CHAPTER 1: GETTING STARTED WITH PYTHON FOR AUTOMATION
Python shines as a beacon of versatility and simplicity, a testament to the vision of its creator, Guido van Rossum, who embarked on a mission in the late 1980s to design a language that emphasized the importance of programmer effort over computational effort. This guiding principle led to the birth of Python, officially introduced in 1991 as a highlevel, interpreted language that championed readability and efficiency.
Van Rossum's journey began over a Christmas holiday, a period of creative isolation where he decided to tackle the limitations he perceived in the ABC programming language. His goal was audacious yet clear: to develop a language that could encapsulate the capabilities of ABC, UNIX/C, and sed/awk, while being accessible to users of all skill levels. The result was Python, named in homage to the British comedy group Monty Python, a choice that reflected van Rossum's desire for the language to be fun and engaging.
Python's development was a harbinger of an open, collaborative approach that would later define its community. It was initially released on the alt.sources newsgroup, inviting programmers worldwide to contribute to its evolution. This openness laid the groundwork for Python's expansive library, a hallmark of the language that enables it to cater to a diverse range of programming needs, from web development to data analysis.
Python's journey through the years is marked by significant milestones, predominantly encapsulated in its version history. The transition from Python 1.0 to Python 2.0 heralded new functionalities and a shift towards Unicode support, reflecting the language's growing global user base. However, it was the leap to Python 3.0 that epitomized the language's commitment to progress, even when faced with the daunting task of making backward-incompatible changes. This bold step ensured Python's relevance in the modern programming landscape, emphasizing cleaner syntax and removing deprecated features.
The evolution of Python is not just a tale of technical enhancements but also a reflection of the community's resilience and dedication to maintaining the language's core philosophy. With each version, Python has become more robust, secure, and efficient, firmly establishing itself as a cornerstone of software development, scientific research, and education.
Central to Python's ethos is its vibrant and inclusive community. From local user groups and meetups to global conferences such as PyCon, the Python community thrives on collaboration, knowledge sharing, and mutual support. The Python Software Foundation (PSF), a non-profit organization dedicated to the language's advancement, embodies this spirit by overseeing Python's development, supporting community events, and ensuring the language remains accessible and free to use.
The community's strength lies in its diversity, with programmers, educators, scientists, and hobbyists from different backgrounds contributing to Python's growth. This collective effort has led to the creation of an extensive range of libraries and frameworks, making Python a versatile tool for various applications, including web development, data science, artificial intelligence, and more.
Moreover, the community's commitment to education and outreach has made Python a language of choice for introducing programming to beginners. Its readable syntax and extensive resources lower the barrier to entry, enabling a new generation of programmers to contribute their voices to the ongoing narrative of Python's evolution.
understanding Python requires more than a grasp of its syntax or the ability to write efficient code. It involves appreciating the history that shaped it, navigating its versioning strategy, and, most importantly, engaging with the community that breathes life into the language. As Python continues to evolve, it remains a testament to the power of communal efforts in paving the way for innovation and advancement in the tech world.
Brief History of Python and Its Creator
The genesis of Python is a tale of innovation born out of frustration with the status quo. During his time at the Centrum Wiskunde & Informatica (CWI) in the Netherlands, Guido van Rossum found himself grappling with the limitations of ABC, a programming language designed for teaching yet lacking in practical applicability. It was this dissatisfaction that kindled the spark for Python.
Python's conception over the Christmas break of 1989 wasn't a grandiose epiphany but rather a modest ambition to create a scripting language that amalgamated the best features of ABC with the capabilities of systems programming languages like C. Van Rossum's aim was deceptively simple: to design a language that was as readable as English and as powerful as C, a language that prioritized developer productivity and code readability above all else.
Guido van Rossum, born in 1956 in the Netherlands, embarked on his programming odyssey with a Commodore Amiga. He was a visionary who saw programming not just as a mechanical act of telling a computer what to do, but as a craft that involved elegance, foresight, and collaboration. His early experiences with computers in his university days, where he contributed to the development of ABC, laid the groundwork for his future endeavors.
Van Rossum's approach to the development of Python was revolutionary. He envisioned a community-driven model of software development, where the language would be shaped not just by its creator but by its users. This model was not just about writing code; it was about nurturing a culture of open collaboration and innovation.
Python was officially released to the public in February 1991 as version .0. This first release already included exceptional features such as exception handling, functions, and the core data types that characterized Python's approach to solving programming problems: simplicity and elegance. The response from the programming community was overwhelmingly positive, and Python began its journey towards becoming a staple in software development.
As Python evolved, so did its applications, stretching from simple scripting to web development, data analysis, artificial intelligence, and more. With each new version, from Python 1.0 in January 1994, introducing modularity, to the more recent Python 3.0 in December 2008, which broke backward compatibility to clean up the language, Python's growth mirrored the expanding landscape of technology.
Guido van Rossum's legacy is not merely Python itself but the philosophy it embodies. Python's ethos, encapsulated in "The Zen of Python" by Tim Peters, emphasizes simplicity, beauty, readability, and the importance of community. Van Rossum's leadership fostered a global community that actively contributes to Python's development, ensuring the language remains by and for programmers.
In July 2018, van Rossum announced his "permanent vacation" from the role of BDFL, marking the end of an era. However, the governance of Python transitioned smoothly to a five-person steering council, reflecting the robustness of the community and governance structures van Rossum helped establish.
The history of Python and Guido van Rossum is a testament to the power of visionary leadership and community collaboration. From its humble beginnings as a holiday project to its status as one of the world's most popular programming languages, Python's journey is a beacon for opensource development, illustrating how technology can be democratized and how a community can thrive under the banner of innovation and shared purpose.
Differences between Python 2.x and 3.x
The evolution of Python from 2.x to 3.x marks a significant milestone in its history, underscoring a deliberate move towards modernizing the language and making it more robust and intuitive for future generations of developers. This transition, while essential, was not without its challenges and controversies, given the breaking changes introduced. Herein, we explore the core distinctions between Python 2.x and 3.x, shedding light on the rationale behind the shift and its implications for the programming community.
One of the most notable differences between Python 2.x and Python 3.x lies in the treatment of strings and the syntax used for print statements. In Python 2, print is treated as a statement rather than a function, allowing for syntax without parentheses. Conversely, Python 3 enforces a more consistent approach by treating print as a function, requiring parentheses.
```python
# Python 2 syntax
print "Hello, Python 2!"
# Python 3 syntax
print("Hello, Python 3!")
Furthermore, Python 3 took significant strides in handling Unicode and binary data types. While Python 2 allowed for an ambiguous interpretation of string types—either as ASCII or Unicode—Python 3 introduced a clear distinction: strings are Unicode by default, and byte data must be explicitly specified.
Python 3 rectified a subtle but impactful difference in the division of integers. In Python 2, dividing two integers results in floor division, meaning the quotient is rounded down to the nearest whole number. To achieve true division, one of the operands had to be explicitly made a float.
Python 3 streamlined this behavior by introducing true division as the default for dividing two integers, with floor division requiring an explicit double slash operator.
```python
# Python 2 division (floor division)
result = 5 / 2 # Results in 2
# Python 3 division (true division)
result = 5 / 2 # Results in 2.5
Another pivotal change was the reimagining of range() in Python 3 to return a range object instead of a list, as was the case in Python 2’s xrange(). This modification was aimed at optimizing memory usage and performance for large ranges, embodying Python 3’s forward-thinking adjustments for efficiency.
Python 3 introduced a new syntax for exception handling, enforcing a clearer distinction between the error being caught and the exception instance. This change aimed to enhance readability and maintainability of exception handling blocks.
```python # Python 2 syntax
try: # attempt some code except Exception, e:
# handle exception
# Python 3 syntax
try:
# attempt some code
except Exception as e:
# handle exception
Among Python 3's innovations, function annotations stand out as a forwardthinking feature, allowing developers to attach metadata to the parameters and return values of functions. Although these annotations have no impact on the runtime behavior, they offer a powerful tool for documentation and type hinting, enhancing code readability and maintainability.
The journey from Python 2 to Python 3 was marked by an extended period of coexistence, during which the Python Software Foundation and the broader community provided support for both versions. However, as of January 1, 2020, Python 2 officially reached its end of life, ceasing to receive updates, security patches, or fixes. This milestone underscored the community's commitment to moving forward with Python 3, embracing its advancements and the promise of a more unified Python ecosystem.
The transition between Python 2.x and 3.x encapsulates a pivotal moment in Python's history, characterized by both the challenges of change and the enduring commitment of the community to evolve. Python 3's changes, while requiring adaptation, ultimately serve to refine and advance the language, ensuring its relevance and utility for generations of developers to come.
Overview of the Python Community and Resources
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Morgan, A. B. Little folks tramping and camping. (N ’20)
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Marchant, J., ed. Control of parenthood. (F ’21)
Sanger, M. H. Woman and the new race. (F ’21)
Birth of God. Heidenstam, K: G. V. von. (My ’20)
Black Bartlemy’s treasure. Farnol, J. (Ja ’21)
Black buccaneer. Meader, S. W. (N ’20)
Black gold. Elliott, L. W. (F ’21)
Black knight. Sidgwick, C., and Garstin, C. (O ’20)
Black man ’ s burden. Morel, E. D. (Ja ’21)
Blacksheep! blacksheep! Nicholson, M. (Jl ’20)
Blind. Poole, E. (D ’20)
Blind wisdom. Hall, A. B. (F ’21)
Blood of things. Kreymborg, A. (F ’21)
Blood red dawn. Dobie, C: C. (Jl ’20)
Bloom of cactus. Bennet, R. A. (Mr ’20)
Blower of bubbles. Baxter, A. B. (Mr ’20)
Blue pearl. Scoville, S:, jr. (N ’20)
Blue print reading. Wyatt, E. M. (F ’21)
Blue prints
Wyatt, E. M. Blue print reading. (F ’21)
Blue room. Hamilton, C. (D ’20)
Blue smoke. Baker, K. (My ’20)
Blueberry bear. Sherard, J. L: (O ’20)
Bluestone. Wilkinson, M. O. (O ’20)
Boardwalk. Widdemer, M. (Mr ’20)
Boats and boating
Yates, R. F. Boys’ book of model boats. (N ’20)
Bobbins of Belgium. Kellogg, C. (My ’20)
Bobby and the big road. Lindsay, M. M. (O ’20)
Bohemians
Capek, T: Cechs (Bohemians) in America. (Mr ’20)
Böhme, Jacob. 1575–1624
Böhme, J. Confessions of Jacob Boehme. (F ’21)
Bok, Edward William, 1863–
Bok. E: W: Americanization of Edward Bok. (D ’20)
Bolshevik adventure. Pollock, J: (F ’21)
Bolshevik Russia. Antonelli, É. (Mr ’20)
Bolshevik theory. Postgate, R. W. (D ’20)
Bolshevism
Antonelli, É. Bolshevik Russia. (Mr ’20)
Cause of world unrest. (D ’20)
Comerford, F. New world. (N ’20)
Goode, W: T: Bolshevism at work. (Je ’20)
Hanson, O. Americanism versus bolshevism. (Mr ’20)
Hapgood, N. Advancing hour. (O ’20)
Macdonald, J. R. Parliament and revolution. (Ag ’20)
Mead, G: W. Great menace. (Ag ’20)
Miliukov, P. Bolshevism. (O ’20)
Postgate, R. W. Bolshevik theory. (D ’20)
Rihani, A. F. Descent of bolshevism. (Ag ’20)
Russell, B. A. W: Bolshevism. (Ja ’21)
Spargo, J: “Greatest failure in all history.” (S ’20)
Walling, W: E. Sovietism. (S ’20)
Bomber gipsy. Herbert, A. P. (Jl ’20)
Bonnie Prince Fetlar. Saunders, M. (N ’20)
Book of boyhoods. Fryer, E. M. (D ’20)
Book of bravery. Lanier, H: W. (Ja ’21)
Book of burlesques. Mencken, H: L: (Mr ’20)
Book of Chicago. Shackleton, R. (Ja ’21)
Book of games and parties. Wolcott, T. H., ed. (D ’20)
Book of good hunting. Newbolt, H: J: (F ’21)
Book of humorous verse. Wells, C., comp. (Ja ’21)
Book of Job. Jastrow, M., jr. (Ja ’21)
Book of marionettes. Joseph, H. H. (Jl ’20)
Book of Marjorie. (My ’20)
Book of modern British verse. Braithwaite, W: S. B., ed. (My ’20)
Book of R. L. S. Brown, G: E: (Ap ’20)
Book of Susan. Dodd, L. W. (O ’20)
Book of the damned. Fort, C: (Ap ’20)
Book of the Severn. Bradley, A. G. (N ’20)
Books and reading
Bostwick, A. E. Librarian’s open shelf. (O ’20)
Quiller-Couch, A. T: On the art of reading. (D ’20)
Squire, J: C. Books in general. (S ’20)
Books and their writers. Mais, S. P. B. (O ’20)
Books for boys and girls
Abbott, J. L. Highacres. (D ’20)
Adams, K. Mehitable. (Ja ’21)
Aldon, A. At the sign of the Two heroes. (O ’20)
Anderson, R. G. Seven o ’clock stories. (Ja ’21)
Armfield, C. Wonder tales of the world. (N ’20)
Ashmun, M. E. Marian Frear’s summer. (S ’20)
Ault, N. Dreamland shores. (Ja ’21)
Babson, R. W. Central American journey. (My ’20)
Bailey, C. S. Broad stripes and bright stars. (My ’20)
Bailey, C. S. Wonder stories. (O ’20)
Baldwin, J., and Livengood, W: W. Sailing the seas. (F ’21)
Barbour, R. H:, and Holt, H. P. Mystery of the Sea-lark. (O ’20)
Barclay, V. C. Danny again. (O ’20)
Bassett, S. W. Paul and the printing press. (O ’20)
Bosschère, J. de. City curious. (N ’20)
Bowen, W: Enchanted forest. (F ’21)
Bradley-Birt, F. B. Bengal fairy tales. (Ja ’21)
Brady, L. E. Green forest fairy book. (Ja ’21)
Bryant, A. E., ed. Treasury of hero tales. (O ’20)
Burgess, T. W. Burgess animal book for children. (D ’20)
Butler, E. P. Swatty. (Ap ’20)
Carrington, H. Boy’s book of magic. (N ’20)
Chaffee, A. Lost river. (O ’20)
Chandler, A. C. More magic pictures of the long ago. (My ’20)
Cheley, F. H. Overland for gold. (F ’21)
Children’s story garden. (Je ’20)
Chisholm, L., and Steedman, A., comps. Staircase of stories. (My ’20)
Colum, P. Boy apprenticed to an enchanter. (Ja ’21)
Colum, P. Children of Odin. (D ’20)
Dana, E. N. Story of Jesus. (N ’20)
Davies, E. C. Boy in Serbia. (O ’20)
Dyer, W. A. Sons of liberty. (Ja ’21)
Eaton, W. P. On the edge of the wilderness. (D ’20)
Edwards, C. Treasury of heroes and heroines. (D ’20)
Eells, E. S. Tales of enchantment from Spain. (N ’20)
Elias, E. L. Abraham Lincoln. (N ’20)
Elias, E. L. Periwinkle’s island. (N ’20)
Evans, L. B. America first. (Ja ’21)
Evison, M. Rainbow gold. (N ’20)
Fabre, J. H. C. Secret of everyday things. (N ’20)
Fillmore, P. H. Shoemaker’s apron. (N ’20)
Forsey, M. S. Jack and me. (N ’20)
Fraser, C. C. Boys’ book of sea fights. (N ’20)
Fraser, C. C. Young citizen’s own book. (N ’20)
Friedlander, G. Jewish fairy book. (N ’20)
Fryer, E. M. Book of boyhoods. (D ’20)
Fyleman, R. Fairies and chimneys. (N ’20)
Gardner, G. New Robinson Crusoe. (S ’20)
Garis, H. R. Rick and Ruddy. (O ’20)
Goldsmith, M. I wonder why. (O ’20)
Gordon, M. D. Crystal ball. (O ’20)
Gowar, E: Adventures in Mother Goose land. (O ’20)
Graham, J. C. It happened at Andover. (N ’20)
Grattan-Smith, T. E. True blue. (N ’20)
Gray, J. Rosemary Greenaway. (S ’20)
Greenberg, D: S. Cockpit of Santiago Key. (My ’20)
Griffis, W: E. Swiss fairy tales. (O ’20)
Hasbrouck, L. S. Hall with doors. (N ’20)
Hawkes, C. Master Frisky. (O ’20)
Holland, R. S. Refugee rock. (N ’20)
Ingpen, R., ed. One thousand poems for children. (F ’21)
Kay, B. Elizabeth, her folks. (D ’20)
Kay, B. Elizabeth, her friends. (D ’20)
Kelland, C. B. Catty Atkins. (Mr ’20)
Kellogg, V. L. Nuova. (N ’20)
Knipe, E. and A. A. Mayflower maid. (O ’20)
Laboulaye, E. R. de. Laboulaye’s fairy book. (N ’20)
Laing, M. E. Hero of the longhouse. (F ’21)
Lamprey, L. Masters of the guild. (N ’20)
Langford, G: Pic, the weapon maker. (O ’20)
Lanier, H: W. Book of bravery. (Ja ’21)
Lansing, M. F., and Gulick, L. H. Food and life. (My ’20)
Latham, H. S. Jimmy Quigg, office boy. (D ’20)
Latham, H. S. Marty lends a hand. (My ’20)
Levinger, E. E. New land. (F ’21)
Lindsay, M. M. Bobby and the big road. (O ’20)
Lisle. C. Diamond rock. (N ’20)
Livingston, R. Land of the great out-of-doors. (N ’20)
Lofting, H. Story of Dr Dolittle. (Ja ’21)
Lord, K. Little playbook. (Ag ’20)
Macdonald. Z. K. Eileen’s adventures in Wordland. (N ’20)
McFee, I. N. Boy heroes in fiction. (N ’20)
McFee, I. N. Girl heroines in fiction. (N ’20)
Machard, A. When Tytie came. (O ’20)
Mackain, F. E. Buzzy. (N ’20)
Marshall, A. Peggy in Toyland. (N ’20)
Mathews, B. J. Argonauts of faith. (Ag ’20)
Meader, S. W. Black buccaneer. (N ’20)
Meigs, C. Pool of stars. (My ’20)
Meiklejohn, N. Cart of many colors. (My ’20)
Miller, W. H. Ring-necked grizzly. (O ’20)
Morgan, A. B. Little folks tramping and camping. (N ’20)
Olcott, F. J. Story-telling ballads. (Ja ’21)
Olcott, H. M. Whirling king, and other French fairy tales. (O ’20)
Oliver, M. I. G. First steps in the enjoyment of pictures. (Ap ’20)
Patch, E. M. Little gateway to science. (Je ’20)
Payne, F. U. Plays and pageants of citizenship. (D ’20)
Peck, L. B. Stories for good children. (F ’21)
Perkins, L. Italian twins. (N ’20)
Perkins, L. Scotch twins. (My ’20)
Potter, M. C. Rhymes of a child’s world. (N ’20)
Price, E. B. Us and the bottle man. (O ’20)
Pritchard, M. T., and Ovington, M. W., comps. Upward path. (O ’20)
Pumpelly, R. Travels and adventures of Raphael Pumpelly. (F ’21)
Pyle, K. Tales of wonder and magic. (F ’21)
Rhoades, C. H. Four girls of forty years ago. (N ’20)
Richards. L. E. Honor Bright. (O ’20)
Rolt-Wheeler, F. W: Boy with the U.S. trappers. (My ’20)
Saunders, M. Bonnie Prince Fetlar. (N ’20)
Scoville, S:, jr. Blue pearl. (N ’20)
Seaman, A. H. Crimson patch. (O ’20)
Segur, S. Old French fairy tales. (F ’21)
Sherard, J. L: Blueberry bear. (O ’20)
Skinner, A. M. and E. L., comps. Child’s book of modern stories. (Ja ’21)
Skinner, A. M. and E. L., comps, and eds.
Garnet story book. (My ’20)
Skinner, E. L. and A. M. Children’s plays. (My ’20)
Smith, C. L. Gus Harvey. (Ja ’21)
Smith, L. R. Like-to-do stories. (O ’20)
Smith, M. S. Maid of Orleans. (F ’21)
Smith, N. A. Christmas child. (Ja ’21)
Spyri, J. Cornelli. (N ’20)
Spyri, J. Toni, the little wood-carver. (O ’20)
Stephens, J. Irish fairy tales. (F ’21)
Stone, G. Cousin Nancy and the Lees of Clifford. (N ’20)
Stone, G. Jane and the owl. (O ’20)
Taggart, M. A. Pilgrim maid. (My ’20)
Tappan, E. M. Hero stories of France. (Je ’20)
Taylor, F. L. Two Indian children of long ago. (F ’21)
Taylor, I. A. Joan of Arc. (O ’20)
Teixeira de Mattos, A. L: Tyltyl. (N ’20)
Travel stories. (O ’20)
Turpin, E. Treasure mountain. (O ’20)
