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 Java
Programming
Tenth Edition

Joyce Farrell

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 JavaTM Programming, Tenth Edition © 2023, © 2019, © 2016 Cengage Learning, Inc. WCN: 02-300
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 BRIEF CONTENTS
PREFACEXI

CHAPTER 1 Creating Java Programs�������������������������������������������������������������������������������� 1

CHAPTER 2 Using Data���������������������������������������������������������������������������������������������������� 39
CHAPTER 3 Using Methods�������������������������������������������������������������������������������������������� 83
CHAPTER 4 Using Classes and Objects����������������������������������������������������������������������� 115
CHAPTER 5 Making Decisions�������������������������������������������������������������������������������������� 161
CHAPTER 6 Looping������������������������������������������������������������������������������������������������������� 201
CHAPTER 7 Characters, Strings, and the StringBuilder�������������������������������������� 237
CHAPTER 8 Arrays��������������������������������������������������������������������������������������������������������� 267
CHAPTER 9 Inheritance and Interfaces����������������������������������������������������������������������� 329
CHAPTER 10 Exception Handling��������������������������������������������������������������������������������� 393
CHAPTER 11 File Input and Output����������������������������������������������������������������������������� 441
CHAPTER 12 Recursion������������������������������������������������������������������������������������������������� 487
CHAPTER 13 Collections and Generics����������������������������������������������������������������������� 511
CHAPTER 14 Introduction to Swing Components���������������������������������������������������� 545
APPENDIX A Working with the Java Platform ����������������������������������������������������������� 587

APPENDIX B Data Representation ����������������������������������������������������������������������������� 591

APPENDIX C Formatting Output �������������������������������������������������������������������������������� 595

APPENDIX D Generating Random Numbers ������������������������������������������������������������ 603

APPENDIX E Javadoc ���������������������������������������������������������������������������������������������������� 607

APPENDIX F Using JavaFX and Scene Builder ����������������������������������������������������������� 613

GLOSSARY 625
INDEX 641

iii

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 CONTENTS
PREFACEXI Key Terms 32
Review Questions 33
CHAPTER 1 Programming Exercises 34
Debugging Exercises 36
CREATING JAVA PROGRAMS 1
Game Zone 36
1.1 Learning Programming Terminology 1 Case Problems 37
1.2 Comparing Procedural and Object-
Oriented Programming Concepts 4
CHAPTER 2
Procedural Programming 4
Object-Oriented Programming 5 USING DATA 39
Understanding Classes, Objects, and Encapsulation 6
2.1 Declaring and Using Constants
Understanding Inheritance and Polymorphism 7
and Variables 39
1.3 Features of the Java Programming Declaring Variables 40
Language8
Declaring Named Constants 42
1.4 Analyzing a Java Application That The Scope of Variables and Constants 43
Produces Console Output 10
Concatenating Strings to Variables and
Understanding the Statement That Produces the Constants 43
Output10
Pitfall: Forgetting That a Variable Holds One
Understanding the First Class 12 Value at a Time 45
Understanding the main() Method 14
2.2 Learning About Integer Data
Indent Style 15
Types47
Saving a Java Class 16
2.3 Using the boolean Data Type 51
1.5 Compiling a Java Class and
Correcting Syntax Errors 18 2.4 Learning About Floating-Point
Compiling a Java Class 18 Data Types 52
Correcting Syntax Errors 19 2.5 Using the char Data Type 53
1.6 Running a Java Application and 2.6 Using the Scanner Class to
Correcting Logic Errors 23 Accept Keyboard Input 57
Running a Java Application 23 Pitfall: Using nextLine() Following One of the
Modifying a Compiled Java Class 23 Other Scanner Input Methods 59
Correcting Logic Errors 24
2.7 Using the JOptionPane Class to
1.7 Adding Comments to a Java Class 25 Accept GUI Input 64
1.8 Creating a Java Application That Using Input Dialog Boxes 64
Produces GUI Output 27 Using Confirm Dialog Boxes 66
1.9 Finding Help 29 2.8 Performing Arithmetic Using
Variables and Constants 68
Don’t Do It 30 Associativity and Precedence 69
Summary31 Writing Arithmetic Statements Efficiently 69

iv

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 Contents v

Pitfall: Not Understanding Imprecision in Game Zone 113

Floating-Point Numbers 70 Case Problems 114
2.9 Understanding Type Conversion 72
Automatic Type Conversion 73 CHAPTER 4
Explicit Type Conversion 73
USING CLASSES AND OBJECTS 115
Don’t Do It 76 4.1 Learning About Classes
Summary 77 and Objects 115
Key Terms 77 4.2 Creating a Class 117
Review Questions 78
Programming Exercises 80
4.3 Creating Instance Methods
in a Class 119
Debugging Exercises 81
Game Zone 81 4.4 Declaring Objects and
Case Problems 82 Using Their Methods 124
Understanding Data Hiding 126

CHAPTER 3 4.5 Understanding That Classes

Are Data Types 128
USING METHODS 83 4.6 Creating and Using Constructors 131
3.1 Understanding Method Calls and Creating Constructors with Parameters 132
Placement83
4.7 Learning About the this
3.2 Understanding Method Reference134
Construction86 Using the this Reference to Make
Access Specifiers 86 Overloaded Constructors More Efficient 137
The static Modifier 87
4.8 Using static Fields 139
Return Type 87
Using Constant Fields 140
Method Name 87
Parentheses 88 4.9 Using Imported, Prewritten
Constants and Methods 143
3.3 Adding Parameters to Methods 91
The Math Class 144
Creating a Method That Receives a Single
Importing Classes That Are Not Imported
Parameter 91
Automatically 145
Creating a Method That Requires Multiple
Using the LocalDate Class 146
Parameters 94

3.4 Creating Methods That 4.10 U

 nderstanding Composition
Return Values 95 and Nested Classes 150
Composition 150
3.5 Understanding Blocks and Scope 99
Nested Classes 151
3.6 Overloading a Method 104
3.7 Learning about Ambiguity 107 Don’t Do It 153
Summary 153
Don’t Do It 108 Key Terms 154
Summary 108 Review Questions 154
Key Terms 109 Programming Exercises 156
Review Questions 109 Debugging Exercises 158
Programming Exercises 111 Game Zone 158
Debugging Exercises 113 Case Problems 159

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
vi Contents

CHAPTER 5 CHAPTER 6
MAKING DECISIONS 161 LOOPING201
5.1 Planning Decision-Making Logic 161 6.1 Learning About the Loop
5.2 The if and if…else Statements 163 Structure201
The if Statement 163 6.2 Creating while Loops 202
Pitfall: Misplacing a Semicolon in an if Statement 164 Writing a Definite while Loop 202
Pitfall: Using the Assignment Operator Instead Pitfall: Failing to Alter the Loop Control Variable
of the Equivalency Operator 165 Within the Loop Body 204
Pitfall: Attempting to Compare Objects Using Pitfall: Unintentionally Creating a Loop with
the Relational Operators 165 an Empty Body 204
The if…else Statement 166 Altering a Definite Loop’s Control Variable 206
Writing an Indefinite while Loop 206
5.3 Using Multiple Statements in
if and if…else Clauses 168 Validating Data 208

5.4 Nesting if and if…else 6.3 Using Shortcut Arithmetic

Statements172 Operators210
5.5 Using Logical AND and OR 6.4 Creating a for Loop 214
Operators174 Variations in for Loops 215
The AND Operator 174 6.5 Learning How and When to Use
The OR Operator 175 a do…while Loop 217
Short-Circuit Evaluation 175 6.6 Learning About Nested Loops 220
5.6 Making Accurate and Efficient 6.7 Improving Loop Performance 223
Decisions178 Avoiding Unnecessary Operations 223
Making Accurate Range Checks 178 Considering the Order of Evaluation of
Making Efficient Range Checks 180 Short-Circuit Operators 224
Using && and || Appropriately 180 Comparing to Zero 224
5.7 Using switch  181 Employing Loop Fusion 226
Using the switch Expression 183 A Final Note on Improving Loop Performance 226

5.8 Using the Conditional and NOT

Operators186 Don’t Do It 228
Summary 228
Using the NOT Operator 187
Key Terms 229
5.9 Understanding Operator
Review Questions 229
Precedence187
Programming Exercises 232
5.10 M
 aking Constructors More Debugging Exercises 233
Efficient by Using Decisions in
Game Zone 234
Other Methods 189
Case Problems 235

Don’t Do It 193

Summary 193 CHAPTER 7
Key Terms 194
CHARACTERS, STRINGS, AND
Review Questions 194
THE StringBuilder 237
Programming Exercises 197
Debugging Exercises 198 7.1 Understanding String Data
Game Zone 199
Problems237
Case Problems 200 7.2 Using Character Class Methods 238

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Contents vii

7.3 Declaring and Comparing 8.8 Using Two-Dimensional and Other

String Objects 241 Multidimensional Arrays 300
Comparing String Values 241 Passing a Two-Dimensional Array to a Method 302
Empty and null Strings 245 Using the length Field with a Two-Dimensional
Array303
7.4 Using a Variety of String
Methods246 Understanding Jagged Arrays 304
Using Other Multidimensional Arrays 304
Converting String Objects to Numbers 249

7.5 Learning About the StringBuilder 8.9 Using the Arrays Class 307
and StringBuffer Classes 253 8.10 Creating Enumerations 311

Don’t Do It 257 Don’t Do It 316

Summary 258 Summary 317
Key Terms 258 Key Terms 318
Review Questions 258 Review Questions 318
Programming Exercises 260 Programming Exercises 320
Debugging Exercises 262 Debugging Exercises 323
Game Zone 263 Game Zone 323
Case Problems 264 Case Problems 327

CHAPTER 8 CHAPTER 9
ARRAYS267 INHERITANCE AND INTERFACES 329
8.1 Declaring an Array 267 9.1 Learning About the Concept of
8.2 Initializing an Array 271 Inheritance329
Inheritance Terminology 331
8.3 Using Variable Subscripts with an
Array273 9.2 Extending Classes 332
Using the Enhanced for Loop 275 9.3 Overriding Superclass Methods 336
Using Part of an Array 275 Using the @Override Annotation 337
8.4 Declaring and Using Arrays 9.4 Calling Constructors During
of Objects 277 Inheritance339
Using the Enhanced for Loop with Objects 279 Using Superclass Constructors That Require
Manipulating Arrays of Strings 279 Arguments 340

8.5 Searching an Array and Using 9.5 Accessing Superclass Methods 344
Parallel Arrays 284 Comparing this and super 345
Using Parallel Arrays 284
9.6 Employing Information Hiding 346
Searching an Array for a Range Match 286
9.7 Methods You Cannot Override 348
8.6 Passing Arrays to and Returning
Arrays from Methods 289 A Subclass Cannot Override static Methods
in Its Superclass 348
Returning an Array from a Method 291
A Subclass Cannot Override final Methods
8.7 Sorting Array Elements 292 in Its Superclass 350
Using the Bubble Sort Algorithm 293 A Subclass Cannot Override Methods in a final
Improving Bubble Sort Efficiency 295 Superclass 351
Sorting Arrays of Objects 295 9.8 Creating and Using Abstract
Using the Insertion Sort Algorithm 296 Classes352

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
viii Contents

9.9 Using Dynamic Method Binding 359 10.7 T

 racing Exceptions Through the
Using a Superclass as a Method Parameter Type 360 Call Stack 415
9.10 C
 reating Arrays of Subclass 10.8 C
 reating Your Own Exception
Objects361 Classes419
9.11 U
 sing the Object Class and Its 10.9 Using Assertions 421
Methods364 10.10 Displaying the Virtual Keyboard 430
Using the toString() Method 364
Using the equals() Method 366 Don’t Do It 433
Overloading equals() 367 Summary 434
Overriding equals() 369 Key Terms 434
9.12 Creating and Using Interfaces 371 Review Questions 435
Creating Interfaces to Store Related Constants 374 Programming Exercises 437
Debugging Exercises 439
9.13 U
 sing records, Anonymous Inner
Classes, and Lambda Expressions 377 Game Zone 439

Using records 377 Case Problems 440

Using Anonymous Inner Classes 379

Using Lambda Expressions 380 CHAPTER 11
FILE INPUT AND OUTPUT 441
Don’t Do It 381
Summary 381
11.1 Understanding Computer Files 441
Key Terms 383 11.2 U
 sing the Path and Files
Review Questions 383 Classes443
Programming Exercises 385 Creating a Path 443
Debugging Exercises 389 Retrieving Information About a Path 444
Game Zone 390 Converting a Relative Path to an Absolute One 445
Case Problems 391 Checking File Accessibility 446
Deleting a Path 447
Determining File Attributes 448
CHAPTER 10
11.3 F
 ile Organization, Streams, and
EXCEPTION HANDLING 393 Buffers450
10.1 Learning About Exceptions 393 11.4 Using Java’s IO Classes 452
10.2 T
 rying Code and Catching Writing to a File 454
Exceptions397 Reading from a File 454
Using a try Block to Make Programs “Foolproof” 400 11.5 C
 reating and Using Sequential
Declaring and Initializing Variables in try…catch Data Files 457
Blocks 402
11.6 L
 earning About Random Access
10.3 T
 hrowing and Catching Multiple Files461
Exceptions404
11.7 W
 riting Records to a Random
10.4 Using the finally Block 408 Access Data File 463
10.5 U
 nderstanding the Advantages 11.8 R
 eading Records from a Random
of Exception Handling 410 Access Data File 468
10.6 S
 pecifying the Exceptions That Accessing a Random Access File Sequentially 468
a Method Can Throw 412 Accessing a Random Access File Randomly 470

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 Contents ix

Don’t Do It 479 13.4 Using the LinkedList Class 524

Summary 479
13.5 Using Iterators 528
Key Terms 480
Review Questions 480
13.6 Creating Generic Classes 530
Programming Exercises 482 13.7 Creating Generic Methods 532
Debugging Exercises 484 Creating a Generic Method with More than One
Game Zone 484 Type Parameter 533

Case Problems 485

Don’t Do It 537

CHAPTER 12 Summary 538

Key Terms 538
RECURSION487 Review Questions 539

12.1 Understanding Recursion 487 Programming Exercises 541

Debugging Exercises 542
12.2 U
 sing Recursion to Solve
Game Zone 542
Mathematical Problems 489
Case Problems 543
Computing Sums 490
Computing Factorials 491
12.3 U
 sing Recursion to Manipulate CHAPTER 14
Strings495
INTRODUCTION TO Swing
Using Recursion to Separate a Phrase into Words 495
Using Recursion to Reverse the Characters in a
COMPONENTS545
String 496 14.1 U
 nderstanding Swing
12.4 U
 sing Recursion to Create Visual Components545
Patterns499 14.2 Using the JFrame Class 547
12.5 R
 ecursion’s Relationship to Customizing a JFrame’s Appearance 549
Iterative Programming 500 14.3 Using the JLabel Class 552
Changing a JLabel’s Font 553
Don’t Do It 503
14.4 Using a Layout Manager 555
Summary 503
Key Terms 504 14.5 Extending the JFrame Class 557
Review Questions 504 14.6 A
 dding JTextFields and
Programming Exercises 506 JButtons to a JFrame 559
Debugging Exercises 508 Adding JTextFields to a JFrame 559
Game Zone 509 Adding JButtons to a JFrame 560
Case Problems 510 14.7 L
 earning About Event-Driven
Programming563
CHAPTER 13 Preparing Your Class to Accept Event Messages 564
Telling Your Class to Expect Events to Happen 564
COLLECTIONS AND GENERICS 511 Telling Your Class How to Respond to Events 564
13.1 U
 nderstanding the Collection Writing an Event-Driven Program 565
Interface511 Using Multiple Event Sources 566
13.2 U
 nderstanding the List Using the setEnabled() Method 567
Interface513
14.8 U
 nderstanding Swing Event
13.3 Using the ArrayList Class 514 Listeners569

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
x Contents

14.9 U
 sing the JCheckBox, APPENDIX C
ButtonGroup, and JComboBox
Classes572 FORMATTING OUTPUT  595
The JCheckBox Class 572
The ButtonGroup Class 574 APPENDIX D
The JComboBox Class 575
GENERATING RANDOM
Don’t Do It 580 NUMBERS 603
Summary 581
Key Terms 581 APPENDIX E
Review Questions 582
JAVADOC  607
Programming Exercises 584
Debugging Exercises 585
Game Zone 585
APPENDIX F
Case Problems 586 USING JAVAFX AND SCENE
BUILDER613
APPENDIX A
GLOSSARY 625
WORKING WITH THE INDEX 641
JAVA PLATFORM 587

APPENDIX B
DATA REPRESENTATION 591

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 PREFACE
Java Programming, Tenth Edition provides the beginning programmer with a guide to developing applications
using the Java programming language. Java is popular among professional programmers because it is object-
oriented, making complex problems easier to solve than in some other languages. Java is used for desktop
computing, mobile computing, game development, Web development, and numerical computing.

This course assumes that you have little or no programming experience. It provides a solid background in
good object-oriented programming techniques and introduces terminology using clear, familiar language. The
programming examples are business examples; they do not assume a mathematical background beyond high
school business math. In addition, the examples illustrate only one or two major points; they do not contain so
many features that you become lost following irrelevant and extraneous details. Complete, working programs
appear frequently in each chapter; these examples help students make the transition from the theoretical
to the practical. The code presented in each chapter also can be downloaded from the Cengage website, so
students easily can run the programs and experiment with changes to them.

The student using Java Programming, Tenth Edition builds applications from the bottom up rather than
starting with existing objects. This facilitates a deeper understanding of the concepts used in object-oriented
programming and engenders appreciation for the existing objects students use as their knowledge of the
language advances. When students complete this course, they will know how to modify and create simple Java
programs, and they will have the tools to create more complex examples. They also will have a fundamental
knowledge of object-oriented programming, which will serve them well in advanced Java courses or in studying
other object-oriented languages such as C++, C#, and Visual Basic.

Organization and Coverage

Java Programming, Tenth Edition presents Java programming concepts, enforcing good style, logical thinking,
and the object-oriented paradigm. Objects are covered right from the beginning, earlier than in many other
Java courses. You create your first Java program in Chapter 1. Chapters 2, 3, and 4 increase your understanding
about how data, classes, objects, and methods interact in an object-oriented environment.

Chapters 5 and 6 explore input and repetition structures, which are the backbone of programming logic and
essential to creating useful programs in any language. You learn the special considerations of string and array
manipulation in Chapters 7 and 8.

Chapters 9 and 10 thoroughly cover inheritance, interfaces, and exception handling. Inheritance is the object-
oriented concept that allows you to develop new objects quickly by adapting the features of existing objects,
interfaces define common methods that must be implemented in all classes that use them, and exception
handling is the object-oriented approach to handling errors. All of these are important concepts in object-
oriented design. Chapter 11 provides information about handling files so you can store and retrieve program
output.

Chapter 12 explains recursion, and Chapter 13 covers Java collections and generics. Both are important
programming concepts, and Java provides excellent ways to implement and learn about them. Chapter 14
introduces GUI Swing components, which are used to create visually pleasing, user-friendly, interactive
applications.

xi

Copyright 2023 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xii Preface

New in This Edition

The following features are new for the Tenth Edition:

❯❯Java: All programs have been tested using Java 16.

❯❯Java help: Instructions on searching for Java help have been updated to avoid using specific URLs because new
Java versions are now being released twice a year.
❯❯Text blocks: Chapter 2 introduces text blocks—a new feature since Java 13.

❯❯Methods: Methods are covered thoroughly in Chapter 3, including topics such as overloading methods and
avoiding ambiguity. In previous editions, the material was split between chapters.
❯❯Classes and objects: Classes and objects are covered thoroughly in Chapter 4. In previous editions, the material
was split between chapters.
❯❯The switch expression: Chapter 5 includes the switch expression, which became a new feature in Java 14.

❯❯Arrays: Chapter 8 covers beginning and advanced array concepts. In previous editions, this content was split
between chapters.
❯❯Inheritance and interfaces: Chapter 9 covers inheritance and interfaces. In previous editions, this content was
split between chapters.
❯❯The record keyword: Chapter 9 also introduces the record keyword, which allows simple classes to be
developed more quickly because a constructor and methods to get and set fields are created automatically
based on field definitions.
❯❯Recursion: Chapter 12 is a new chapter on recursion. The chapter presents techniques to use to solve
mathematical problems, manipulate strings, and create visual patterns using recursion.
❯❯Collections and generics: Chapter 13 is a new chapter on collections and generics. The chapter covers the
Collection and List interfaces, the ArrayList and LinkedList classes, Iterators, and generic
classes and methods.

Additionally, Java Programming, Tenth Edition includes the following features:

❯❯Objectives: Each chapter begins with a list of objectives so you know the topics that will be presented in the
chapter. In addition to providing a quick reference to topics covered, this feature provides a useful study aid.
❯❯You Do It: In each chapter, step-by-step exercises help students create multiple working programs that
emphasize the logic a programmer uses in choosing statements to include. These sections provide a means for
students to achieve success on their own—even those in online or distance learning classes.
❯❯Notes: These highlighted tips provide additional information—for example, an alternative method of performing
a procedure, another term for a concept, background information about a technique, or a common error to
avoid.
❯❯Emphasis on student research: The student frequently is advised to use the Web to investigate Java classes,
methods, and techniques. Computer languages evolve, and programming professionals must understand how to
find the latest language improvements.
❯❯Figures: Each chapter contains many figures. Code figures are most frequently 25 lines or fewer, illustrating one
concept at a time. Frequent screenshots show exactly how program output appears. Callouts appear where
needed to emphasize a point.
❯❯Color: The code figures in each chapter contain all Java keywords in blue. This helps students identify keywords
more easily, distinguishing them from programmer-selected names.
❯❯Files: More than 200 student files can be downloaded from the Cengage website. Most files contain the code
presented in the figures in each chapter; students can run the code for themselves, view the output, and make

Copyright 2023 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Preface xiii

changes to the code to observe the effects. Other files include debugging exercises that help students improve
their programming skills.
❯❯Two Truths & a Lie: A short quiz reviews almost every chapter section, with answers provided. This quiz
contains three statements based on the preceding section of text—two statements are true, and one is false.
Over the years, students have requested answers to problems, but we have hesitated to distribute them in case
instructors want to use problems as assignments or test questions. These true-false quizzes provide students
with immediate feedback as they read, without “giving away” answers to the multiple-choice questions and
programming exercises.
❯❯Don’t Do It: This section at the end of each chapter summarizes common mistakes and pitfalls that plague new
programmers while learning the current topic.
❯❯Summary: Following each chapter is a summary that recaps the programming concepts and techniques covered
in the chapter. This feature provides a concise means for students to check their understanding of the main
points in each chapter.
❯❯Key Terms: Each chapter includes a list of newly introduced vocabulary, shown in alphabetical order. The list of
key terms provides a short review of the major concepts in the chapter.
❯❯Review Questions: Each chapter includes 20 multiple-choice questions that serve as a review of chapter topics.

❯❯Programming Exercises: Multiple programming exercises are included with each chapter. These challenge
students to create complete Java programs that solve real-world problems.
❯❯Debugging Exercises: Four debugging exercises are included with each chapter. These are programs that
contain logic or syntax errors that the student must correct. Besides providing practice in deciphering error
messages and thinking about correct logic, these exercises provide examples of complete and useful Java
programs after the errors are repaired.
❯❯Game Zone: Each chapter provides one or more exercises in which students can create interactive games
using the programming techniques learned up to that point; 50 game programs are suggested in the course.
The games are fun to create and play; writing them motivates students to master the necessary programming
techniques. Students might exchange completed game programs with each other, suggesting improvements and
discovering alternate ways to accomplish tasks.
❯❯Cases: Each chapter contains two running case problems. These cases represent projects that continue to
grow throughout a semester using concepts learned in each new chapter. Two cases allow instructors to assign
different cases in alternate semesters or to divide students in a class into two case teams.
❯❯Glossary: A glossary contains definitions for all key terms in the course.

❯❯Appendices: This edition includes useful appendices on working with the Java platform, data representation,
formatting output, generating random numbers, creating Javadoc comments, and JavaFX.
❯❯Quality: Every program example, exercise, and game solution was tested by the author and then tested again by
a quality assurance team.

MindTap Instructor Resources

MindTap activities for Java Programming, Tenth Edition are designed to help students master the skills they need in
today’s workforce. Research shows employers need critical thinkers, troubleshooters, and creative problem-solvers
to stay relevant in our fast-paced, technology-driven world. MindTap helps you achieve this with assignments and
activities that provide hands-on practice and real-life relevance. Students are guided through assignments that help
them master basic knowledge and understanding before moving on to more challenging problems.

All MindTap activities and assignments are tied to defined unit learning objectives. MindTap provides the analytics and
reporting so you can easily see where the class stands in terms of progress, engagement, and completion rates. Use

Copyright 2023 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Exploring the Variety of Random
Documents with Different Content
 CHAPTER XIII

Over the wide valley the April sun was falling, warmly genial,
releasing from the moist earth a thousand fragrances. Under the
glorious light the valley lay in dim, neutral colours, except where the
masses of pine trees lay dark green and the patches of snow
showed white in the hollows between the pines and far up on the
grey, rocky sides of the higher mountains. Through the valley the
river rolled blue grey, draining from the hills by millions of trickling
rivulets the melting snow. As yet the deeper masses of snow and the
glaciers lying far up between the loftier peaks had not begun to pour
down in spouting waterfalls to swell the great river below.
Everywhere were the voices of spring, hymning the age-long miracle
of freedom from the long tyranny of winter.
It was a Sunday morning, and from every direction the people
were to be seen gathering for service in the little Union Church
which the united efforts of the valley people had erected for the use
of all who might care to gather for worship. Anglicans, Methodists,
Presbyterians, all had equal rights in the church, and each body its
day for service. Today was the Presbyterian day, and this day a high
day, for it was “Sacrament Sunday.” About the door a group of
neighbours stood, exchanging the friendly gossip of the valley and
subjecting to kindly if pungent criticism each newcomer approaching
the church.
“Here’s Sawny Cammell in his ‘lum’ hat,” exclaimed Willy Mackie,
whom Sandy Campbell would describe as “yon wee Paisley buddie,”
a little Scot with a sharp tongue but kindly heart.
“’Is plug ’at is for to celebrate the ’oly Communion. (H)it’s ’is
Sacrament ’at,” giggled Sam Hatch, a wizened-up Cockney.
 “’Ere, you cut that (h)out,” said his friend, Billy Bickford, a plump,
jolly-faced Englishman whose highly coloured and bulbous nose
carried its own history. “I don’t ’old wi’ Sandy in ’is religion, but it’s
’isen and let ’im practise it as ’e jolly well wants to, that’s me.”
“’Old ’ard, ole top—’oo’s a-talkin’ agin Sandy’s religion or (h)any
man’s religion. I’m referring to ’is ’at, wich I might saigh I wish I ’ad
the like of it. I (h)ain’t no ’eathen, I (h)ain’t.”
“All right, Sammy, all right. I’m not persoomin’ to suggest (h)any
such thing, but I’m sensitive about Sandy’s religion and (h)anything
belongin’ to it. Wot about ’is minister? Wot about ’im, eh? That’s wot
I (h)asks, wot about ’im?” Billy’s eyes were ablaze.
Behind Billy’s sensitiveness lay a story known to every one in the
valley. A story of a long, long fight against odds between Billy and
his bottle, in which the minister played a somewhat effective part.
And another story, a sad one to Billy and to Billy’s mild little wife, a
story of a diphtheria epidemic in the valley, of three children down
with it one after another, with the mother in bed with a fourth newly
born, of long watches shared by two desperate men, of which the
minister was one and Billy the other, and of two graves in the
churchyard near by. From the day those graves were closed Billy was
“sensitive” upon any matter touching Donald Fraser however
remotely.
“’Is minister? ’Is minister?” cried Hatch, quite familiar with Billy’s
story. “Look ’ee ’ere, Billy, don’t you go for to make me saigh wot I
didn’t saigh. Wot’s ’is minister got to do with ’is ’at? Tell me that. An’
don’t you——” The little man’s indignation made him incoherent.
“‘’Is Sacrament ’at,’ says you,” replied Bickford, attempting a
dignified judicial calm. “’Is Sacrament ’at ’as to do wi’ ’is Sacrament,
and ’is Sacrament wi’ ’is Church, and ’is Church wi’ ’is minister.”
“Lor’-a-mercy, ’ear ’im! Why stop at ’is minister. Why not go on to
’is minister’s yeller dog?” fumed Hatch, highly incensed at being
placed in an attitude of criticism toward Sandy’s minister. “’Oo’s a-
talkin’ about ’is minister, I (h)ask?”
 “I (h)accept y’re apology, Sammy,” replied Billy, with gracious
condescension, “and we will consider the subject closed. Good
morning, Mr. Campbell. It is a rare fine Sunday morning for the
Sacrament.” He went forward with hand outstretched in welcome,
leaving his friend Hatch choking with unexpressed indignation.
“Good morning, Mr. Bickford,” replied Sandy, an undersized
Highlander dressed in his “blacks” and, as has been indicated, with a
“plug” hat on his head, whose ancient style and well-worn nap
proclaimed its long and honourable service. “It is indeed a glorious
morning for the Sacrament, to such as are worthy to enjoy it.” The
Highlander’s eyes were deep blue in colour and set deep in his head,
under shaggy eyebrows. They were the eyes of a mystic, far looking,
tender, yet with fire lurking in their depths. “Aye, for such as are
worthy to partake,” he echoed with a sigh, as he passed to a place
beside his friend, big John Carr, a handsome, slow-moving South
Country Scot, where he stood lost in introspection.
“I guess Sandy has the pip this morning,” said a tall young fellow,
Tom Powers, with a clean-cut, clean-shaven brown face and
humorous brown eyes.
“I doot he’ll be better aifter the service. He has an unco’ low
opeenion o’himsel’,” said John Carr in an aside to Powers. “But he’s
nae sae bad, is Sandy.”
“Oh, Sandy’s all right. He’s got his Sunday clothes on, and they
depress him a bit. And no wonder. They do every fellow. Hello,
here’s the Colonel and his democrat. Got a new coat of paint, eh?
Sure sign of spring.”
Down the road the Colonel could be seen driving a spanking team
of bay roadsters in a light two-seated democrat, shoulders back,
elbows squared, whip-aflourish, altogether making a very handsome
appearance. At a smart pace he swung his bays into the churchyard
and drew up at the alighting platform, throwing his foam-flecked
steeds upon their haunches.
“Look at that now!” exclaimed Tom Powers, sotto voce. “What’s
the matter with the British Army?”
 As he spoke the young fellow stepped forward and gave his hand
to the Colonel’s wife to assist her from the platform, then lifted Peg
down from the wagon, swinging her clear over the platform to the
grass.
“Good morning, Mrs. Pelham. Mighty fine outfit, Colonel. You do
the valley proud.”
“Ah, how are you, Powers? What? Not too bad a match, eh?” He
tchicked to the bays, holding them on a firm rein. Well they knew
what was expected of them. On their hind legs they stood poised a
moment or two, then in a series of dainty prancing steps they were
off toward the shed. It was a part of the Colonel’s regular Sunday
morning display.
Following close upon the Pelhams came Gaspard and Paul. A
murmur ran round the waiting group. Not for nearly four years had
Gaspard been seen at church, not since the tragedy of his wife’s
death which had shocked the whole valley. His presence today was
the result of the efforts of his minister, Donald Fraser, formerly a
great friend of his late wife, backed up by the persuasions of Paul
who had refused for the past six months to go to church without his
father. This was Paul’s birthday and as a treat for the boy he had
finally consented to come. But there was more than his regard for
his minister and his love for his son in his consenting to come. The
past year had been one of stern discipline to Gaspard. Ill health,
loneliness, the stress of poverty, the sense of ill desert had
overwhelmed him in a flood of misery. Then came Donald Fraser
back into his life, from which he had been vehemently driven out,
refusing to abandon him. Every third week as the day of the
Presbyterian service came round the buckboard and the yellow
buckskin broncho drove up to the Pine Croft stables.
“You need not glower at me, Gaspard,” he had said the day of his
first appearance. “I am coming to visit you, for your sake because
you need me and for your boy’s sake who wants me. No! I’ll not put
my horse in. My duty does not make it necessary that I should force
myself upon your hospitality.”
 But Gaspard had only sworn at him and replied, “Don’t be a bally
ass, Fraser. I’m not taking much stock in your religion, but I don’t
forget my—my family’s friends. Louis, put the minister’s horse up.”
From that day Fraser felt himself entitled to turn into the Pine
Croft drive when in the neighbourhood. And many an hour, happy
and otherwise, did he spend with Gaspard, fighting out the
metaphysics of the Calvinistic system in which he was a master, and
with Paul over his music, for the minister was music mad. Nor did he
fail to “deal faithfully” with Gaspard, to the good of the rancher’s
soul. One result of Fraser’s visitations and “faithful dealing” was the
loosening of Sleeman’s grip upon Gaspard’s life. It took but a very
few visits to lay bare to the minister’s eye the tragedy of
degeneration in Gaspard to whom in other and happier days
Sleeman had been altogether detestable.
“Go and see the man. He is lonely and sick and devil ridden,” he
commanded the men of the valley, and they obeyed him. Under the
humanising influence of genial friendliness Gaspard gradually came
nearer to being himself again.
So it came that here he was once more at church, to the great
satisfaction of the whole body of his acquaintances of other days,
but chiefly of his son, to whom this Sunday morning, this radiant
birthday morning of his, was like a gift sent straight from the blue
heaven above. On every side Gaspard was welcomed with more
effusion than was common among the men of the valley. And the
reason for this was that Donald Fraser had been setting before them
in no uncertain manner their hypocrisy and Pharisaic self-
righteousness in shunning a man who was a sinner differing from
them only in this, that his sin happened to be known.
Paul waited only to witness his father’s welcome, then slipped in
to his old place at the piano, which served as an organ, to which
Billy Bickford conducted him in semi-official state, for Billy was a
church warden for the Anglican part of the congregation. In a
moment or two, through the open windows there streamed out a
rippling flow of joyous music. As the gay song of spring came
rippling through the windows Sandy Campbell started forward with a
word of indignant protest.
“Haud ye fast a bit, man,” said John Carr, laying a big detaining
hand upon the Highlander’s arm. “The laddie is just tuning a wee.”
“Tuning? And iss that what you will be calling yon? I tell ye, John,
I love the laddie and his music, but iss yon thing a suitable music for
the house o’ God on the Lord’s day?”
“Haud on a wee, Sandy man!” adjured his friend. “Gie the laddie
time tae draw his breath.”
“What’s that reel, Sandy?” inquired Tom Powers, cocking a critical
ear toward the window. “Sounds a little like ’Tullochgorum’ to me.
But I ain’t Scotch, though my mother was.”
Sandy squirmed in the clutch of John Carr’s big hand, under the
gibe.
“No, that must be Lord Macdonald’s—di-del-di, di-del-um,”
hummed Powers, tapping an ungodly foot in time with the music.
“John Carr, take your hand from my arm. This iss no less than
desecration, high desecration, I am telling you. The laddie has gone
mad,” cried Sandy, greatly distressed and struggling to free himself
from Carr’s calm grip.
“Listen to what he’s playin’ the noo,” said Carr quietly. As he spoke
the rippling dance of the spring music had given place to the simple
strains of an old-fashioned “bairns’ hymn.” As the three men stood
listening, each became aware of the subtle changes in the faces of
the others, but they knew not how upon their own faces were
registered emotions which they would have hid from all the world.
The lines of stern disapproval in Sandy’s face softened into those
of tender reminiscence. John Carr’s placid face became gravely sad,
as his eyes wandered to a far corner of the churchyard. While Tom
Powers turned abruptly toward the church door, whither Sandy had
led the way. Over and over again the bairns’ hymn stole like a far-
away echo over the congregation in major and minor keys, then
glided into the more stately and solemn cadences of the great
Psalms and hymns of the Church Universal.
 One by one the people about the door passed quietly into their
places in the beautiful little church, and there sat listening till the
minister appeared. It was one of the great hours in Paul’s life,
restored to him again after months of absence from church. As the
minister bowed his head in silent prayer the piano began, in tones
tremulously sweet, the minor strains of that most poignantly
penitential air of all Scottish psalmody, Old Coleshill, a fitting prelude
to the ritual, tender, solemn, moving, of the ancient Scottish
Communion Service.
The sermon was less profoundly theological than usual. The
theme, as ever on a Sacrament Sunday, was one of the great
doctrines of the Cross, “Forgiveness, Its Ground and Its Fruits.” And
while the preacher revelled in the unfolding of the mysteries the
congregation, according to their mental and spiritual predilections
and training, followed with keen appreciation or with patient
endurance till the close.
To the superficial and non-understanding observer the Scot
“enjoys” his religion sadly. His doctrinal furnishing is too profoundly
logical and his moral sense too acutely developed to permit him any
illusions as to his standing before his own conscience and before the
bar of Eternal Righteousness, and while in other departments of life
his native consciousness of merit in comparison with that of inferior
races renders him impervious to the criticism of other people—for
how can they be expected to know?—and alleviates to a large extent
even his own self-condemnation at times, when it comes to “matters
of the soul” he passes into a region where he stands alone with his
God in an ecstasy of self-abasement which may in moments of
supreme exaltation be merged into an experience of solemn and
holy joy. But these moments are never spoken of. They become part
of his religious experience, never to be revealed.
By the gleam in Sandy Campbell’s deep blue eyes the expert might
have been able to gather that Sandy was on the way to ecstasy.
Gaspard, though not of Sandy’s mystic type, had in him enough of
his Highland blood strain to respond to the Celtic fervour of Donald
Fraser proclaiming the mystery of the vicarious passion of the Cross.
Today the usual commercialised aspect of the great doctrine was
overwhelmed in the appeal of the Divine compassion to wayward
and wandering children. The minister was more human, less
academic, in his treatment of his great theme than was his wont.
Paul, seated at the piano, was apparently quite undisturbed by the
profundities of the minister’s discourse. To him the refinements and
elaborations of theological propositions were so much waste of
words. Sin, judgment, repentance, forgiveness, were simple and
easily understood ideas. They had entered into his daily experience
in his earlier days with his mother. With God it was just the same
thing. Why fuss about what was so abundantly plain that any child
might take it in? Today he was watching his father’s face and Sandy
Campbell’s. He was interested in their interest and enjoying their
enjoyment. His face reflected their moods and emotions. The
minister’s eye was caught and held by the boy’s face, and all
unconsciously his sermon took tone and colour from what he found
there.
The communion hymn was followed by an abbreviated—for time
pressed—but none the less soul-searching address, known in old-
time Presbyterian parlance as the “Fencing of the Table.” This part of
the communion “Exercises,” however necessary in communities only
nominally religious and in times when “coming forward” had come to
be regarded as a purely formal duty associated with the attaining of
“years of discretion” rather than with any particular religious
experience, the minister during his years in the valley had come to
touch somewhat lightly. Among the people of the valley there was
little need of a “fence” to warn back the rashly self-complacent from
“unworthily communing.” Yet custom dies hard in matters religious,
and in consequence the “Fencing of the Table” could not be
neglected. Encouraged by the invitation to the holy ordinance given
with a warmth and breadth of appeal to “all who desired to
remember with grateful and penitent heart the Lord Who had given
His life for them,” Paul, without much previous thought and moved
chiefly by the desire quite unusual at such a moment to share in the
solemn service with his father, who apparently had suddenly
resolved to renew his relation to his faith and to his Church today,
had slipped from the piano seat to his father’s side. During the
“fencing” process, Paul’s mind, borne afar upon the spiritual tides
released by the whole service and its environment and quite
oblivious to the argument and appeal in the words of the address,
was suddenly and violently arrested by a phrase, “You must forgive
him who has wronged you, else you dare not partake.” As the idea
was elaborated and enforced with all the fervent passion of the
minister’s Highland soul the boy’s whole mental horizon became
blocked with one terrible and forbidding object, the face of Asa
Sleeman. The sin of the unforgiving soul daring to enter into
communion with the forgiving Lord was pressed with relentless logic
upon the boy’s conscience. An overwhelming horror fell upon him.
Forgive him who had uttered the foul lie about his father? The thing
was simply a moral impossibility. The whole moral order of his
Universe would in that case come tumbling in ruins about him. The
thing called for judgment, not forgiveness—judgment and condign
punishment. Wrong things and wrong people must be punished, else
what was hell for? Yet, “forgive him who has wronged you,” the
minister was saying, “else you cannot be forgiven.” Clearly there was
no hope for him. His whole theory of forgiveness and restoration
was rudely shattered. Asa and his father might possibly escape hell
after all. It was a disturbing thought. At any rate, the communion
was not for him. He glanced hastily at his father.
“I am going out a bit,” he whispered.
“Are you ill?” inquired his father, startled at the pallor in his face.
“No, I’m all right,” he replied, and rising quietly he passed out and
through the open door of the church.
The “Fencing of the Table” was concluded in as thorough a
manner as the conscience of the minister demanded. The solemn
moment when the elders were to go forward for “the administration
of the elements” had arrived. From his place near the front of the
church John Carr had risen, expecting his fellow Elder, Sandy
Campbell, to join him in his impressive march to the “Table.” Sandy,
however, was nowhere to be seen. The situation was extremely
awkward.
“Is Mr. Campbell not present?” inquired the minister, scanning the
congregation.
“’E’s retired from the church, sir,” replied Churchwarden Bickford,
respectfully rising from his seat, “but if I might (h)assist—” he added
with a hesitating glance at John Carr.
“Thank you, Mr. Bickford, if you would be so kind—” began Mr.
Fraser. “Ah! here is Mr. Campbell,” he added, greatly relieved. A
church warden might possess in full measure the qualifications
necessary for his exalted office, but as a substitute for an Elder in
the administering of the Sacrament he left something to be desired.
Quietly and with impressive deliberation Sandy made his way to
the “Table” while under cover of the ceremonial of “preparing the
elements” Paul slipped quietly into his place beside his father.
“And whaur did ye flit tae, Sandy?” inquired John Carr as they two
were “daunderin’” homewards after the service. “Man, it was a
terrible embarrassment tae hae yon Bickford buddie offer to
officiate.”
“It wass the lad. He wass driven out from the ‘Table,’ but by what
spirit I wass unable to judge till I had inquired.” For some distance
Sandy walked on in silence and his friend knew him well enough to
await his word. “He was under deep conviction and sore vexed, but
he was brought out into a large place.” Still John Carr walked on in
silence. These matters were to be handled with delicacy and reserve.
“Yess! the word wass given me,” said Sandy softly. “Oh, yess! even
to me. ‘Out of the mouth of babes and sucklings.’”
“He is a wise laddie in spite o’ quirks,” ventured his friend.
“‘Quirks’?” inquired Sandy with some severity. “‘Quirks’ did you
say? And what might you be calling ‘quirks’?’ The lad is a rare lad
with a gift of discernment beyond his years. I went out in my pride
of heart to minister counsel to him. I found that it was for myself
that he had the word of the Lord. And a searching word it wass. Oh,
yess! yess!”
 “Hoots! Sandy, he wad na presume to instruct an Elder.” John Carr
was plainly shocked at the possibility.
“Instruct? What are you saying? The lad had no thought of me
whateffer. I found him away back beyond the church, wailing like a
bairn that had lost its mother, because, mark you! he was unfit to
join with the people of God in remembering the Lord. John Carr, I
will confess to you as I did to the Lord Himself that I was stricken to
the heart for my pride and self-sufficiency as I heard him crying after
his God. Truly, the Lord was gracious to me, a hard-hearted sinner,
in that moment. For on my knees I made confession of my sin
before God—till the lad himself gave me the word.”
“And what word was that, Sandy?” ventured John Carr, for Sandy
had fallen into silence.
“It wass the Lord’s word to my soul, John, and I will not be
repeating it. But it brought the light whateffer.”
“The laddie came forward I observed.”
“Oh, yess, yess, he came forward. It was given to me to remove
some slight misconceptions from the lad’s mind as to the Divine
economy in the matter of mercy and judgment, and he came
forward. It was irregular, I grant you, but who was I, John Carr, to
forbid him the ‘Table’ of the Lord?” Halting in his walk, Sandy flung
the challenge at his friend’s head and waited for reply.
“Tut! tut! Sandy, I’m no saying ye did onything but right tae bring
in the lad,” protested Carr.
“Indeed and indeed, he was the one who brought me in. ‘A little
child shall lead them.’ John, John, it iss myself that iss in sore need
of leading. And that have I learned this day.”
And no further enlightenment on the matter would Sandy offer
that day.
But it would have helped John Carr to a better understanding of
what had really transpired at the back of the church that day had he
overheard Paul’s words to his father as they rode home from the
church.
 “Say, Daddy, I never knew Sandy Campbell—Mr. Campbell, I
mean, was like that.”
“Like what, Paul?”
“Well, he’s funny, you know, but he is awful, awfully nice. He
understands a fellow so quick—and—you know, Daddy, he made me
think of—I mean he talked to me—— Daddy, Tom Powers makes fun
of him but I think he’s just splendid.”
“How do you mean?” asked his father.
The boy was silent for some moments and then said shyly, “I don’t
know exactly. Oh, he is just splendid, Daddy!” he exclaimed with a
rush of enthusiasm. “He talked to me just like mother used to.”
“Did he, boy?” said his father, with a sudden choke in his voice.
“Then he must indeed be splendid.”
 CHAPTER XIV

The Reverend Donald Fraser was pushing his buckskin broncho

faster than he really liked, but he was late for his next appointment
and he had to run in to Pine Croft for a hurried meal. Gaspard had
insisted upon this, and the unique experiences of the morning
strongly inclined him to this course.
The morning had furnished one of the rare oases which here and
there dotted the otherwise somewhat dreary landscape of his
ministerial experience in the Windermere Valley.
The recall of Gaspard to his place in the church had undoubtedly
been an event of quite impressive importance with the minister, just
as the moral and physical collapse of the rancher had dealt a heavy
blow to the cause for which the minister stood in the community.
The unexpected and voluntary forward step in the religious life taken
by Paul too had furnished an additional exhilaration in the
experiences of the morning. Paul had been to him somewhat of an
enigma. He had never met with just such another in all his forty
years of varied service in the slums of Glasgow and on the mission
fields of the West. But he had been none the less delighted, indeed
thrilled, by the act of the boy in making his first communion in this
rather irregular and startling manner. The boy was all right. The
training of a wise and saintly mother had furnished the mould for his
soul stuff that would determine his character and destiny. He wanted
a word with both father and son before the first impressions of the
day had been dissipated. He believed in striking while the iron was
hot.
So urging his buckskin to unusual speed he turned into the Pine
Croft drive and in his old buckboard rattled up toward the bungalow.
 As he turned toward the stables the figure of a man, wildly
dishevelled, hurled itself down the front steps and rushed toward a
horse tied at the garden gate. It was Sleeman, white of face, wild of
eye, mad with fear, and rushing as if hunted by ten thousand devils.
“What’s wrong? What’s up, Mr. Sleeman?” cried the minister,
pulling his horse to a standstill.
As he spoke there came from the bungalow a succession of
piercing cries, weird, wild, unlike anything he had ever heard, then
the sound of a shot, then a long, loud wailing.
“God help us! What is that?” cried Mr. Fraser, making for the door.
“Wait, you may be needed.” But Sleeman, tearing at the reins, had
got them free and, flinging himself across his horse, swung off down
the drive. Before he could get under way forth from the door came
Paul, a smoking gun in his hand, cleared the steps at a single bound,
and, eluding the grasp of the minister, rushed through the gate and
pulled his gun upon the flying horseman. The shot went wide, a
second and a third failed of the mark. The fourth shot found the
foreleg of the horse. The animal stumbled, recovered itself, then
finally plunged headlong to earth, flinging its rider heavily to the
ground. With a glad yell the boy ran swiftly forward, his gun held
steadily in position, waiting for the man to rise. But before he could
get his “bead” the minister, shouting “Paul! Paul! don’t shoot! don’t
shoot, boy!” had covered the intervening space and reached the
boy’s side, just as the fleeing man struggled on the road side to his
feet and running low made for the bushes.
As the minister touched the boy’s arm the flame leaped from the
gun muzzle, the flying figure stumbled, fell, rose and disappeared in
the underbrush.
“Paul! Paul! what are you doing? Stop! Stop! Listen to me, Paul.”
The minister’s arms were thrown around the boy. But like one
possessed and with a man’s strength the sinewy muscles writhed
free from the encircling arms.
Breathless, bewildered, the boy stood a moment, summoning his
wits and his strength, when from the doorway a voice came gasping,
“Paul, boy! I want you.”
“Daddy!” cried the boy, and flinging his gun down he ran toward
his father.
“Daddy! oh, Daddy, dear! are you hurt?” He caught his father in
his arms and held him fast.
As the minister reached the door Gaspard, clinging to his son,
sagged slowly down to the floor and lay white and gasping for
breath. A hasty examination showed a wound in the side, from
which blood was slowly trickling.
“Paul, take my horse and go for Colonel Pelham, and have him
send for the doctor.”
Without a word Paul ran swiftly to the back of the house, found
his pinto waiting, mounted and was off at top speed down the drive.
Within an hour, by a rare chance, the doctor was found and in
attendance.
“How did this thing happen?” he inquired.
“Tell me, Doctor, is this the end?” said Gaspard, speaking as
calmly as if asking about the weather. “Don’t lie to me, Doctor. You
needn’t, you know. I know your professional tricks. ‘Keep the patient
quiet,’ and all that stuff.”
“Gaspard, you have a chance, if you want to take it,” said the
doctor, patting his patient on the arm.
“Doctor, I want to live—to try once more to make good—for the
boy’s sake. But, Doctor, I have a queer feeling here.” He laid his
hand on his heart. “I think I am done for, eh? What about it, old
friend? The truth, Doctor. Only the truth will do. If I am going out I
have some things to do while I can. Doctor, I am no coward.” His
eyes were quietly searching the doctor’s face. There was in them
deep concern but no fear. In the silence could be heard the ticking of
the doctor’s big watch. The doctor’s face began to twitch.
“Thank you, Doctor, that will do. Now how long have I?”
“Three hours, perhaps six, Gaspard old man. You have a right to
the truth,” said the doctor, taking himself in hand with a firm grip.
 “Again, thank you. I knew you wouldn’t fail me. Now, a little
business. Doctor, you watch my time.” The doctor nodded.
“Where’s Pelham? Ah, Colonel, I am going to ask you to take
charge. It is an infernal nuisance, but——”
“A pleasure! Eh—confound it! I mean, I shall willingly do all I can,”
replied the Colonel hurriedly.
“First of all, Gaspard, before anything else, tell me how this
happened. This is necessary,” said the doctor.
“Surely, surely, take it down—Paul and I riding home from church
found my wife struggling in the grip of that devil Sleeman—she
defending herself with her hunting knife—seeing them I sprang for
gun, hanging on the wall—the beast made a break for the door—my
wife threw herself on me, catching my gun hand—in the struggle the
gun went off—the gun fell on the floor—Paul grabbed it and very
nearly did what I would have done. He’s a little better shot than I—
glad he didn’t get him. That’s all. Paul saw everything. Paul! Listen!
There must be no more of this—remember!”
Paul started from the bedside where he had been kneeling and
stood tense and rigid.
“What, Daddy?” he said. “You know, Daddy, I must kill him. He
deserves to be killed. It is right, Daddy.” The boy spoke quietly with
the steady voice of a man set upon a simple and irrevocable duty.
His father’s eyes rested with loving pride on his boy’s face for a
moment or two.
“Good boy!” he said, laying his hand on the boy’s shoulder. “Good
boy! And you will be a good man—a better man than your father.”
“Daddy! Don’t, Daddy!” The boy’s voice broke in a cry of pain. The
Colonel’s head went down on the bed.
“Steady, every one!” said the doctor in a strong, clear voice. “Don’t
waste his strength.” It was the word needed for the moment.
“Paul, my boy,” pleaded Gaspard. The boy stood, it seemed for
minutes, his hands writhing, his burning eyes upon his father’s face,
his lips closed in a thin white line. His father put out his hand to him.
“You promise, Paul?”
“A-a-ah!” A long-drawn sigh that seemed to carry in it the
outgoing of his very soul came from Paul’s white lips. “Yes, Daddy.
Oh! yes! I promise.”
“Good boy! good boy!” whispered his father, drawing the boy
down to him. “I knew! I knew!”
For a long time no one spoke, for Gaspard lay as if exhausted,
with eyes closed, voiceless and hardly breathing. After he had
rested, Gaspard, always husbanding his strength under the doctor’s
care, went over his affairs with the Colonel, turning over everything
to his charge.
“There should be something left from the wreckage, Pelham. Not
enough, perhaps, but it will all go to Paul. Paul will take care of the
others, won’t you, boy?”
“Yes, Daddy, I will,” replied the boy, accepting without question a
trust that was to determine for him the course of his life at more
than one moment of crisis.
When he had finished with the arranging of his affairs Gaspard
called his Indian wife and her children to him. At once the others
moved into another room. No one witnessed that farewell, not even
Paul. For an hour the woman sat beside the man who was to her life
as the sun to the flowers. Almost without speech, without tears or
moan or lament, she sat, now with her head pressed down upon his
hand, again with his hand pressed hard against her breast, watchful
not to weary him or exhaust his failing strength with her grief.
Beside him on the bed sat the little blind child, her inquiring little
fingers wandering over his face as his voice changed with his pain.
Beside his mother sat Peter, silent, stoical, after the manner of his
mother’s race. Before he sent them away for the last time Gaspard
called Paul to him.
“Paul, boy, you are free to take your way as far as these are
concerned. Their way may not be yours. I lay no obligation upon
you. This woman is my lawful wife. She is wise and good. But you
will do justly by them. This little one,” touching the blind girl beside
him, “I had hoped might have had her sight restored. Now—” for the
first time since his wounding Gaspard showed signs of breaking—“I
don’t know. Life in the wilds would be hard for her.”
“Daddy! Do you think I would leave her?” cried Paul.
“Thank you, Paul! Thank God for you, Paul!” Then the Indian
woman at a sign took the children away, leaving Paul close to his
bedside.
As the evening fell Gaspard grew rapidly weaker, the doctor
relieving as best he could his pain and distress throughout the
dreary hours of the night. Then at the breaking of the day his spirit
fared forth to meet the dawn.

All through the summer the valley looked on with amazed

approval and sympathy at Paul as with a man’s wisdom and courage
he ran the Pine Croft ranch. Looked on, and more. More than once
the neighbours gathered in an old-fashioned bee and helped the boy
with the crops, the fencing, the branding of stock and with other
ranch operations before which Paul, with his lack of experience and
labour, would have been quite helpless. Under the burden of
responsibility and of incessant work the boy developed a gravity of
demeanour and a strength of purpose far beyond his years. With all
childish games and sports he had done. Sleeman, who had
disappeared from the valley upon the day of the tragedy, he never
saw, but never forgot. Asa he ignored completely and avoided, but
Adelina he frequently met in his lonely rides round the range. Her he
found it impossible to ignore. She would not permit him to do so,
and indeed, after the first shock which the sight of her gave him,
Paul came to tolerate, then to enjoy, her company on those lonely
rides of his. She was a good comrade, a capable assistant in
emergencies and with an amazing endowment of tact and delicacy
of feeling.
At the “big white house” Paul was a welcome and frequent visitor,
but not upon the old footing. His lessons were done with. He had no
time for them, but more than that he had assumed, with his
responsibility as a man, a man’s attitude toward life and a man’s
manners. For some weeks Peg openly resented this new rôle of
Paul’s, ridiculing it as a thing “put on,” a mere pose. But the boy’s
gravity and gentleness, his preoccupation in his work and his
constant association with her father and the men effectually shut
Peg out from his life. She found before the summer was over that
the fourteen-year-old boy had in a single day become a man, and a
man to whom she had become a mere child. She had lost a
playmate and had not yet acquired a friend.
But if she had lost one playmate she gained another, in the little
blind Tanna, who in great measure helped her to endure her loss
and to overcome her resentment. Through the long summer days
Peg found in the little girl a new and altogether delightful interest.
After much persuasion on Peg’s part and after approval by Paul, the
little girl was allowed by her mother to mount old Tubby’s back
behind old Tubby’s mistress and to take many a sober jaunt hither
and thither along the quiet trails. Those were golden days for Peg,
when Paul could make it chime with his work to join them in their
jaunts or to meet them at a convenient rendezvous and share their
lunch. With Paul, his very shadow everywhere, went Peter, a silent,
dour, devoted henchman, rejoicing to fetch and carry for his chief.
The mother, thus left much alone with her grief, withdrew more
and more from the life of the household. Like a dark shadow she
glided about the house, rarely speaking except to her little blind
child, and spending most of her days in the woods near to the
enclosed plot on the pine-shadowed hillside where was the new-
made grave beside the two others, which held all that had made life
for her vivid with love and gladness. Except when spoken to by Paul
her face was masked by the passionless colour of the dead. Paul
alone could kindle a flicker of light in her sombre eyes and set
tremulous life waves rippling over her face. Often she would be
found by Paul, wearing her Indian dress and roaming the woods,
ostensibly seeking for roots and herbs for medicinal use. It seemed
as if her loneliness and grief were driving her away from the newer
environment of the white men’s civilisation and back to the ancient
racial and primeval precincts of her own people.
In late September the word went through the valley that Sleeman
had returned and had shut himself up in his ranch, holding
communication with none but his own people. That word produced a
strange effect upon the Indian woman. The casual mention of
Sleeman’s name seemed to galvanise into vivid life her dead face. A
new gleam appeared in the depths of her sombre eyes and burned
there with a steady glow. Her wanderings began to take her to the
hills behind the Sleeman ranch. One afternoon, wearied with a long
day in the saddle after straying cattle, Paul, allowing his pinto to
graze at will, lay down to rest and fell asleep in a thicket. He was
startled into wakefulness by the sense of some living thing near him,
which becomes second nature with those bred in the wilds. Creeping
stealthily toward the edge of the thicket which sheltered him he saw
erect upon an out-jutting rock a woman’s figure with wind blown
tresses, with one hand outstretched toward the Sleeman ranch and
in her outstretched hand a long hunting knife. It was the Indian
woman Onawata. In the rhythmic cadence of a wailing chant her
voice rose and fell, thrilling with suppressed and passionate emotion.
The boy shuddered as he listened, but deemed it wisdom to remain
hidden from her view. As he lay watching the chanting ceased, the
woman fell upon her knees, lifted her face toward the skies, her lips
moving as if in prayer, raised high above her head her knife, pressed
the naked blade to her lips, made the sign of the cross, bowed her
head a few moments as if again in prayer, then rose to her feet and
wearily took her way. A weird mingling it was of primal human
emotions, expressing themselves in a ritual in which Christian and
pagan symbolism found a place. Shocked, startled, terrified, the boy
waited a sufficient time to allow her to remove from the vicinity, then
mounting his pinto rode hard to the “big white house,” where he laid
before the Colonel the thing he had seen and heard.
“What does it mean, Paul?” inquired the Colonel when the boy had
finished his tale.
 “Why, Uncle Colonel, it means only one thing, the thing I would
mean if—if—God would let me. But He won’t let me. Besides,” he
added as if to himself, “I promised Daddy.”
“You are right, boy. It is not given into our hands to take
vengeance. God will——”
“But that’s just it, Uncle Colonel. God won’t. And——”
“How do you know, boy? Don’t you go dictating to the Almighty.
He has his own ways and times that to His wisdom seem best. Who
are we to instruct Him what to do and when? No, boy, leave the
ordering of the universe to God. Do your own work and let God do
His. But this thing may lead to some desperate deed.”
“Onawata is acting very queerly. She sits for hours under the
trees. She eats little food. She gets up at night and wanders round
the house. I am awfully afraid she will do something. What can I
do?”
“We can only watch her, and do all we can to turn her mind to
other things,” said the Colonel. “She is very, very lonely and very
sad, and by continual kindness we may help her to forget.”
“She will never forget,” said Paul.
The very next day Paul was much cheered by the proposal of
Onawata that they should all go riding. Immediately he responded to
the suggestion. Saddles and bridles were furbished up, with saddle
bags for food, and a delightful day was spent by the family, with Peg
in charge of little Tanna. This was but the beginning of many such
days throughout the golden month of September, and Paul reported
to the colonel a most cheering improvement in Onawata’s whole
bearing.
“That is quite good news. Poor thing! she will soon be all right
again. Keep up the riding excursions. Peg is quite delighted. They
are doing her as well as Onawata a world of good. Keep ’em up,
Paul, keep ’em up. If we could only get her interested in our local
social events now it would be a great thing for her. There’s our fall
picnic now coming off next week. By Jove! I shall speak to Augusta.
We must get her out to that, eh? what? Must try to work that, eh?”
The Colonel was full of a generous excitement over the prospect.
To his utter surprise and delight Paul found Onawata quite ready
to consider the possibility of the picnic, and during the days
intervening the whole family was occupied with preparations for the
great event. It was no small disappointment to all concerned
therefore that on the morning of the picnic day both Peter and
Tanna were so completely in the grip of some children’s ailment as
to be quite unfit to support the excitements of the day. There was
nothing for it but that the mother and children should abandon all
thought of anything but a perfectly quiet day at home. Paul attached
himself to the Colonel’s party, and Peg attached herself to Paul. For
that day at least Paul appeared to throw off the cares of manhood
so prematurely thrust upon him and with Peg abandoned himself to
the delights of a boy’s holiday. The dark of the evening found two
very happy people riding up the lane toward the “big white house.”
“It has been a wonderful day, Paul,” said Peg, “and you have been
just like you used to.”
“It’s been a jolly day, all right,” said Paul. “And I am awfully glad
Joseph showed those fellows how to jump.”
“And you beat Asa out at the last,” exclaimed Peg rapturously. “I
think he is just a horrid boy, though he is so big and strong.”
“Huh!” grunted Paul.
“Well, he is strong, you know, and he is great in football. We
never would have beaten the Post but for him.”
“Oh, he can play football all right,” admitted Paul, with something
of a grudge. “He’s a little slow, of course, but——”
“But then he is so awfully sure at back. He just tumbled those
forwards about. Of course, he spends a lot of time practising.”
“Huh!” again grunted Paul.
“You can’t really be a good player without practice, can you?”
“Oh, I dunno,” said Paul, who had given little attention to football
and who in consequence, though giving great promise because of
his unusual speed, had not won any great glory on the field that day.
“I don’t care much for football anyway.”
“Oh, Paul, I just love it. It’s a wonderful game.”
“Oh, pshaw!” said Paul in contempt of a game in which he did not
excel.
“Oh, never mind,” said Peg cheerfully, “we won the jumps anyway.
And Joseph was a regular deer in the racing.”
“Wasn’t he?” exclaimed Paul, restored to good humour by the
remembrance of his pinto’s achievements at the picnic, where he
won premier honours from the field.
“And, Paul, you were good to me,” said Peg shyly when they came
to the bars.
“Oh, shucks, Peg!” said Paul, greatly pleased.
“You were, Paul. And that Adelina is just a bold thing.”
“Oh, she isn’t half bad. Rides awfully well.”
“Yes, she does,” acknowledged Peg, “but she has a wonderful
pony. And don’t you think that cap she wore was awfully funny?”
“Why! that’s a regular jockey’s cap, she told me.”
“Jockey cap! For a girl!” Peg’s finer sensibilities were obviously
offended. She, however, skilfully and lightly turned from distressing
and disturbing subjects of conversation to one in which she was
more deeply concerned.
“But, Paul, you have never been over at our house once this
summer,” she said reproachfully, “and you used to come every week
at least.”
“Why, Peg! I’ve been often over here.”
“Yes, on some old business or other with Daddy.”
“Oh! Well!”
“Well! I don’t call that anything. You never see me—us, I mean.
You never play for us. And you’re always so busy. And—and—Paul,
you are just forgetting all about us.” This was going a long way for
the proud-spirited Peggy.