7: Disable the Vista Sidebar . . . . . . . . . .684
Step 8: Plug Up Any Memory Leaks . . . . . . . .685
Step 9: Consider Disabling the Vista UAC
Box . . . . . . . . . . . . . . . . . . . . . . . . . . . . .687
CHAPTER 17
Step 10: Consider Using Vista ReadyBoost . . .687 Networking Essentials . . . . . . . . . . . .801
Step 11: Clean Windows Startup . . . . . . . . . .689
How to Manually Remove Software . . . . . . . .694 Networking Technologies . . . . . . . . . . . . . . . . .802
Monitor the Startup Process . . . . . . . . . . . . .701 Broadband Technologies . . . . . . . . . . . . . . . .805
Wireless Technologies . . . . . . . . . . . . . . . . .808
Dial-Up Technology . . . . . . . . . . . . . . . . . . .812
CHAPTER 15 Internet Access When You Travel . . . . . . . . .814
Hardware Used by Local Networks . . . . . . . . . . .815
Tools for Solving Windows Problems . .705 Networking Adapters and Ports . . . . . . . . . . .815
Cables and Connectors . . . . . . . . . . . . . . . . .817
Tools to Help with Blue Screen Errors, System
Hubs and Switches . . . . . . . . . . . . . . . . . . .822
LockUps, and I/O Device Errors . . . . . . . . . . .706
Wireless Access Points . . . . . . . . . . . . . . . . .824
Vista Tools for Solving Startup Problems . . . . . .725
Routers . . . . . . . . . . . . . . . . . . . . . . . . . . .826
Files Needed to Start Windows Vista . . . . . . .726
Windows on a Network . . . . . . . . . . . . . . . . . .829
Steps to Start a Vista Computer . . . . . . . . . .727
Layers of Network Communication . . . . . . . .829
Advanced Boot Options Menu . . . . . . . . . . . .732
Understanding IP Addresses and How They
The Windows Recovery Environment
Are Used . . . . . . . . . . . . . . . . . . . . . . . . .833
(Windows RE) . . . . . . . . . . . . . . . . . . . . .737
Character-Based Names Identify Computers
The Command Prompt Window in
and Networks . . . . . . . . . . . . . . . . . . . . . .839
Windows RE . . . . . . . . . . . . . . . . . . . . . . .741
TCP/IP Protocol Layers . . . . . . . . . . . . . . . . .841
Windows 2000/XP Tools for Solving Startup
Ping, Ipconfig, and Telnet . . . . . . . . . . . . . .845
Problems . . . . . . . . . . . . . . . . . . . . . . . . . . .743
Virtual Private Networks . . . . . . . . . . . . . . .852
What Happens When Windows 2000/XP
How to Connect a Computer to a Network . . . . .853
Starts Up . . . . . . . . . . . . . . . . . . . . . . . . .743
Connect to a Network Using an Ethernet
Files Needed to Start Windows 2000/XP . . . . .745
Connection . . . . . . . . . . . . . . . . . . . . . . .853
Advanced Options Menu . . . . . . . . . . . . . . . .747
Connect to a Network Using a Wireless
Windows 2000/XP Boot Disk . . . . . . . . . . . . .747
Connection . . . . . . . . . . . . . . . . . . . . . . .857
Recovery Console . . . . . . . . . . . . . . . . . . . .749
Windows 2000 Emergency Repair Process . . . .760
viii Table of Contents

CHAPTER 18 Use BIOS Features to Protect the System . . . .968

Lock a Workstation . . . . . . . . . . . . . . . . . . .969
Networking Practices . . . . . . . . . . . . .871 Protect Against Malicious Software . . . . . . . .969
Educate Users . . . . . . . . . . . . . . . . . . . . . . .976
Connecting to the Internet . . . . . . . . . . . . . . .872
Perform Routine Security Maintenance . . . . . . .978
Connect to the Internet Using Cable
Modem . . . . . . . . . . . . . . . . . . . . . . . . . .872
Connect to the Internet Using DSL . . . . . . . .876
Connect to the Internet Using an On-
CHAPTER 20
Demand Broadband Connection or Static Security Practices . . . . . . . . . . . . . . . .983
IP Addressing . . . . . . . . . . . . . . . . . . . . . .878
Connect to the Internet Using Satellite . . . . .882 Controlling Access to Computer Resources . . . . .984
Connect to the Internet Using a Dial-Up Controlling Access to Data Folders and
Connection . . . . . . . . . . . . . . . . . . . . . . .883 Files . . . . . . . . . . . . . . . . . . . . . . . . . . . .984
Connect to the Internet Using ISDN . . . . . . .885 Hidden Network Resources and Administrative
Implement Windows Firewall and Vista Shares . . . . . . . . . . . . . . . . . . . . . . . . . . .995
Network Security . . . . . . . . . . . . . . . . . . .886 Encrypting Files and Folders . . . . . . . . . . . . .997
Setting Up a SOHO Network . . . . . . . . . . . . . . .892 Using BitLocker Encryption . . . . . . . . . . . .1004
Physically Configure a Small Network . . . . . .892 Supporting BIOS Security Features That
Install and Configure a Router for a Small Affect Access Control . . . . . . . . . . . . . . .1004
Network . . . . . . . . . . . . . . . . . . . . . . . . .893 Dealing with Malicious Software . . . . . . . . . . .1008
How to Set Up a Wireless Network . . . . . . . .903 Malware Symptoms . . . . . . . . . . . . . . . . . .1008
Tools and Utilities for Supporting and Strategies for Dealing with Malware . . . . . . .1009
Troubleshooting Networks . . . . . . . . . . . . . . .907 Step-by-Step Attack Plan . . . . . . . . . . . . . .1010
Cable Testers . . . . . . . . . . . . . . . . . . . . . . . .907 Protect a System Against Malicious
TCP/IP Utilities . . . . . . . . . . . . . . . . . . . . . .908 Software . . . . . . . . . . . . . . . . . . . . . . . .1030
Remote Desktop . . . . . . . . . . . . . . . . . . . . .912
Remote Assistance . . . . . . . . . . . . . . . . . . . .917
Troubleshooting Network and Internet CHAPTER 21
Connections . . . . . . . . . . . . . . . . . . . . . . . .921
Supporting Notebooks . . . . . . . . . . .1035
Problems with Hardware and Device
Drivers . . . . . . . . . . . . . . . . . . . . . . . . . .922 Special Considerations When Supporting
Problems with TCP/IP, the OS, and ISP Notebooks . . . . . . . . . . . . . . . . . . . . . . . . .1036
Connectivity . . . . . . . . . . . . . . . . . . . . . .924 Warranty Concerns . . . . . . . . . . . . . . . . . . .1036
Problems with Client-Side Applications . . . . .927 Service Manuals and Other Sources of
Information . . . . . . . . . . . . . . . . . . . . . .1038
Diagnostic Tools Provided by
CHAPTER 19 Manufacturers . . . . . . . . . . . . . . . . . . . .1040
The OEM Operating System Build . . . . . . . . .1040
Security Essentials . . . . . . . . . . . . . . .939 Caring for Notebooks . . . . . . . . . . . . . . . . .1043
Comply with Security Policies . . . . . . . . . . . . .940 Supporting Notebook Peripheral Devices . . . . .1045
Controlling Access to Secured Resources . . . . . .941 Port Replicators and Docking Stations . . . . .1046
Authenticate Users . . . . . . . . . . . . . . . . . . .942 PC Card, CardBus, and ExpressCard Slots . . . .1048
Classify Users and Data . . . . . . . . . . . . . . . .954 Using Bluetooth, Cellular, and Wi-Fi
Sharing Files and Folders . . . . . . . . . . . . . . .957 Connections . . . . . . . . . . . . . . . . . . . . . .1052
Additional Methods to Protect Resources . . . . . .964 Power and Electrical Devices . . . . . . . . . . . .1056
Security Devices to Protect Data and Power Management . . . . . . . . . . . . . . . . . .1060
Computers . . . . . . . . . . . . . . . . . . . . . . . .964 Input Devices . . . . . . . . . . . . . . . . . . . . . .1066
Encryption Techniques . . . . . . . . . . . . . . . . .966 Video . . . . . . . . . . . . . . . . . . . . . . . . . . . .1068
 Table of Contents ix

Troubleshooting, Replacing, and Upgrading APPENDIX A

Internal Parts . . . . . . . . . . . . . . . . . . . . . .1070
Three Approaches to Dealing with a CompTIA A+ Acronyms . . . . . . . . . . .1163
Broken Internal Device . . . . . . . . . . . . . .1071
Upgrading Memory . . . . . . . . . . . . . . . . . .1072
Replacing a Hard Drive . . . . . . . . . . . . . . . .1076
Disassembling and Reassembling a
APPENDIX B
Notebook Computer . . . . . . . . . . . . . . . .1079 Keystroke Shortcuts in Windows . . . .1173

CHAPTER 22
APPENDIX C
Supporting Printers . . . . . . . . . . . . .1101
Answers to Chapter Review
Printer Types and Features . . . . . . . . . . . . . . .1102 Questions . . . . . . . . . . . . . . . . . . .1177
Types of Printers . . . . . . . . . . . . . . . . . . . .1102
Printer Features . . . . . . . . . . . . . . . . . . . . .1109
Installing and Sharing Printers . . . . . . . . . . . .1110 Glossary . . . . . . . . . . . . . . . . . . . . . .1183
How to Install a Printer Using Vista . . . . . . .1111
How to Install a Local Printer Using Index . . . . . . . . . . . . . . . . . . . . . . . .1211
Windows XP . . . . . . . . . . . . . . . . . . . . . .1113
Steps to Install a Network Printer Using
Windows XP . . . . . . . . . . . . . . . . . . . . . .1116
Manage Printer Features and Settings . . . . .1118 CD RESOURCE CONTENTS
Share an Installed Printer . . . . . . . . . . . . . .1121
PC Repair FAQs
How to Use a Shared Printer . . . . . . . . . . . .1124
Troubleshooting Flowcharts
Supporting Printers . . . . . . . . . . . . . . . . . . . .1126
Sample Reports
Printer Languages . . . . . . . . . . . . . . . . . . .1126
Appendixes:
Using Windows to Manage Printers . . . . . . .1127
ASCII Character and Set and Ansi.sys
Printer Consumables . . . . . . . . . . . . . . . . .1129
Behind the Scenes with DEBUG
Maintaining Printers . . . . . . . . . . . . . . . . . . .1131
Calculating Drive Capacity on Older
Printer Maintenance Kits . . . . . . . . . . . . . .1132
Drives
Upgrade the Printer Memory or Hard
Electricity and Multimeters
Drive . . . . . . . . . . . . . . . . . . . . . . . . . . .1137
FAT Details
Cleaning a Printer . . . . . . . . . . . . . . . . . . .1139
How an OS Uses System Resources
Online Support for Printers . . . . . . . . . . . . .1141
Installations Using Legacy BIOS
Updating Printer Firmware . . . . . . . . . . . . .1141
Introducing Linux
Troubleshooting Printers . . . . . . . . . . . . . . . .1144
Introducing the Mac OS
Printer Does Not Print . . . . . . . . . . . . . . . .1144
Supporting SCSI and Legacy Devices
Problems with Laser Printers . . . . . . . . . . . .1151
Supporting Windows 9X/Me
Problems with Inkjet Printers . . . . . . . . . . .1156
The Hexadecimal Number System and Memory
Problems with Impact Printers . . . . . . . . . .1157
Addressing
Windows 9x Me Commands and Startup Disk
x CompTIA A+ 220-701 Essentials Exam

CompTIA A+ 220-701 Essentials Exam, 2009 Edition

Examination Objectives Mapped to Chapters
DOMAIN 1.0 HARDWARE
1.1 Categorize storage devices and backup media

OBJECTIVES CHAPTERS PAGE NUMBERS

FDD 8 320–323
HDD 8 306–307
• Solid state vs. magnetic 8 306–307
Optical drives 10 450–459
• CD/DVD/RW/Blu-Ray 10 450–459
Removable storage 10 459–467
• Tape drive 10 459–467
• Solid state (for example, thumb drive, flash, SD cards, USB) 10 459–467
• External CD-RW and hard drive 10 459–467
• Hot swappable devices and non-hot swappable devices 10 459–467
1.2 Explain motherboard components, types, and features

OBJECTIVES CHAPTERS PAGE NUMBERS

Form Factor 4 100–110
5 160–164
• ATX / BTX 4 100–110
5 160–164
• micro ATX 4 100–110
5 160–164
• NLX 4 100–110
5 160–164
I/O interfaces 5 168–180
9 368–379
• Sound 5 178–180
10 444–446
• Video 5 168–177
9 379–397
• USB 1.1 and 2.0 5 170
9 368–379
• Serial 5 168–180
9 368–379
• IEEE 1394/FireWire 5 178–180
9 368–379
• Parallel 5 178–180
9 368–379
• NIC 5 178–180
17 861–863
• Modem 5 178–180
• PS/2 9 368–369, 398–402
Memory slots
• RIMM 7 276–285
• DIMM 7 276–285
• SODIMM 7 276–285
• SIMM 7 276–285
 CompTIA A+ 220-701 Essentials Exam xi

Processor sockets 5 162–168

Bus architecture 5 168–180
Bus slots 5 168–180
• PCI 5 168–180
• AGP 5 168–180
• PCIe 5 168–180
• AMR 5 168–180
• CNR 5 168–180
• PCMCIA 21 1048–1052
PATA
• IDE 8 311–317
• EIDE 8 311–317
SATA, eSATA 8 311–317
Contrast RAID (levels 0, 1, 5) 8 319–320
Chipsets 5 165–168
BIOS/CMOS/Firmware 5 180–194
• POST 5 180–194
• CMOS battery 5 180–194
Riser card/daughterboard 4 100–110
5 174–178
1.3 Classify power supplies types and characteristics

OBJECTIVES CHAPTERS PAGE NUMBERS

AC adapter 21 1056–1060
ATX proprietary 4 100–110
Voltage, wattage, and capacity 4 116–122
Voltage selector switch 4 116–122
Pins (20, 24) 4 116–122
1.4 Explain the purpose and characteristics of CPUs and their features

OBJECTIVES CHAPTERS PAGE NUMBERS

Identify CPU types 6 220–229
• AMD 6 220–229
• Intel 6 220–229
Hyper threading 6 220–229
Multi core 6 220–229
• Dual core 6 220–229
• Triple core 6 220–229
• Quad core 6 220–229
Onchip cache 6 220–229
• L1 6 220–229
• L2 6 220–229
Speed (real vs. actual) 6 220–229
32 bit vs. 64 bit 6 220–229
1.5 Explain cooling methods and devices

OBJECTIVES CHAPTERS PAGE NUMBERS

Heat sinks 6 230–236
CPU and case fans 6 230–236
Liquid cooling systems 6 230–236
Thermal compound 6 230–236
xii CompTIA A+ 220-701 Essentials Exam

1.6 Compare and contrast memory types, characteristics, and their purpose
OBJECTIVES CHAPTERS PAGE NUMBERS
Types 6 220–225
7 276–285
• DRAM 6 220–225
7 276–285
• SRAM 6 240–245
7 276–285
• SDRAM 7 276–285
• DDR/DDR2/DDR3 7 276–285
• RAMBUS 7 276–285
Parity vs. non-parity 7 276–285
ECC vs. non-ECC 7 276–285
Single sided vs. double sided 7 276–285
Single channel vs. dual channel 7 276–285
Speed 7 276–285
• PC100 7 276–285
• PC133 7 276–285
• PC2700 7 276–285
• PC3200 7 276–285
• DDR3-1600 7 276–285
• DDR2-667 7 276–285
1.7 Distinguish between the different display devices and their characteristics
OBJECTIVES CHAPTERS PAGE NUMBERS
Projectors, CRT, and LCD 9 379–397
LCD technologies 9 379–397
• Resolution (for example, XGA, SXGA+, UXGA, WUXGA) 9 379–397
• Contrast ratio 9 379–397
• Native resolution 9 379–397
Connector types 9 379–397
• VGA 9 379–397
• HDMi 9 379–397
• S-Video 9 379–397
• Component/RGB 9 379–397
• DVI pin compatibility 9 379–397
Settings 9 379–397
• Refresh rate 9 379–397
• Resolution 9 379–397
• Multi-monitor 9 379–397
• Degauss 9 379–397
1.8 Install and configure peripherals and input devices
OBJECTIVES CHAPTERS PAGE NUMBERS
Mouse 9 398–402
Keyboard 9 398–402
Bar code reader 9 402–403
Multimedia (for example, Web and digital cameras,
MIDI, microphones) 10 467–472
Biometric devices 9 403–406
Touch screen 9 402
KVM switch 9 406–407
 CompTIA A+ 220-701 Essentials Exam xiii

1.9 Summarize the function and types of adapter cards

OBJECTIVES CHAPTERS PAGE NUMBERS

Video 9 379–397
• PCI 9 379–397
• PCIe 9 379–397
• AGP 9 379–397
Multimedia 10 444–450
• Sound card 10 444–446
• TV tuner cards 10 444–450
• Capture cards 10 444–450
I/O 9 368–398
• SCSI 8 317–319
• Serial 9 375–376
• USB 9 368–372
• Parallel 9 376–377
Communications
• NIC 17 815–817
• Modem 17 812–814
1.10 Install, configure, and optimize laptop components and features

OBJECTIVES CHAPTERS PAGE NUMBERS

Expansion devices
• PCMCIA cards 21 1048–1052
• PCI Express bus 21 1048–1052
• Docking station 21 1046–1048
Communication connections
• Bluetooth 21 1052–1056
• Infrared 9 377–379
• Cellular WAN 17 811–812
21 1052–1056
• Ethernet 17 853–858
• Modem 17 812–814
Power and electrical input devices 21 1056–1060
• Auto-switching 21 1056–1060
• Fixed input power supplies 21 1056–1060
• Batteries 21 1056–1060
Input devices 21 1066–1070
• Stylus/digitizer 21 1066–1068
• Function keys 21 1066–1070
• Point devices (for example, touch pad, point stick/track
point) 21 1066–1068
1.11 Install and configure printers

OBJECTIVES CHAPTERS PAGE NUMBERS

Differentiate between printer types 22 1102–1108
• Laser 22 1102–1108
• Inkjet 22 1102–1108
• Thermal 22 1102–1108
• Impact 22 1102–1108
Local vs. network printers 22 1110–1111
Printer drivers (compatibility) 22 1111–1126
Consumables 22 1129–1131
xiv CompTIA A+ 220-701 Essentials Exam

DOMAIN 2.0 TROUBLESHOOTING, REPAIR, AND MAINTENANCE

2.1 Given a scenario, explain the troubleshooting theory

OBJECTIVES CHAPTERS PAGE NUMBERS

Identify the problem 11 500–510
• Question user and identify user changes to computer
and perform backups before making changes 3 84–85
11 500–503
Establish a theory of probable cause (question the obvious) 11 500–510
Test the theory to determine cause 11 500–510
• Once theory is confirmed, determine next steps to
resolve problem 11 500–510
• If theory is not confirmed, re-establish new theory
or escalate 11 500–510
Establish a plan of action to resolve the problem and
implement the solution 11 500–510
Verify full system functionality and, if applicable,
implement preventative measures 11 500–510
Document findings, actions, and outcomes 3 93
11 500–510
2.2 Given a scenario, explain and interpret common hardware and operating system symptoms and their causes

OBJECTIVES CHAPTERS PAGE NUMBERS

OS-related symptoms 15 706–725
• Bluescreen 15 706–725
• System lock-up 15 706–725
• Input/output device 15 706–725
• Application install 12 551–555
• Start or load 15 725–762
• Windows-specific printing problems 22 1126–1129
■ Print spool stalled 22 1126–1129
■ Incorrect/incompatible driver 22 1126–1129
Hardware-related symptoms
• Excessive heat 4 122–123
15 724–725
• Noise 4 122–123
15 724–725
• Odors 4 122–123
15 724–725
• Status light indicators 17 815–817
• Alerts 15 724–725
17 815–817
• Visible damage (for example, cable, plastic) 4 122–123
15 724–725
Use documentation and resources 11 500–510
• User/installation manuals 11 500–510
15 724–725
• Internet/Web based 11 500–510
15 724–725
• Training materials 11 500–510
15 724–725
Another Random Scribd Document
with Unrelated Content
The feeling of the toe is felt by the toe; the joy of seeing is felt by
the eye. No distinct power is required to carry the feeling. So it is
with esthetic emotions. The mind itself feels the delight of beauty.
Esthetic enjoyment is a function of perception.
Does esthetic enjoyment belong to the senses and to the
imagination? Here again there is difference of opinion. It is probable,
however, that sensible perception has no accompanying esthetic
pleasure. St. Augustine appealed to experience and declared that
esthetic enjoyment of the beauty, say, of the sun, was possible, even
when the sight suffered pain. A better reason may be found in the
behavior of animals which, though clothed in beauty, give us no
certain evidence of esthetic appreciation and enjoyment.
Esthetic enjoyment therefore belongs to intellectual cognition.
Now the intellect has many operations. Which one of these carries
the esthetic pleasure or esthetic pain, which one is charged with the
vital thrill that creates and appreciates the world of art? The mind
reasons, the mind judges, the mind apprehends. Esthetic enjoyment
belongs to the last. Judgments and inferences may be objects of
esthetic enjoyment; to reason, to judge may precede or follow or
may be even necessary conditions, but the esthetic act is most
probably one of simple apprehension. There would seem to be
general agreement that contemplation is the characteristic attitude
of the mind in the presence of beauty. Aquinas excludes distinctly
the idea of end from beauty. Beauty is a form which we
contemplate. Croce calls the esthetic perception intuition. Theodore
Watts-Dunton seems to be describing the same act when he calls
poetry “the renascence of wonder.” The efforts of reasoning and of
judging appear to be alien to the mental attitude in the presence of
beauty.
The simple apprehension is concerned with what is termed
ontological truth, whereas reasoning and judging result in logical
truth. Now, just as esthetic enjoyment abstracts from possession or
good, so does it abstract from the affirmations belonging to the
logical truth of judgment and of rational inference. There is esthetic
enjoyment of fiction as well as of fact. Aristotle long ago saw that
although the substance of art must be the persons, actions and
feelings of man, the pleasure found in the work of art does not arise
from its correspondence with reality. The correspondence with reality
gives the satisfaction of logical truth, of scientific truth, of historical
fact. The truth which is the object of esthetic pleasure in art is the
truth of consistency, of realization of ideal, the truth of reasonable
congruity, of plot in a wide sense of the term. This vision, this dream
of the artist, scholastic philosophers call causa exemplaris or ideal. If
we are right in our understanding of Croce, his intuition is nothing
else but the simple apprehension of the ideal. Esthetic enjoyment
comes also, as is clear, from the simple apprehension of beauty in
natural realities where there is no fiction of art.
To localize the esthetic enjoyment in this way does not determine
the constituent elements of beauty, but clear definitions help to
exclude many false notions of beauty. The ideal of the artist is
embodied in his imagination before it is expressed in its proper
medium. The art of man always must have a medium which can be
perceived by the senses. That is why a vigorous imagination, which
stores up and dispenses to its owner quickly and abundantly of its
riches, is so useful to the artist. Through his imagination the artist is
original and personal. The pure thought of science is abstract and
alike in all minds; the artistic vision formed from individual
experience will be different in every one. Therefore no two artists
expressing themselves in the concrete can be alike as no two scenes
of nature are alike in beauty.
Aristotle put the pleasure of art in perception. Art for him is a
mimesis, which does not mean an imitation, in the sense of
mirroring or copying. That was Plato’s notion, which Aristotle
combated. Art is, in Aristotle, a power analogous to nature, working
like nature in another and limited world, of sound, of color, of human
thoughts. Art is fiction, a dramatizing, a staging of life, to be judged,
not by correspondence with fact, but by its own plausible and
convincing rationalization. No one has done more for art than
Aristotle in his insistence upon the necessity of cause and effect, of a
motivation, sufficient at least for the artist’s public. Intrinsic unity,
the fruit of perfect motivation, was another necessary requisite in
Aristotle’s analysis of art. It is only when the varied elements of the
artist’s imaginative experience have fused themselves into a unity by
having a well-motivated beginning, middle and end that the mind
feels the beauty of its vision.
Universality in art is another fruitful idea of Aristotle. While
confined to his sensible medium, the artist must link up the separate
elements of his vision more closely than in the realm of fact. He will
by that very reason be general and universal because his motivation
must approve itself to all. A moving picture of the death of Cæsar as
it really occurred would be valuable history. It would, however, be
individual. Shakespeare’s death of Cæsar has a beginning, middle
and end, and the spectators see in it the working out of a plot in
which every word and act has been carefully planned and fitted into
the design. The individuating notes are left out, and the death of a
Cæsar has universal appeal.
Artistic creation, motivation, unity, universality, these are great
principles of art formulated by Aristotle and not likely ever to be
superseded. The cognitive idea of beauty and those principles of
Aristotle have been followed in the chapters of this book.
For further discussion of the nature of esthetic pleasure, see
author’s “Art of Interesting,” Chap. V, Interest from Emotions; Chap.
XVII, Is Esthetic Emotion a Spinal Thrill?
 A FORWARD-LOOKING LESSON IN
LITERATURE
(To exemplify Chapter IX)

THE METHOD

THE dry bones in the cold print of this lesson are to be galvanized
into life by a teacher in constant touch with the class and enlisting
the coöperation by questions, by having the passage read aloud, by
writing on the board, by interchanges of ideas, by lively disputes
between individuals. No mere lecture with passive listeners, no mere
study period with a passive overseer, but real teaching, which is a
fine conversation, directed upon select subjects and carried to a
destined end under expert guidance.
All of the technical terms, apprehension, judgment, inference and
the rest are to be omitted. The intelligent use of such terms belongs
to college, although the operations and objects which the terms
designate belong to all grades. Through simple, untechnical
questions the whole truth may be understood by each, and every
student may be made to go through operations which are of daily
occurrence and which the student must make habitual by repeated
exercise to insure a mastery of the art of expression. The teacher is
an expert mental director, and, setting before the class a good
passage of literature, he will make them think again and put in order
again and express again what the author has done; he will make
them conceive, arrange and express thoughts of their own with the
excellence which teacher and class have noted and appreciated in
the passage. The teacher of literature will be no lecturer in history or
in philosophy or in mathematics, but will be like the teacher of music
or like the physical trainer, who makes his class go through exercises
which he himself has exemplified and which the class immediately
practice to acquire bodily skill then and for the future.
 A passage of poetry is designedly taken in this lesson to show how
poetry can be made to contribute to the art of expression. Literature
for some is history, for others philosophy. These center attention on
the facts or ideas. Literature for others is a dreamy, mysterious
thing, which you must look at with awe, speak about with esoteric
rhapsody and carefully lock up again in a glass case. A forward
looking lesson in literature must know what the passage means, but
is usually not concerned with the origin and past history of the
author’s meaning. The forward-looking lesson will not pretend to
solve all the mysteries of art and beauty but will take out of the
clouds and put clearly before the class some point in the art of
expression, a point which will be practical and of everyday use. Such
a lesson will be as decidedly vocational as hammering a nail or
rigging up a radio set or rushing around a gymnasium.
The purpose ever before the literature teacher’s mind is
appreciation, leading to mental action and through repeated action
to the art of expression.

THE LESSON

The curfew tolls the knell of parting day,

The lowing herd wind slowly o’er the lea,
The ploughman homeward plods his weary way,
And leaves the world to darkness and to me.

I. ANALYSIS OF THOUGHT

1. Understanding.—The meaning of each word, the meaning of

each line, the meaning of the whole stanza. This should not be a
mere passive understanding. Students should be made to reëxpress
the ideas, not only by paraphrase in other words but especially by
imaginative realization. “For instance,” “Just like what?” are two
phrases to be often on the teacher’s lips. “Have you a heard a
curfew?” “Have you heard a knell tolling?” “Did you ever see in
picture or in reality a lowing herd winding o’er the lea?” A thought
illustrated by the thinker’s imagination is realized fully, is felt as well
as grasped, and will persist.
2. Judgment.—What is the logical subject and logical predicate of
each line and of the whole stanza? That is, what is the author’s chief
topic and what does he say about it? This need not always be the
grammatical subject of the passage. The art of expression is not only
apprehending by vivid understanding, but it is also judging by
predication, by affirming or denying something of the subject. There
is not a class of any grade which cannot profitably exercise itself in
clear and concise judgements. The successive judgements briefly put
are: The bell tells the end of day: the cows return to the barn: the
ploughman comes home: I am left alone in the darkness.
3. Reasoning.—As as single sentence may be analyzed into a
definite subject and a definite predicate for a judgment, so two or
more sentences may be compared to grasp the relation between
them. Poetry does not go through a process of reasoning. It states
thoughts and presents pictures, permitting the mind to infer. The
three pictures in the opening lines have a common trait which the
mind detects: all three pictures are signs of nightfall. The mind
draws an inference which is inductive in nature, and the whole
stanza may be briefly stated: The coming of night leaves me alone in
darkness.
These stages in analyzing the thought are elaborated here. In
practice they may be expedited. Before being read, the judgment
and inference may be presented as problems for solution: What does
the writer say in each line? What one idea is found in the first three
lines? What will be the title, the head-line, the summary of each line
and of the whole stanza?[5]

II. ANALYSIS OF FORM

Form includes not only the words and sentences, their choice and
their arrangement, but also the texture and color of the thoughts
and their modification ending in their perfect expression, as
contrasted with the bare and limited statements already determined.
In the study of literature, words are not merely materials for
philologizing, or merely sentences, free opportunities for
grammatical anatomizing with all the bones properly numbered and
labeled. Such analyses look chiefly backward and are not productive
of writers. Language anatomy has its great utility, but literature, or
the art of expression, must look to the flesh and blood of the
thoughts, to the personality, to the imagination, to the concrete
embodiment of the writer’s art. The student will take up, therefore,
the thought already analyzed and note and appreciate how his
author has clothed the ideas, the judgments, the reasoning. He will
reënact the creative process the author went through, and so here,
with a view to expression, he will strive to rival the excellence of
Gray, but will do so with his own thoughts.
Grading.—At this stage the teacher may point out incidentally
many excellences in the art of expression, but will drill and have
practice on the particular excellence in expression, proper to his
class. The textbook ordinarily determines the grade, but if there is
no textbook or prescribed program, the teacher will determine his
own order of matter.
Right Word.—Let us suppose the teacher is teaching the art of
using the right word (Model English, 3), the word which states the
thing exactly in kind. He may center attention on the line:

The lowing herd wind slowly o’er the lea.

The class will be drilled in the author’s choice of the right word by
considering other possible but less exact combinations, e.g.: A
number of noisy cows went reluctantly along. After this drill, the
class will appreciate what the right word is and be ready for the
expression of their own ideas in right words. They are not to
paraphrase Gray’s meaning. That has already been done, but they
are to provide subject-matter of their own and express it with a like
excellence. Did they continue to speak of cows, they could not better
Gray, but if they speak of bees or bloodhounds or cavalry or autumn
leaves or rioters or anything else that has come under their
experience in life or in reading, they might approach the exactness
of Gray in giving the right word for the sound, for the collection, for
the action, for the manner and for the place.

Bees: the buzzing swarm of bees circled thickly

about the hive.
Bloodhounds: the baying pack of hounds followed
the trail eagerly.
Cavalry: the clattering squadron of cavalry galloped
swiftly along the road.
Autumn: the heaps of rustling leaves were swept
into every corner by autumn winds.
Rioters: the yelling mob of rioters rushed wildly
towards the jail.

Imagination.—Suppose the teacher is giving a lesson in

imagination (“Model English,” Chap. X). If one of the General
Methods, say Reflecting (No. 69), is to be taught, then the class
must vividly picture in their imaginations Gray’s stanza. With the help
of books on the desk and with a gesture or two the scene and all its
characters may be dramatized. All this suggestively rather than with
exact mimicry, unless there is in question a passage that may be
reproduced by the class in a miniature pageant or play. To test
whether the class is actually imagining, have them quickly number,
one after another, the things they see and hear directly by the words
and indirectly suggested by the words. Or test in another way. Let
each draw an outline of the frame of a picture and show how they
would illustrate any line or the whole stanza, putting numbers on the
blank space to locate the details and explaining to the side what the
numbers stand for.
Suppose a particular method, significant part for the whole (No.
73) be the matter of the lesson, then the whole which is expressed
by Gray is “evening,” or “parting day,” pictured by three significant
details—curfew, cows and ploughman. Have the class take an
opposite situation—not evening in a graveyard in preparation for
gloomy thoughts, but morning on the farm looking to a busy, joyous
day. Or again, what significant details will suggest the hush of
evening in a city or on the sea; noon in a factory, closing of school in
the afternoon, coming of winter in December, dawning of spring in
April, etc. Interest may be accentuated if one student gives the
details and others imagine what is the whole suggested. For
example: The cock crows a greeting to the rising sun; the team of
horses is hitched to the mowing machine, and soon the clicking
knives lay low the waving grass (farm); the crank is whirled about
with a swift revolution and jerking stop; the low purr of a hidden
engine steals upon the ear and a cloud of dust swallows up the
rattling car (a Ford); a sprig of shamrock graces the lapel of the
coat; green ribbons flaunt gayly above ruddy cheeks, and down the
street steps a band jigging Garryowen (St. Patrick’s Day). In the
same way elements of force or interest, metrical charm or poetic
thought and many other points could be taught from this stanza,
according to the grade of the class before the teacher. Whatever the
passage taken, once the grade has been settled, the artistic drill
should be carried through the stages of grasping the thought
definitely, of appreciating it with discrimination, of repeating the
process of creation, of dramatizing the complete product, and finally
of self-expression on the part of the student, striving to rival the
author in the excellence he has studied.
 FOOTNOTES
[1] Cf. De Wulf: L’Œuvre d’Art et la Beauté, p. 40.
[2] Sandys: History of Classical Scholarship, I, 438.
[3] Sandys, III, 54.
[4] This “mosaic of etymology” which I offer is not, I think,
simply an ingenious tour de force. It has a significance and a
practical value. It may illustrate the composite nature of the
English language; it may amuse a curious reader; it may enliven a
Greek class with the touch of actuality; it may disclose dim vistas
into the distant past through the medium of everyday language,
exemplifying history through common things. All the words of this
phantasy are of Greek origin, except the article, the pronouns,
the prepositions and conjunctions, and a few other small words:
“so, as, then, home, let, go, do, all” and parts of the verb “to be.”
Skeat’s Etymological Dictionary (Student’s edition) is the
authority. The exclusively technical words of modern sciences
which are almost wholly Greek have not, for the most part, been
mentioned. It is needless to remark that the prescriptions of the
phantom’s pharmacy are not authoritative.
This jeu d’esprit has attracted so much attention as to be
reprinted by the American Classical Association and to be noticed
by several metropolitan editors. That attention is the motive for
giving the article permanent position in a book with which a novel
plea for Greek has a certain, though remote, connection.
[5] For analysis of thought, see Model English, bk. II, chap. X,
by F. P. Donnelly, S. J. Allyn and Bacon: Boston, New York and
Chicago.
*** END OF THE PROJECT GUTENBERG EBOOK ART PRINCIPLES IN
LITERATURE ***

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