My brother found this at my parents’ house the other day. First off, for those of you who are wondering, it’s perforated printer paper. The holes (originally on both sides) are grabbed by the printer’s tractor cogs that pull the paper in to be typed on. The perforations enabled you to remove the hole strips and divide the conveyor of paper into 8 1/2 by 11 sheets. Since computers mostly delt with columns and rows of data back then, the green stripes made reading them easier.
But what I’m excited about is what’s printed on the paper, a computer program that I wrote in 1983, when I was still teaching Social Studies in South Carolina. The program is a database application for our TRS-80 (Radio Shack) computers. It enabled students to create datasets for the counties of SC or states of the U.S., or animals by phylum and genus, and then run analyses on them.
I wish that I could find printouts of some of my games. It was such an exciting time when we were free to push the technology, writing and adapting software to support new ideas about learning, because no one else knew what we were doing. It was just computers.
I’ve been working on some web building that, if successful, I’ll share later. But part of the process has been conducting some excavation or digital archeology. I’ve been mining through my original Landmarks for Schools website, looking for old files that, when updated, were merely renamed instead of replaced or deleted. These reveal images of what the pages looked like 10, 15 or 20 years ago.
With special chisels and brushes and even some dental tools, I’ve been thrilled to see those old pages again. Today, I want to share, with any of you web nerds and code geeks, the about page of Landmarks for Schools. Here is an image and here is a link to the page where you can load it into your browser and read it.
During my first semester of college I took a course that helped to prepare me for taking higher ed courses. One of the tips that I have carried through the decades was reading the the table of contents upon purchasing the textbook. This would give you a structural sense of the topic of the course. Scanning the index was another way to delve deeper into the what and who of the topic. Several days ago I posted the table of contents of A Quiet Revolution. Here, I’m providing the entire index, clickable to specific letters.
I’ve also compiled a list of the items that occurred at least ten times in the book, in descending order (Wikipedia appears 71 times).
Apple Macintosh Computers
World Wide Web
Blog, Blogging, etc
Apple II Computers
Social Studies (Subject)
Internet Archive (Website)
America Online (AOL) (Online Service)
If you are reading this, there’s a pretty good chance that your name will appear in the index.
I save the text of my book as a FTP file and upload it to the publishing site I’m using. The site then displays the book, as it should appear on paper, and I turn each page with the mouse, making sure nothing has gone wrong with any of the text formatting, graphs or images. If that’s OK, then I purchase a proof copy of the book at a discounted price. A week later the book comes in the mail and I go over it, page by page, looking for any problems. I don’t actually read the book again. Any typos that have made it through all of the re-readings I’ve done, are welcome to stay as far as I’m concerned.
I did, however, take the time last week to re-read the bio, which was the last thing I wrote before starting the publishing process. “Buzzer,” I found a problem. I had gotten “twentieth” and “twenty-first” centuries mixed up. That would have had people scratching their heads.
I also found where an image had slipped and was covering up exactly one paragraph of text – completely. I don’t remember how I found it – and the book really could have done without anyone ever reading that particular paragraph. But shift of text would have been repeated on the following pages, which could have rended the table of contents and the index inaccurate.
I’m waiting now, by the mail box, for what I hope will be the last proof copy.