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6 Preface
Part I: Fundamentals of Part II: Object-Oriented Part III: GUI Programming
Programming Programming
Chapter 1 Introduction to Chapter 9 Objects and Classes Chapter 14 JavaFX Basics
Computers, Programs, and
Java
Chapter 10 Thinking in Objects Chapter 15 Event-Driven
Programming and
Chapter 2 Elementary Animations
Chapter 11 Inheritance and
Programming
Polymorphism
Chapter 16 JavaFX Controls
Chapter 3 Selections and Multimedia
Chapter 12 Exception
Handling and Text I/O
Chapter 4 Mathematical
Functions, Characters, Chapter 13 Abstract Classes
and Strings and Interfaces

Chapter 5 Loops Chapter 17 Binary I/O

Chapter 6 Methods

Chapter 7 Single-Dimensional
Arrays

Chapter 8 Multidimensional
Arrays

Chapter 18 Recursion

Organization of the Book

The chapters in this brief version can be grouped into three parts that, taken together, form a
solid introduction to Java programming. Because knowledge is cumulative, the early chapters
provide the conceptual basis for understanding programming and guide students through simple
examples and exercises; subsequent chapters progressively present Java programming in detail,
culminating with the development of comprehensive Java applications. The appendixes contain
a mixed bag of topics, including an introduction to number systems, bitwise operations, regular
expressions, and enumerated types.

Part I: Fundamentals of Programming (Chapters 1–8, 18)

The first part of the book is a stepping stone, preparing you to embark on the journey of learning
Java. You will begin to learn about Java (Chapter 1) and fundamental programming t­echniques
with primitive data types, variables, constants, assignments, expressions, and operators (Chapter
2), selection statements (Chapter 3), mathematical functions, characters, and strings (Chapter 4),
loops (Chapter 5), methods (Chapter 6), and arrays (Chapters 7–8). After Chapter 7, you can jump
to Chapter 18 to learn how to write recursive methods for solving inherently recursive problems.

Part II: Object-Oriented Programming (Chapters 9–13, and 17)

This part introduces object-oriented programming. Java is an object-oriented programming
language that uses abstraction, encapsulation, inheritance, and polymorphism to provide
 Preface  7
great flexibility, modularity, and reusability in developing software. You will learn program-
ming with objects and classes (Chapters 9–10), class inheritance (Chapter 11), polymorphism
(­Chapter 11), exception handling (Chapter 12), abstract classes (Chapter 13), and interfaces
(Chapter 13). Text I/O is introduced in Chapter 12 and binary I/O is discussed in Chapter 17.

Part III: GUI Programming (Chapters 14–16)

JavaFX is a new framework for developing Java GUI programs. It is not only useful for
developing GUI programs, but also an excellent pedagogical tool for learning object-oriented
programming. This part introduces Java GUI programming using JavaFX in Chapters 14–16.
Major topics include GUI basics (Chapter 14), container panes (Chapter 14), drawing shapes
(Chapter 14), event-driven programming (Chapter 15), animations (Chapter 15), and GUI con-
trols (Chapter 16), and playing audio and video (Chapter 16). You will learn the architecture
of JavaFX GUI programming and use the controls, shapes, panes, image, and video to develop
useful applications.

Appendixes
This part of the book covers a mixed bag of topics. Appendix A lists Java keywords.
­Appendix B gives tables of ASCII characters and their associated codes in decimal and in
hex. Appendix C shows the operator precedence. Appendix D summarizes Java modifiers and
their usage. Appendix E discusses special floating-point values. Appendix F introduces num-
ber systems and conversions among binary, decimal, and hex numbers. Finally, Appendix G
introduces bitwise operations. Appendix H introduces regular expressions. Appendix I covers
enumerated types.

Java Development Tools

You can use a text editor, such as the Windows Notepad or WordPad, to create Java programs
and to compile and run the programs from the command window. You can also use a Java
development tool, such as NetBeans or Eclipse. These tools support an integrated develop-
ment environment (IDE) for developing Java programs quickly. Editing, compiling, building,
executing, and debugging programs are integrated in one graphical user interface. Using these
tools effectively can greatly increase your programming productivity. NetBeans and Eclipse
are easy to use if you follow the tutorials. Tutorials on NetBeans and Eclipse can be found in IDE tutorials
the supplements on the Companion Website at www.pearsonglobaleditions.com/Liang.

Student Resources
The Companion Website (www.pearsonglobaleditions.com/Liang) contains the following
resources:
■■ Answers to CheckPoint questions
■■ Solutions to majority of even-numbered programming exercises
■■ Source code for the examples in the book
■■ Interactive quiz (organized by sections for each chapter)
■■ Supplements
■■ Debugging tips
■■ Video notes
■■ Algorithm animations
8 Preface

Supplements
The text covers the essential subjects. The supplements extend the text to introduce additional
topics that might be of interest to readers. The supplements are available from the Companion
Website.

Instructor Resources
The Companion Website, accessible from www.pearsonglobaleditions.com/Liang, c­ ontains the
following resources:
■■ Microsoft PowerPoint slides with interactive buttons to view full-color, syntax-highlighted
source code and to run programs without leaving the slides.
■■ Solutions to a majority of odd-numbered programming exercises.
■■ More than 200 additional programming exercises and 300 quizzes organized by ­chapters.
These exercises and quizzes are available only to the instructors. Solutions to these
­exercises and quizzes are provided.
■■ Web-based quiz generator. (Instructors can choose chapters to generate quizzes from a
large database of more than two thousand questions.)
■■ Sample exams. Most exams have four parts:
■■ Multiple-choice questions or short-answer questions
■■ Correct programming errors
■■ Trace programs
■■ Write programs
■■ Sample exams with ABET course assessment.
■■ Projects. In general, each project gives a description and asks students to analyze, design,
and implement the project.
Some readers have requested the materials from the Instructor Resource Center. Please
­understand that these are for instructors only. Such requests will not be answered.

Online Practice and Assessment

with MyProgrammingLab
MyProgrammingLab helps students fully grasp the logic, semantics, and syntax of program-
ming. Through practice exercises and immediate, personalized feedback, MyProgrammingLab
improves the programming competence of beginning students who often struggle with the
basic concepts and paradigms of popular high-level programming languages.
A self-study and homework tool, a MyProgrammingLab course consists of hundreds of
small practice problems organized around the structure of this textbook. For students, the sys-
tem automatically detects errors in the logic and syntax of their code submissions and offers
targeted hints that enable students to figure out what went wrong—and why. For instructors,
a comprehensive gradebook tracks correct and incorrect answers and stores the code inputted
by students for review.
 Preface  9
MyProgrammingLab is offered to users of this book in partnership with Turing’s Craft, the
makers of the CodeLab interactive programming exercise system. For a full demonstration,
to see feedback from instructors and students, or to get started using MyProgrammingLab in
your course, visit www.myprogramminglab.com.

Video Notes
We are excited about the new Video Notes feature that is found in this new edition. These VideoNote

videos provide additional help by presenting examples of key topics and showing how
to solve problems completely, from design through coding. Video Notes are available from
www.pearsonglobaleditions.com/Liang.

Algorithm Animations
We have provided numerous animations for algorithms. These are valuable pedagogical tools Animation
to demonstrate how algorithms work. Algorithm animations can be accessed from the Com-
panion Website.
10 Preface

Acknowledgments
I would like to thank Armstrong State University for enabling me to teach what I write and for
supporting me in writing what I teach. Teaching is the source of inspiration for continuing to
improve the book. I am grateful to the instructors and students who have offered comments,
suggestions, bug reports, and praise.
This book has been greatly enhanced thanks to outstanding reviews for this and previous
editions. The reviewers are: Elizabeth Adams (James Madison University), Syed Ahmed (North
Georgia College and State University), Omar Aldawud (Illinois Institute of Technology), Stefan
Andrei (Lamar University), Yang Ang (University of Wollongong, Australia), Kevin Bierre
(Rochester Institute of Technology), Aaron Braskin (Mira Costa High School), David Champion
(DeVry Institute), James Chegwidden (Tarrant County College), Anup Dargar (University of
North Dakota), Daryl Detrick (Warren Hills Regional High School), Charles Dierbach (Towson
University), Frank Ducrest (University of Louisiana at Lafayette), Erica Eddy (University of
Wisconsin at Parkside), Summer Ehresman (Center Grove High School), Deena Engel (New
York University), Henry A. Etlinger (Rochester Institute of Technology), James Ten Eyck
(Marist College), Myers Foreman (Lamar University), Olac Fuentes (University of Texas at
El Paso), Edward F. Gehringer (North Carolina State University), Harold Grossman (Clemson
University), Barbara Guillot (Louisiana State University), Stuart Hansen (University of Wis-
consin, Parkside), Dan Harvey (Southern Oregon University), Ron Hofman (Red River College,
Canada), Stephen Hughes (Roanoke College), Vladan Jovanovic (Georgia Southern University),
Deborah Kabura Kariuki (Stony Point High School), Edwin Kay (Lehigh University), Larry
King (University of Texas at Dallas), Nana Kofi (Langara College, Canada), George Koutsogi-
annakis (Illinois Institute of Technology), Roger Kraft (Purdue University at Calumet), Norman
Krumpe (Miami University), Hong Lin (DeVry Institute), Dan Lipsa (Armstrong State Univer-
sity), James Madison (Rensselaer Polytechnic Institute), Frank Malinowski (Darton College),
Tim Margush (University of Akron), Debbie Masada (Sun Microsystems), Blayne Mayfield
(Oklahoma State University), John McGrath (J.P. McGrath Consulting), Hugh McGuire (Grand
Valley State), Shyamal Mitra (University of Texas at Austin), Michel Mitri (James Madison
University), Kenrick Mock (University of Alaska Anchorage), Frank Murgolo (California State
University, Long Beach), Jun Ni (University of Iowa), Benjamin Nystuen (University of Colo-
rado at Colorado Springs), Maureen Opkins (CA State University, Long Beach), Gavin Osborne
(University of Saskatchewan), Kevin Parker (Idaho State University), Dale Parson (Kutztown
University), Mark Pendergast (Florida Gulf Coast University), Richard Povinelli (Marquette
University), Roger Priebe (University of Texas at Austin), Mary Ann Pumphrey (De Anza Junior
College), Pat Roth (Southern Polytechnic State University), Amr Sabry (Indiana University),
Ben Setzer (Kennesaw State University), Carolyn Schauble (Colorado State University), David
Scuse (University of Manitoba), Ashraf Shirani (San Jose State University), Daniel Spiegel
(Kutztown University), Joslyn A. Smith (Florida Atlantic University), Lixin Tao (Pace Uni-
versity), Ronald F. Taylor (Wright State University), Russ Tront (Simon Fraser University),
Deborah Trytten (University of Oklahoma), Michael Verdicchio (Citadel), Kent Vidrine (George
Washington University), and Bahram Zartoshty (California State University at Northridge).
It is a great pleasure, honor, and privilege to work with Pearson. I would like to thank Tracy
Johnson and her colleagues Marcia Horton, Demetrius Hall, Yvonne Vannatta, Kristy Alaura,
Carole Snyder, Scott Disanno, Bob Engelhardt, Shylaja Gattupalli, and their colleagues for
organizing, producing, and promoting this project.
As always, I am indebted to my wife, Samantha, for her love, support, and encouragement.
 Preface  11

Acknowledgments for the Global Edition

Pearson would like to thank and acknowledge Yvan Maillot (Univresite Haute-Alsace) and
Steven Yuwono (National University of Singapore) for contributing to this Global Edition,
and Arif Ahmed (National Institute of Technology, Silchar), Annette Bieniusa (University
of Kaiserslautern), Shaligram Prajapat (Devi Ahilya Vishwavidyalaya, Indore), and Ram
Gopal Raj (University of Malaya) for reviewing this Global Edition.
CONTENTS
Chapter 1 I ntroduction to Computers,
­Programs, and Java™ 23
1.1 Introduction 24
1.2 What Is a Computer? 24
1.3 Programming Languages 29
1.4 Operating Systems 31
1.5 Java, the World Wide Web, and Beyond 32
1.6 The Java Language Specification, API, JDK,
JRE, and IDE 33
1.7 A Simple Java Program 34
1.8 Creating, Compiling, and Executing a Java Program 37
1.9 Programming Style and Documentation 40
1.10 Programming Errors 42
1.11 Developing Java Programs Using NetBeans 45
1.12 Developing Java Programs Using Eclipse 47

Chapter 2 Elementary Programming 55

2.1 Introduction 56
2.2 Writing a Simple Program 56
2.3 Reading Input from the Console 59
2.4 Identifiers 62
2.5 Variables 62
2.6 Assignment Statements and Assignment Expressions 64
2.7 Named Constants 65
2.8 Naming Conventions 66
2.9 Numeric Data Types and Operations 67
2.10 Numeric Literals 70
2.11 Evaluating Expressions and Operator Precedence 72
2.12 Case Study: Displaying the Current Time 74
2.13 Augmented Assignment Operators 76
2.14 Increment and Decrement Operators 77
2.15 Numeric Type Conversions 79
2.16 Software Development Process 81
2.17 Case Study: Counting Monetary Units 85
2.18 Common Errors and Pitfalls 87

Chapter 3 Selections 97
3.1 Introduction 98
3.2 boolean Data Type 98
3.3 if Statements 100
3.4 Two-Way if-else Statements 102
3.5 Nested if and Multi-Way if-else Statements 103
3.6 Common Errors and Pitfalls 105
3.7 Generating Random Numbers 109
3.8 Case Study: Computing Body Mass Index 111
3.9 Case Study: Computing Taxes 112
3.10 Logical Operators 115
3.11 Case Study: Determining Leap Year 119
3.12 Case Study: Lottery 120
3.13 switch Statements 122
12
 Contents  13
3.14 Conditional Operators 125
3.15 Operator Precedence and Associativity 126
3.16 Debugging 128

Chapter 4 Mathematical Functions,

Characters, and Strings 141
4.1 Introduction 142
4.2 Common Mathematical Functions 142
4.3 Character Data Type and Operations 147
4.4 The String Type 152
4.5 Case Studies 161
4.6 Formatting Console Output 167

Chapter 5 Loops 181

5.1 Introduction 182
5.2 The while Loop 182
5.3 Case Study: Guessing Numbers 185
5.4 Loop Design Strategies 188
5.5 Controlling a Loop with User Confirmation or a Sentinel Value 190
5.6 The do-while Loop 192
5.7 The for Loop 195
5.8 Which Loop to Use? 198
5.9 Nested Loops 200
5.10 Minimizing Numeric Errors 202
5.11 Case Studies 204
5.12 Keywords break and continue 208
5.13 Case Study: Checking Palindromes 211
5.14 Case Study: Displaying Prime Numbers 213

Chapter 6 Methods 227

6.1 Introduction 228
6.2 Defining a Method 228
6.3 Calling a Method 230
6.4 void vs. Value-Returning Methods 233
6.5 Passing Parameters by Values 236
6.6 Modularizing Code 239
6.7 Case Study: Converting Hexadecimals to Decimals 241
6.8 Overloading Methods 243
6.9 The Scope of Variables 246
6.10 Case Study: Generating Random Characters 247
6.11 Method Abstraction and Stepwise Refinement 249

Chapter 7 Single-Dimensional Arrays 269

7.1 Introduction 270
7.2 Array Basics 270
7.3 Case Study: Analyzing Numbers 277
7.4 Case Study: Deck of Cards 278
7.5 Copying Arrays 280
7.6 Passing Arrays to Methods 281
7.7 Returning an Array from a Method 284
7.8 Case Study: Counting the Occurrences of Each Letter 285
7.9 Variable-Length Argument Lists 288
7.10 Searching Arrays 289
7.11 Sorting Arrays 293
14 Contents
7.12 The Arrays Class 294
7.13 Command-Line Arguments 296

Chapter 8 Multidimensional Arrays 311

8.1 Introduction 312
8.2 Two-Dimensional Array Basics 312
8.3 Processing Two-Dimensional Arrays 315
8.4 Passing Two-Dimensional Arrays to Methods 317
8.5 Case Study: Grading a Multiple-Choice Test 318
8.6 Case Study: Finding the Closest Pair 320
8.7 Case Study: Sudoku 322
8.8 Multidimensional Arrays 325

Chapter 9 Objects and Classes 345

9.1 Introduction 346
9.2 Defining Classes for Objects 346
9.3 Example: Defining Classes and Creating Objects 348
9.4 Constructing Objects Using Constructors 353
9.5 Accessing Objects via Reference Variables 354
9.6 Using Classes from the Java Library 358
9.7 Static Variables, Constants, and Methods 361
9.8 Visibility Modifiers 366
9.9 Data Field Encapsulation 368
9.10 Passing Objects to Methods 371
9.11 Array of Objects 375
9.12 Immutable Objects and Classes 377
9.13 The Scope of Variables 379
9.14 The this Reference 380

Chapter 10 Object-Oriented Thinking 389

10.1 Introduction 390
10.2 Class Abstraction and Encapsulation 390
10.3 Thinking in Objects 394
10.4 Class Relationships 397
10.5 Case Study: Designing the Course Class 400
10.6 Case Study: Designing a Class for Stacks 402
10.7 Processing Primitive Data Type Values as Objects 404
10.8 Automatic Conversion between Primitive Types
and Wrapper Class Types 407
10.9 The BigInteger and BigDecimal Classes 408
10.10 The String Class 410
10.11 The StringBuilder and StringBuffer Classes 416

Chapter 11 Inheritance and

Polymorphism 433
11.1 Introduction 434
11.2 Superclasses and Subclasses 434
11.3 Using the super Keyword 440
11.4 Overriding Methods 443
11.5 Overriding vs. Overloading 444
11.6 The Object Class and Its toString() Method 446
11.7 Polymorphism 447
11.8 Dynamic Binding 447
11.9 Casting Objects and the instanceof Operator 451
11.10 The Object’s equals Method 455
 Contents  15
11.11 The ArrayList Class 456
11.12 Useful Methods for Lists 462
11.13 Case Study: A Custom Stack Class 463
11.14 The protected Data and Methods 464
11.15 Preventing Extending and Overriding 467

Chapter 12 Exception Handling

and Text I/O 475
12.1 Introduction 476
12.2 Exception-Handling Overview 476
12.3 Exception Types 481
12.4 More on Exception Handling 484
12.5 The finally Clause 492
12.6 When to Use Exceptions 493
12.7 Rethrowing Exceptions 494
12.8 Chained Exceptions 495
12.9 Defining Custom Exception Classes 496
12.10 The File Class 499
12.11 File Input and Output 502
12.12 Reading Data from the Web 508
12.13 Case Study: Web Crawler 510

Chapter 13 Abstract Classes and Interfaces 521

13.1 Introduction 522
13.2 Abstract Classes 522
13.3 Case Study: the Abstract Number Class 527
13.4 Case Study: Calendar and GregorianCalendar 529
13.5 Interfaces 532
13.6 The Comparable Interface 535
13.7 The Cloneable Interface 540
13.8 Interfaces vs. Abstract Classes 545
13.9 Case Study: The Rational Class 548
13.10 Class-Design Guidelines 553

Chapter 14 JavaFX Basics 563

14.1 Introduction 564
14.2 JavaFX vs Swing and AWT 564
14.3 The Basic Structure of a JavaFX Program 564
14.4 Panes, Groups, UI Controls, and Shapes 567
14.5 Property Binding 570
14.6 Common Properties and Methods for Nodes 573
14.7 The Color Class 575
14.8 The Font Class 576
14.9 The Image and ImageView Classes 578
14.10 Layout Panes and Groups 580
14.11 Shapes 589
14.12 Case Study: The ClockPane Class 602

Chapter 15 Event-Driven Programming

and Animations 615
15.1 Introduction 616
15.2 Events and Event Sources 618
15.3 Registering Handlers and Handling Events 619
15.4 Inner Classes 623
15.5 Anonymous Inner Class Handlers 624
16 Contents
15.6 Simplifying Event Handling Using Lambda Expressions 627
15.7 Case Study: Loan Calculator 631
15.8 Mouse Events 633
15.9 Key Events 635
15.10 Listeners for Observable Objects 638
15.11 Animation 640
15.12 Case Study: Bouncing Ball 648
15.13 Case Study: US Map 652

Chapter 16 JavaFX UI Controls

and Multimedia 665
16.1 Introduction 666
16.2 Labeled and Label 666
16.3 Button 668
16.4 CheckBox 670
16.5 RadioButton 673
16.6 TextField 676
16.7 TextArea 677
16.8 ComboBox 681
16.9 ListView 684
16.10 ScrollBar 687
16.11 Slider 690
16.12 Case Study: Developing a Tic-Tac-Toe Game 693
16.13 Video and Audio 698
16.14 Case Study: National Flags and Anthems 701

Chapter 17 Binary I/O 713

17.1 Introduction 714
17.2 How Is Text I/O Handled in Java? 714
17.3 Text I/O vs. Binary I/O 715
17.4 Binary I/O Classes 716
17.5 Case Study: Copying Files 726
17.6 Object I/O 728
17.7 Random-Access Files 733

Chapter 18 Recursion 741

18.1 Introduction 742
18.2 Case Study: Computing Factorials 742
18.3 Case Study: Computing Fibonacci
Numbers 745
18.4 Problem Solving Using Recursion 748
18.5 Recursive Helper Methods 750
18.6 Case Study: Finding the Directory Size 753
18.7 Case Study: Tower of Hanoi 755
18.8 Case Study: Fractals 758
18.9 Recursion vs. Iteration 762
18.10 Tail Recursion 762

Appendixes 773
Appendix A Java Keywords 775
Appendix B The ASCII Character Set 776
 Contents  17

Appendix C Operator Precedence Chart 778

Appendix D Java Modifiers 780
Appendix E Special Floating-Point Values 782
Appendix F Number Systems 783
Appendix G Bitwise Operations 787
Appendix H Regular Expressions 788
Appendix I Enumerated Types 793

Quick Reference 799

Index 801
This page intentionally left blank
VideoNotes
Locations of VideoNotes
VideoNote
www.pearsonglobaleditions.com/Liang

Chapter 1 Introduction to Computers, Programs, Selection sort 293

and Java™ 23 Command-line arguments 297
Your first Java program 34 Coupon collector’s problem 304
Compile and run a Java program 39 Consecutive four 306
NetBeans brief tutorial 45
Eclipse brief tutorial 47 Chapter 8 Multidimensional Arrays 311
Find the row with the largest sum 316
Chapter 2 Elementary Programming 55 Grade multiple-choice test 318
Obtain input 59 Sudoku 322
Use operators / and % 74 Multiply two matrices 331
Software development Even number of 1s 338
process 81
Compute loan payments 82 Chapter 9 Objects and Classes 345
Compute BMI 94 Define classes and objects 346
Use classes 358
Chapter 3 Selections 97 Static vs. instance 361
Program addition quiz 99 Data field encapsulation 368
Program subtraction quiz 109 The this keyword 380
Use multi-way if-else The Fan class 386
statements 112
Sort three integers 132 Chapter 10 Object-Oriented Thinking 389
Check point location 134 The Loan class 391
The BMI class 394
Chapter 4 Mathematical Functions, Characters, The StackOfIntegers class 402
and Strings 141 Process large numbers 408
Introduce Math functions 142 The String class 410
Introduce strings and objects 152 The MyPoint class 424
Convert hex to decimal 165
Compute great circle distance 173 Chapter 11 Inheritance and Polymorphism 433
Convert hex to binary 176 Geometric class hierarchy 434
Polymorphism and dynamic
Chapter 5 Loops 181 binding demo 448
Use while loop 182 The ArrayList class 456
Guess a number 185 The MyStack class 463
Multiple subtraction quiz 188 New Account class 470
Use do-while loop 192
Minimize numeric errors 202 Chapter 12 Exception Handling and Text I/O 475
Display loan schedule 219 Exception-handling advantages 476
Sum a series 220 Create custom exception classes 496
Write and read data 502
Chapter 6 Methods 227 HexFormatException 515
Define/invoke max method 230
Use void method 233 Chapter 13 Abstract Classes and Interfaces 521
Modularize code 239 Abstract GeometricObject class 522
Stepwise refinement 249 Calendar and Gregorian
Reverse an integer 258 Calendar classes 529
Estimate p 261 The concept of interface 532
Redesign the Rectangle class 558
Chapter 7 Single-Dimensional Arrays 269
Random shuffling 274 Chapter 14 JavaFX Basics 563
Deck of cards 278 Getting started with JavaFX 564

19
20 VideoNotes
Understand property binding 570 Use Slider 690
Use Image and ImageView 578 Tic-Tac-Toe 693
Use layout panes 580 Use Media, MediaPlayer,
Use shapes 589 and MediaView 698
Display a tic-tac-toe board 608 Use radio buttons and text
Display a bar chart 610 fields 705
Set fonts 707
Chapter 15 Event-Driven Programming
and Animations 615 Chapter 17 Binary I/O 713
Handler and its registration 622 Copy file 726
Anonymous handler 625 Object I/O 728
Move message using the mouse 634 Split a large file 738
Animate a rising flag 640
Flashing text 646 Chapter 18 Recursion 741
Simple calculator 656 Binary search 752
Check mouse-point location 658 Directory size 753
Display a running fan 661 Fractal (Sierpinski triangle) 758
Search a string in a directory 769
Chapter 16 JavaFX UI Controls and Multimedia 665 Recursive tree 772
Use ListView 684
Animations

Chapter 7 Single-Dimensional Arrays 269 Chapter 8 Multidimensional Arrays 311

linear search animation on closest-pair animation on
Companion Website 290 the Companion Website 320
binary search animation on
Companion Website 290
selection sort animation on
Companion Website 293

21
This page intentionally left blank
 Chapter

1
Introduction
to Computers,
Programs, and Java™
Objectives
■■ To understand computer basics, programs, and operating systems
(§§1.2–1.4).
■■ To describe the relationship between Java and the World Wide Web
(§1.5).
■■ To understand the meaning of Java language specification, API, JDK™,
JRE™, and IDE (§1.6).
■■ To write a simple Java program (§1.7).
■■ To display output on the console (§1.7).
■■ To explain the basic syntax of a Java program (§1.7).
■■ To create, compile, and run Java programs (§1.8).
■■ To use sound Java programming style and document programs properly
(§1.9).
■■ To explain the differences between syntax errors, runtime errors, and
logic errors (§1.10).
■■ To develop Java programs using NetBeans™ (§1.11).
■■ To develop Java programs using Eclipse™ (§1.12).
Exploring the Variety of Random
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*** START OF THE PROJECT GUTENBERG EBOOK THE SIEGE AND

CONQUEST OF THE NORTH POLE ***
 THE SIEGE AND CONQUEST
OF THE NORTH POLE

THE

SIEGE AND CONQUEST

OF THE
 NORTH POLE

BY
GEORGE BRYCE, L.R.C.P. & S. (Edin.)

LONDON
GIBBINGS & COMPANY LIMITED
18 BURY STREET, W.C.
1910

PREFACE

My chief object in compiling this work has been to supply a brief

account of the main efforts which have been made to reach the
North Pole. The subject is now so extensive that few have the
opportunity of covering the whole ground. While the exciting and
specially interesting incidents have not been omitted, the book aims
at giving the reader an intelligent idea of the equipment and other
means by which the work of exploration has been carried on.
 The many expeditions which have set out to find a north-west or
a north-east passage do not come within the scope of the book,
except when they have had some special bearing on the struggle for
the Pole.
Those who may wish to pursue the subject further by consulting
the original authors can be assured that no works of fiction relate
greater deeds of heroism than are found in the records of Arctic
exploration; and that while they may satisfy their love for the
adventurous they will add something to their geographical
knowledge.
It is hoped that the maps may be of considerable assistance in
enabling the reader to follow the narrative. The spelling of
geographical and other names is generally that adopted by the
authors of the original works.
GEORGE BRYCE.
Birmingham, December 1909.

CONTENTS AND LIST OF MAPS

I. Parry’s Expedition of 1827

II. Kane’s Expedition (1853, ’54, ’55)
III. Expedition commanded by Dr. Hayes in 1860−61
IV. The German Expedition (1869−70)
V. Voyage of the Polaris (1871−73)
VI. The Austro-Hungarian Expedition (1872−74)
VII. The British Expedition of 1875−76
VIII. The Voyage of the Jeannette (1879−81)
IX. Greely’s Expedition (1881−84)
 X. The Norwegian Polar Expedition (1893−96)
XI. Sverdrup’s Expedition (1898−1902)
XII. Italian Expedition (1899−1900)
XIII. Peary’s Expeditions (1886−1909)
XIV. Dr. Cook’s Expedition (1907−9)

MAPS

1. The Arctic Regions

2. Chart of Smith Sound and Kennedy Channel
3. Chart of Part of East Greenland
4. Kaiser Franz-Josef Land in 1874
5. Chart of Greenland and Ellesmere Island
6. Franz-Josef Land
7. Chart of Sverdrup’s Discoveries
8. Chart of Northern Part of Greenland
9. Chart of North Polar Regions

GLOSSARY OF ARCTIC TERMS

Beset, so enclosed by floating ice as to be unable to navigate.

Bore, to force through loose or recent ice.
Calf, detached mass from berg or glacier, rising suddenly to the
surface.
Crow’s nest, a look-out place attached to the topgallant-masthead.
Dock, an opening in the ice, artificial or natural, offering
protection.
Drift ice, detached ice in motion.
Field ice, an extensive surface of floating ice.
Floe, a detached portion of a field.
Hummocks, ridges of broken ice formed by collision of fields.
Ice-blink, a peculiar appearance of the atmosphere over distant
ice.
Ice-foot, the ice which adheres to the coast above the ordinary
level of the sea.
Lane or lead, a more or less navigable opening in the ice.
Nip, the condition of a vessel pressed upon by ice on both sides.
Pack, a large area of floating masses of ice driven together more
or less closely.
Palæocrystic ice, the name given by Nares to the old ice of the
Polar Sea.
Polynia, a Russian term for an open-water space.
Rue-raddy, a shoulder-belt to drag by.
 THE ARCTIC REGIONS

INTRODUCTION
“There’s a flag on the mast, and it points to the north,
And the north holds the land that I love;
I will steer back to northward, the heavenly course
Of the winds guiding sure from above.”

Frithjof’s Saga.
 The North Pole is the centre of the Northern Hemisphere. This
hemisphere contains Europe, Asia, North America, and a large part
of Africa, yet no human being reached its centre before the eighth
year of the twentieth century A.D.
The North Pole is the point where the axis of the earth cuts its
surface. It is the point where, as Captain Hall expressed it, there is
no north, no east, no west. It is the place where every wind that
blows is a south wind. It is a point where all the meridians meet,
and there is therefore no longitude. It is one of the two places on
the surface of the earth where there is but one night and one day in
every year. It is a point from which all the heavenly bodies appear to
move in horizontal courses, and the stars never set. It is not to be
confused with the magnetic pole, which is situated about 1600 miles
south of it, near the mainland of North America. At the North Pole
the magnetic needle points due south.
The North Pole is therefore a place of absorbing interest, and
until it was reached man never rested satisfied. Ever since Robert
Thorne, in the reign of Henry VIII., offered “very weighty and
substantial reasons to set forth a discoverie even to the North Pole,”
the struggle has been going on.
In no other records of adventure do we find greater deeds of
daring than in those of Arctic travel. The dauntless courage in the
face of extreme danger, the perseverance when hope was forlorn,
the self-sacrifices made to render assistance to comrades, all stamp
these pioneers of science and commerce as heroes in the highest
sense of the word. Some of their daring exploits, their successes and
disasters, are here recorded, but the author hopes that this book will
only serve as an introduction to the original ones. After reading the
thrilling narratives of Arctic exploration, one is ready to admit that
“truth is stranger than fiction.”
The Polar regions can be reached by only three navigable routes.
Either by the wide passage between Greenland and Norway, a
smaller passage between Greenland and America, or by the narrow
Bering Strait between America and Russia.
Up till the beginning of the nineteenth century nearly all the
Arctic voyages had as the chief object the discovery either of a
north-west or a north-east passage to the Pacific Ocean.
On the 7th June 1585 two tiny craft sailed from Dartmouth in
quest of the North-West Passage. They were commanded by John
Davis, a daring explorer.
Davis sighted Greenland on 20th July, and on the 29th he was off
where now stands the Danish settlement of Godthaab. He crossed
the strait which now bears his name, and traced part of the western
coast.
Davis made a second voyage in 1586, and a third in 1587. In the
latter year he reached and named Sanderson’s Hope, in 72° 41′.
Between 1594 and 1596 three expeditions were dispatched by
the Dutch towards Spitzbergen. That of 1596 is of special interest.
William Barents, the discoverer of Spitzbergen, was the chief pilot.
The ship reached Ice Haven, Novaya Zemlya, on 26th August, and
here the party were forced to winter. A house was built with wood,
but the winter was passed miserably, scurvy ultimately making its
appearance among the crew. The ship being hopelessly beset by the
ice, it was decided during the following summer to abandon it.
In two boats, the party of fifteen men started on a journey of
1524 miles. Barents himself and one of the crew were ill, and had to
be dragged on a sledge from the house to the boats. Both died on
the boat-journey. The remainder ultimately reached Russian Lapland,
where their troubles ceased.
About 274 years afterwards, the house built by Barents was
discovered by Captain Carlsen. Over the fireplace still stood the
cooking-pans, an old clock was against the wall, and arms, tools,
drinking-vessels, and books were found as they had been left nearly
three centuries before.
In 1607, Henry Hudson endeavoured to reach the Pole along the
east coast of Greenland. He attained 73° at a point which he named
“Hold with Hope.”
He then examined the edge of the ice between Greenland and
Spitzbergen, and reached the latitude of 80° 23′. He named the
north-west point of Spitzbergen “Hakluyt Headland,” and on his way
home he discovered the island now known as “Jan Mayen.”
 In 1610 he discovered Hudson’s Strait, and the great bay which
bears his name.
On 26th March 1616, Robert Bylot as master, with William Baffin
as pilot and navigator, set out from Gravesend in the Discovery, a
craft of only 55 tons. Greenland was sighted on 14th May, and on
the 30th May, Sanderson’s Hope, the farthest point of Davis, was
reached. On the 9th June he discovered Baffin Islands, in 73° 54′.
He then took what is known as the “Middle Passage” across Melville
Bay, and reached the “North Water” of the whalers of to-day.
Baffin discovered and charted Wolstenholme Sound and Hakluyt
Island, and passed north till he was within sight of Cape Alexander.
He named Smith Sound after the first Governor of the East India
Company. He also discovered Carey Islands, Lancaster Sound, and
Jones Sound.
When we consider the wretched means with which these early
explorers were provided, we are lost in astonishment at their
audacity and at the success of their achievements.
It was exactly two hundred years afterwards that these northern
places were visited by Ross and Parry. Baffin’s work had been almost
forgotten, and his discoveries were not believed.
During the seventeenth century many expeditions were sent out
which were the means of opening up extensive commercial relations
with Russia and of establishing the fisheries of Spitzbergen, Davis
Straits, and Newfoundland.
During the eighteenth century several expeditions were fitted out
by the Hudson Bay Company, and a good deal of exploration was
done by the Russians. In 1728, Vitus Bering discovered the straits
which now bear his name; and in 1742, Lieutenant Chelyuskin
reached the most northerly point of Asia in 77° 34′ by sledges. In
1765, Admiral Tschitschagoff was sent by the Czarina Catharine of
Russia with three vessels to Spitzbergen to sail towards the North
Pole. He reached 80° 21′, but found it impossible to advance farther.
The following year he reached 80° 28′. In 1770 the New Siberian
Islands were discovered by Liakhof.
In 1773, Constantine John Phipps, afterwards Lord Mulgrave,
sailed with the Racehorse and Carcass, with a view of reaching the
North Pole. He reached 80° 37′, and visited some of the Seven
Islands. He also mapped the north of Spitzbergen. In this expedition
the great Horatio Nelson was captain’s coxswain on board the
Carcass.
In 1818, Captain Buchan in the Dorothea, and Lieutenant
(afterwards Sir John) Franklin in the Trent, attained 80° 34′ north of
Spitzbergen.
In 1823, Clavering and Sabine, in the ship Griper, visited
Spitzbergen, and while Sabine carried on magnetic observations on
the inner Norway Island, Clavering went to sea and steered
northwards, but did not get farther than 80° 20′.
The edge of the ice had now been thoroughly examined between
the coast of Greenland and Novaya Zemlya, and it became evident
that the ice could not be pierced by a ship. It occurred to Sir John
Franklin and Sir Edward Parry that the best way of reaching the Pole
would be by means of sledging over the ice. Parry put his ideas into
practice in 1827, when he undertook his well-known expedition in
the Hecla. He had just returned from his third Arctic voyage in
search of the North-West Passage. His fourth voyage was an
important one, and will be treated at some length in the first
chapter.

The Siege and Conquest of the

North Pole
 CHAPTER I
PARRY’S EXPEDITION OF 1827
In April 1826, Captain William Edward Parry proposed to Viscount
Melville, First Lord Commissioner of the Admiralty, “to attempt to
reach the North Pole, by means of travelling with sledge-boats over
the ice, or through any spaces of open water that might occur.” The
proposal was referred to the Royal Society, who strongly
recommended its adoption; and an expedition having been
equipped, Parry was appointed to the command of it.
Before making the proposal, Parry had given the subject careful
consideration. He mentions that Captain Lutwidge, the associate of
Captain Phipps in the expedition towards the North Pole in 1773,
describes the ice north of Spitzbergen to the distance of ten or
twelve leagues to have the appearance of “one continued plain of
smooth unbroken ice, bounded only by the horizon.” The testimony
of Mr. Scoresby, Jun., “a close and intelligent observer of Nature in
these regions,” was also found to agree with that given by Lutwidge.
“I once saw,” says he, “a field that was so free from either fissure or
hummock, that I imagine, had it been free from snow, a coach might
have been driven many leagues over it in a direct line, without
obstruction or danger.” In addition to these, experienced whalers,
whom Parry consulted as to the nature of the ice, agreed that it was
highly favourable for the purpose of his expedition. An important
factor in determining Parry to make the proposal was the fact that
Franklin had drawn up a plan for making the attempt on the same
lines.
For the journey over the ice, two boats were constructed having
great flatness of floor, with the extreme breadth carried well forward
and aft, and possessing the utmost buoyancy, as well as capacity for
stowage. Their length was 20 feet, and their extreme breadth 7 feet.
The timbers were made of tough ash and hickory, 1 inch by half an
inch square, and a foot apart, with a “half-timber” of smaller size
between each two. On the outside of the frame thus formed was laid
a covering of Mackintosh’s waterproof canvas, the outer part being
coated with tar. Over this was placed a plank of fir, 3/16 of an inch
thick; then a sheet of stout felt; and over all, an oak plank of the
same thickness as the fir; the whole of these being firmly and closely
secured to the timbers by iron screws applied from without. “On
each side of the keel, and projecting considerably below it, was
attached a strong ‘runner’ shod with smooth steel, in the manner of
a sledge, upon which the boat entirely rested while upon the ice;
and to afford some additional chance of making progress on hard
and level fields, we also applied to each boat two wheels, of 5 feet
diameter, and a small one abaft, having a swivel for steering by, like
that of a Bath chair; but these, owing to the irregularities of the ice,
did not prove of any service, and were subsequently relinquished. A
‘span’ of hide-rope was attached to the fore part of the runners, and
to this were affixed two strong ropes of horse-hair, for dragging the
boat; each individual being furnished with a broad leathern shoulder-
belt, which could readily be fastened to or detached from the drag-
ropes.” The boats weighed 1539 lb. and 1542 lb. respectively. Two
officers and twelve men were selected for each boat’s crew. The
provisions consisted of biscuit, sweetened cocoa-powder, and
pemmican. The process of making the latter consisted in drying
large thin slices of the lean of the meat over the smoke of wood
fires, then pounding it, and lastly mixing it with about an equal
weight of its own fat. In this state it was quite ready for use, without
further cooking.
The Hecla, which was to convey the expedition to the north coast
of Spitzbergen, left the Thames on the 25th of March 1827. They
arrived at Hammerfest on 18th April. Here they obtained a small
quantity of venison and an abundance of good fish. They also
purchased a set of snow-shoes, together with Lapland shoes (called
“Kamooga”). They also took on board eight reindeer and a supply of
moss. “The quantity of clean moss considered requisite for each
deer per day is 4 pounds, but they will go five or six days without
provender, and not suffer materially. As long as they can pick up
snow as they go along, which they like to eat quite clean, they
require no water; and ice is to them a comfortable bed.”
Hammerfest was left on 29th April, and on the 5th of May, in
latitude 73° 30′, the first straggling mass of ice was met. After some
delay in waiting for the ice to open, Hakluyt’s Headland was reached
on 14th May. While preparations were being made to land a quantity
of provisions here, a gale came on, and forced Parry to take shelter
among the pack-ice, where he remained beset twenty-four days.
Now began a search for a suitable harbour for the Hecla, but it was
not till the 20th June that this was found in Treurenburg Bay. During
this search Parry reached as far north as 81° 5′, and landed a small
store of provisions on Walden Island, and another on an islet near
Little Table Island.
Preparations were now made to leave the ship on the journey to
the north. Parry writes: “As it was still necessary not to delay our
return beyond the end of August, the time originally intended, I took
with me only seventy-one days’ provisions; which, including the
boats and every other article, made up a weight of 260 lb. per man;
and as it appeared highly improbable, from what we had seen of the
very rugged nature of the ice we should first have to encounter, that
either the reindeer, the snow-shoes, or the wheels would prove of
any service for some time to come, I gave up the idea of taking
them. We, however, constructed out of the snow-shoes four
excellent sledges for dragging a part of our baggage over the ice,
and these proved of invaluable service to us, while the rest of the
things just mentioned would only have been an encumbrance.”
The Hecla was left on the 21st June, and Low Island was reached
on the 22nd. One of the ship’s cutters accompanied the two boats in
order to carry part of the provisions which were to be landed on Low
Island and on Walden Island. Open water for the boats was found
until they reached latitude 81° 12′ 51″, which was now the highest
that had ever been reached. Scoresby, in 1806, had reached 81° 12′
42″, and with this exception no one had ever reached the 81st
degree.
Parry now writes: “Our plan of travelling being nearly the same
throughout this excursion, after we first entered upon the ice, I may
at once give some account of our usual mode of proceeding. It was
my intention to travel wholly at night, and to rest by day, there
being, of course, constant daylight in these regions during the
summer season. The advantages of this plan, which was occasionally
deranged by circumstances, consisted first, in our avoiding the
intense and oppressive glare from the snow during the time of the
sun’s greatest altitude, so as to prevent, in some degree, the painful
inflammation in the eyes, called ‘snow-blindness,’ which is common
in all snowy countries. We also thus enjoyed greater warmth during
the hours of rest, and had a better chance of drying our clothes;
besides which, no small advantage was derived from the snow being
harder at night for travelling. The only disadvantage of this plan was,
that the fogs were somewhat more frequent and more thick by night
than by day, though even in this respect there was less difference
than might have been supposed, the temperature during the twenty-
four hours undergoing but little variation. This travelling by night and
sleeping by day so completely inverted the natural order of things,
that it was difficult to persuade ourselves of the reality. Even the
officers and myself, who were all furnished with pocket
chronometers, could not always bear in mind at what part of the
twenty-four hours we had arrived; and there were several of the
men who declared, and I believe truly, that they never knew night
from day during the whole excursion.
“When we rose in the evening, we commenced our day by
prayers, after which we took off our fur sleeping-dresses, and put on
those for travelling; the former being made of camblet, lined with
racoon-skin, and the latter of strong blue box-cloth. We made a
point of always putting on the same stockings and boots for
travelling in, whether they had dried during the day or not; and I
believe it was only in five or six instances, at the most, that they
were not either still wet or hard-frozen. This, indeed, was of no
consequence beyond the discomfort of first putting them on in this
state, as they were sure to be thoroughly wet in a quarter of an
hour after commencing our journey; while, on the other hand, it was
of vital importance to keep dry things for sleeping in. Being ‘rigged’
for travelling, we breakfasted upon warm cocoa and biscuit, and
after stowing the things in the boats and on the sledges, so as to
secure them, as much as possible, from wet, we set off on our day’s
journey, and usually travelled from five to five and a half hours, then
stopped an hour to dine, and again travelled four, five, or even six
hours, according to circumstances. After this we halted for the night,
as we called it, though it was usually early in the morning, selecting
the largest surface of ice we happened to be near, for hauling the
boats on, in order to avoid the danger of its breaking up by coming
in contact with other masses, and also to prevent drift as much as
possible. The boats were placed close alongside each other, with
their sterns to the wind, the snow or wet cleared out of them, and
the sails, supported by the bamboo masts and three paddles, placed
over them as awnings, an entrance being left at the bow. Every man
then immediately put on dry stockings and fur boots, after which we
set about the necessary repairs of boats, sledges, or clothes; and,
after serving the provisions for the succeeding day, we went to
supper. Most of the officers and men then smoked their pipes, which
served to dry the boats and awnings very much, and usually raised
the temperature of our lodgings 10° or 15°. This part of the twenty-
four hours was often a time, and the only one, of real enjoyment to
us: the men told their stories and ‘fought all their battles o’er again,’
and the labours of the day, unsuccessful as they too often were,
were forgotten. A regular watch was set during our resting-time, to
look out for bears or for the ice breaking up round us, as well as to
attend to the drying of the clothes, each man alternately taking this
duty for one hour. We then concluded our day with prayers, and
having put on our fur dresses, lay down to sleep with a degree of
comfort, which perhaps few persons would imagine possible under
such circumstances; our chief inconvenience being, that we were
somewhat pinched for room, and therefore obliged to stow rather
closer than was quite agreeable. The temperature, while we slept,
was usually from 36° to 45°, according to the state of the external
atmosphere; but on one or two occasions, in calm and warm
weather, it rose as high as 60° to 66°, obliging us to throw off a part
of our fur dress. After we had slept seven hours, the man appointed
to boil the cocoa roused us, when it was ready, by the sound of a
bugle, when we commenced our day in the manner before
described.
“Our allowance of provisions for each man per day was as
follows:—
“Biscuit, 10 oz.; pemmican, 9 oz.; sweetened cocoa-powder, 1
oz. to make 1 pint; rum, 1 gill; tobacco, 3 oz. per week.
“Our fuel consisted entirely of spirits of wine, of which 2 pints
formed our daily allowance, the cocoa being cooked in an iron boiler
over a shallow iron lamp, with seven wicks; a simple apparatus,
which answered our purpose remarkably well. We usually found 1
pint of spirits of wine sufficient for preparing our breakfast—that is,
for heating 28 pints of water, though it always commenced from the
temperature of 32°.”
They set off on their first journey over the ice on 24th June.
Instead of the fine level floes they expected, they found the ice
consisting of pieces of small extent and very rugged, obliging them
to make three journeys, and sometimes four, with the boats and
baggage, and to launch several times across narrow pools of water.
They experienced a great amount of rain, and had sometimes to
wade through water from 2 to 5 inches deep upon the ice. It was
rarely that they met with a surface sufficiently level and hard to drag
all their loads at one journey. Deep soft snow was frequently met
with, and proved a difficult obstacle to overcome. At other times
their way lay across small loose pieces of ice, and the boats had to
be made to serve the purpose of a bridge between the pieces. After
a laborious day’s work, they frequently found that they had not
progressed more than 2 miles. It had been calculated that they
could travel 20 miles per day over level ice. They found the Lapland
shoes, or Kamoogas, good for walking in when the snow was dry,
but when it was wet they found Esquimaux boots much superior. On
the 5th of July they had reached latitude 81° 45′ 15″, and on
sounding with 400 fathoms of line failed to reach the bottom. A like
result was met in latitude 82° 17′ 10″, which was reached on 13th
July. About this date they found that they were being drifted
considerably to the south—sometimes 1 or 2 miles per day. The
glare of the sun was often very oppressive: the best preservative
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