A: Because
Q: When do you really need HTML formatted email?
A: When you need to send spam to advertise your porn site or your cheap happy pills, and a picture that hits you in the face saying "click here" that when clicked takes you directly to the order form. HTML is perfect for that.
For anything else you should use plain text.
Advantages of plain text emails:
- ALL email readers will read the emails correctly - even cell-phones and older computers.
- You will not annoy the geeks that hate HTML emails.
- Emphasis can be added to certain words simply by enclosing them in asterisks.1
- Underlining of phrases can easily be done by adding an underscore before and after the phrase.1
- The signature (name and contact details at bottom of email) is separated by a double-dash (--).1
- Text-only emails are smaller. Take less time and bandwidth to transport and use less disk space.
- Email will not be blocked or hidden by cautious email software. Because it is possible to hide viruses and other malware in HTML, it is quite common for the presence of HTML to be used as an indicator for heuristic spam filters and the more sophisticated email clients will not display HTML content without the user's permission.
- Font, and font size can be chosen by the recipient. People with poor eyesight or small screens may prefer larger text. With HTML the font, size and colour are chosen by the sender rather than the recipient.
- Images and specially formatted documents can be added as attachments. State in the body of the email the description of the attachments and that gives your correspondent the choice of whether to open the attachment or not.
So please, do yourself, your correspondents and the internet a favour and set your email program to create text-only emails by default.
1 Windows' default email clients may not recognise these standards, but most other email programs do.
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"For the south-east gales will blow. O'er the waves that smile below. And our flag shall answer to the breeze." So goes the refrain of the chorus of the venerable school song of The Grey School in Port Elizabeth that we sang at assembly each morning, and I clearly remember in one of my junior years we were taught about weather and prevailing winds. Everyone agreed that in Port Elizabeth the "south-east gales will blow". The exams came along and one geography question was: "What is the prevailing wind in Port Elizabeth?". I could have simply answered South-East, but I had done a lot of practical observations and research and learned that most of port Elizabeth's wind is south-westerly. Wanting to be accurate, I answered "South-West". I was marked as incorrect. When I tried to protest and say that most wind is from the South-West I was laughed at and ridiculed by what seemed to be the whole class and my answer left as incorrect. I don't know if the teacher knew whether I was right or not, but an admission of my answer as being correct would have been a huge embarrassment to him, so I just kept quiet after that.
What I learned that day is that at school, or anywhere else where exams determine your marks, you must learn the answers that the examiner wants you to learn. Real understanding and real facts are irrelevant. This sad fact can be seen where "straight-A" students soon forget much of what they were supposed to have learned.
Forty years later I did a course on "How to Study" at an organization that runs courses on a variety of subjects related to life skills. At one point in the course we were shown to make a clay model of a pencil. The purpose of the clay model was to demonstrate how we can get a better understanding of a pencil by making the concept of a pencil more real. We were shown by the instructor a model of a pencil that had an eraser attached onto the one end. When being examined I modelled a more modern pencil without the eraser but I was told that I had omitted to add the eraser. The eraser had nothing to do with the purpose of the model. I was made to add the eraser. In the graduation event I was asked to say what benefits I had derived from the Study Course. I said that it had reminded me that it is not what you understand that counts for exams, but rather knowing what the examiner wants and demonstrating your knowledge of that. I should not have said that, because firstly it was the purpose of the course to teach you how to really understand what you are learning, and secondly it pointed out that the instructor was wrong. She never spoke to me again.
What I have observed, that I find both amusing and disturbing, is that many people have been taught half-truths at school and university and they go on in life believing those half-truths to be absolute facts. Unfortunately, teachers and professors are products of the same education system. Students should be taught that nothing should be believed until verified for themselves by means of critical observation, mathematics or logical analysis against axiomatic facts.
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The man who comes up with a means for doing or producing
almost anything better, faster or more economically has
his future and his fortune at his fingertips.
John Paul Getty
My father said:
"You must never try to make all the money that's in a deal.
Let the other fellow make some money too,
because if you have a reputation for always making all the money,
you won't have many deals."
John Paul Getty
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