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Contents

Guide to VideoNotes iii

Guide to Application Topics v

Preface xi

Acknowledgments xv

Chapter 1 An Introduction to Computing

and Problem Solving 1
1.1 An Introduction to Computing and Python 2
1.2 Program Development Cycle 4
1.3 Programming Tools 6
1.4 An Introduction to Python 13

Chapter 2 Core Objects, Variables, Input,

and Output 23
2.1 Numbers 24
2.2 Strings 35
2.3 Output 49
2.4 Lists, Tuples, and Files–An Introduction 58

Key Terms and Concepts 71

Programming Projects 74

Chapter 3 Structures That Control Flow 77

3.1 Relational and Logical Operators 78
3.2 Decision Structures 89
3.3 The while Loop 105
vii
viii ◆ Contents  

3.4 The for Loop 118

Key Terms and Concepts 137

Programming Projects 139

Chapter 4 Functions 143

4.1 Functions, Part 1 144
4.2 Functions, Part 2 164
4.3 Program Design 182

Key Terms and Concepts 186

Programming Projects 188

Chapter 5 Processing Data 191

5.1 Processing Data, Part 1 192
5.2 Processing Data, Part 2 207
5.3 Dictionaries 221

Key Terms and Concepts 235

Programming Projects 238

Chapter 6 Miscellaneous Topics 243

6.1 Exception Handling 244
6.2 Selecting Random Values 251
6.3 Turtle Graphics 257
6.4 Recursion 269

Key Terms and Concepts 277

Programming Projects 278

   Contents ◆ ix

Chapter 7 Object-Oriented Programming 281

7.1 Classes and Objects 282
7.2 Inheritance 295

Key Terms and Concepts 307

Programming Projects 308

Chapter 8 Graphical User Interface 311

8.1 Widgets 312
8.2 The Grid Geometry Manager 325
8.3 Writing GUI Programs 334

Key Terms and Concepts 343

Programming Projects 345

Appendices
Appendix A ASCII Values 349
Appendix B Reserved Words 351
Appendix C Installing Python and IDLE 353

Answers 355

Index 405
This page intentionally left blank
Preface

S ince its introduction in the 1990s, Python has become one of the most widely used
programming languages in the software industry. Also, students learning their first
programming language find Python the ideal tool to understand the development of
computer programs.
My objectives when writing this text were as follows:
1. To develop focused chapters. Rather than covering many topics superficially,
I concentrate on important subjects and cover them thoroughly.
2. To use examples and exercises with which students can relate, appreciate, and feel
comfortable. I frequently use real data. Examples do not have so many embel-
lishments that students are distracted from the programming techniques
illustrated.
3. To produce compactly written text that students will find both readable and informa-
tive. The main points of each topic are discussed first and then the peripheral
details are presented as comments.
4. To teach good programming practices that are in step with modern programming
methodology. Problem-solving techniques, structured programming, and
object-oriented programming are thoroughly discussed.
5. To provide insights into the major applications of computers.

Unique and Distinguishing Features

Programming Projects. Beginning with Chapter 2, every chapter contains programming
projects. The programming projects reflect the variety of ways that computers are
used. The large number and range of difficulty of the programming projects pro-
vide the flexibility to adapt the course to the interests and abilities of the students.
Some programming projects in later chapters can be assigned as end-of-the-semester
projects.
Exercises for Most Sections. Each section that teaches programming has an exercise
set. The exercises both reinforce the understanding of the key ideas of the section
and challenge the student to explore applications. Most of the exercise sets require
the student to trace programs, find errors, and write programs. The answers to every
odd-numbered exercise in the book, with the exception of Section 6.3 (Turtle Graph-
ics) and Chapter 8 (Graphical User Interface), are given at the end of the text. (The
answers to every other odd-numbered exercise from Section 6.3 are given. The Stu-
dent Solutions Manual contains the answer to every odd-numbered exercise in the
book.) A possible output accompanies nearly every programming exercise and pro-
gramming project.
Practice Problems. Practice Problems are carefully selected exercises located at the end
of a section, just before the exercise set. Complete solutions are given following the
exercise set. The practice problems often focus on points that are potentially confusing

xi
xii ◆ Preface 

or are best appreciated after the student has thought about them. The reader should
seriously attempt the practice problems and study their solutions before moving on
to the exercises.
Comments. Extensions and fine points of new topics are deferred to the “Comments”
portion at the end of each section so that they will not interfere with the flow of the
presentation.
Key Terms and Concepts. In Chapters 2 through 8, the key terms and concepts (along
with examples) are summarized at the end of the chapter.
Guide to Application Topics. This section provides an index of programs that deal
with various topics including Business, Economics, Mathematics, and Sports.
VideoNotes. Twenty-four VideoNotes are available at www.pearsonhighered.com/
schneider. VideoNotes are Pearson’s visual tool designed for teaching key program-
ming concepts and techniques. VideoNote icons are placed in the margin of the text
book to notify the reader when a topic is discussed in a video. Also, a Guide to Video
Notes summarizing the different videos throughout the text is included.
Solution Manuals. The Student Solutions Manual contains the answer to every odd-
numbered exercise (not including programming projects). The Instructor Solutions
Manual contains the answer to every exercise and programming project. Both solu-
tion manuals are in pdf format and can be downloaded from the Publisher’s website.
Source Code and Data Files. The programs for all examples and the data files needed
for the exercises can be downloaded from the Publisher’s website.

How to Access Instructor and Student Resource

Materials
Online Practice and Assessment with MyProgrammingLab™
MyProgrammingLab helps students fully grasp the logic, semantics, and syntax of
programming. 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 pro-
gramming languages.
A self-study and homework tool, a MyProgrammingLab course consists of hun-
dreds of small practice problems organized around the structure of this textbook. For
students, the system 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.
For a full demonstration, to see feedback from instructors and students, or to
get started using MyProgrammingLab in your course, visit www.myprogramminglab
.com.

Instructor Resources
The following protected instructor resource materials are available on the Publisher’s
website at www.pearsonhighered.com/schneider. For username and password infor-
mation, please contact your local Pearson representative.
   Preface  ◆ xiii

• Test Item File

• PowerPoint Lecture Slides
• Instructor Solutions Manual
• VideoNotes
• Programs for all examples and answers to exercises and programming projects
(Data files needed for the exercises are included in the Programs folder.)

Student Resources
Access to the Premium website and VideoNotes tutorials is located at www
.pearsonhighered.com/schneider. Students must use the access card located in the
front of the book to register and access the online material. If there is no access
card in the front of this textbook, students can purchase access by going to www
.­pearsonhighered.com/schneider and selecting “purchase access to premium con-
tent.” Instructors must register on the site to access the material.
The following content is available through the Premium website:
• VideoNotes
• Student Solutions Manual
• Programs for examples (Data files needed for the exercises are included in the
Programs folder.)
This page intentionally left blank
Acknowledgments

M any talented instructors and programmers provided helpful comments and

constructive suggestions during the writing of this text and I am most grateful
for their contributions. The book benefited greatly from the valuable comments of
the following reviewers:
Daniel Solarek, University of Toledo
David M. Reed, Capital University
Debraj De, Georgia State
Desmond Chun, Chabot College
Mark Coffey, Colorado School of Mines
Randall Alexander, College of Charleston
Vineyak Tanksale, Ball State University
Zhi Wei, New Jersey Institute of Technology
Many people are involved in the successful publication of a book. I wish to thank
the dedicated team at Pearson whose support and diligence made this textbook pos-
sible, especially Carole Snyder, Program Manager for Computer Science, Kelsey
Loanes, Editorial Assistant for Computer Science, and Scott Disanno, Team Lead
Product Management.
I would like to thank Jacob Saina for his assistance with every stage in the writing
of the book. Production Editors Pavithra Jayapaul and Greg Dulles did a ­fantastic
job producing the book and keeping it on schedule. I am grateful to John Russo of
the Wentworth Institute of Technology for producing the VideoNotes, to Dr. Kathy
Liszka of the University of Akron for producing the test bank, and to Dr. Steve
­Armstrong of LeTourneau University for producing the PowerPoint slides that
accompany the book. The competence and graciousness of Shylaja Gattupalli at
Jouve India made for a pleasant production process.
I extend special thanks to my editor Tracy Johnson. Her ideas and enthusiasm
helped immensely with the preparation of the book.
David I. Schneider
dis@alum.mit.edu

xv
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This page intentionally left blank
1
An Introduction to
­Computing and Problem
Solving
1.1 An Introduction to Computing and Python 2

1.2 Program Development Cycle 4

◆ Performing a Task on the Computer ◆ Program Planning
1.3 Programming Tools 6
◆ Flowcharts ◆ Pseudocode ◆ Hierarchy Chart ◆ Decision Structure
◆ Direction of Numbered NYC Streets Algorithm ◆ Repetition Structure

◆ Class Average Algorithm

1.4 An Introduction to Python 13

◆ Starting IDLE ◆ A Python Shell Walkthrough
◆ A Python Code Editor Walkthrough ◆ An ­Open-​­a-​­Program Walkthrough

1
2 ◆ Chapter 1 An Introduction to ­Computing and Problem Solving

1.1 An Introduction to Computing and Python

An Introduction to Programming Using Python is about problem solving using computers.
The programming language used is Python, but the principles apply to most modern pro-
gramming languages. Many of the examples and exercises illustrate how computers are
used in the real world. Here are some questions that you may have about computers and
programming.

Question: How do we communicate with the computer?

Answer: Programming languages are used to communicate with the computer. At the low-
est level, there is machine language, which is understood directly by the microprocessor
but is difficult for humans to understand. Python is an example of a ­high-​­level language. It
consists of instructions to which people can relate, such as print, if, and input. Some other
­well-​­known ­high-​­level languages are Java, C++, and Visual Basic.

Question: How do we get computers to perform complicated tasks?

Answer: Tasks are broken down into a sequence of instructions, called a program, that
can be expressed in a programming language. Programs can range in size from two or three
instructions to millions of instructions. The process of executing the instructions is called
running the program.

Question: Why did you decide to use Python as the programming language?
Answer: Many people consider Python to be the best language to teach beginners how to
program. We agree. Also, Python is being used by major software companies. Python is
powerful, easy to write and read, easy to download and install, and it runs under Windows,
Mac, and Linux operating systems.

Question: How did the language Python get its name?

Answer: It is named for the British comedy group Monty Python. Python’s creator, Guido
van Rossum, is a fan of the group.

Question: This book uses the editor IDLE to create programs. How did IDLE get its name?
Answer: Idle stands for Integrated DeveLopment Environment. (Some people think the
name was chosen as a tribute to Eric Idle, a founding member of the Monty Python group.)
The IDLE editor has many features (such as color coding and formatting assistance) that
help the programmer.

Question: Python is referred to as an interpreted language. What is an interpreted language?

Answer: An interpreted language uses a program called an interpreter that translates a ­high-​
­level language one statement at a time into machine language and then runs the program.
The ­interpreter will spot several types of errors and terminate the program when one is
encountered.

Question: What are the meanings of the terms “programmer” and “user”?
Answer: A programmer (also called a developer) is a person who solves problems by writing
programs on a computer. After analyzing the problem and developing a plan for solving it,
the programmer writes and tests the program that instructs the computer how to carry out
the plan. The program might be run many times, either by the programmer or by others.
A user is any person who runs the program. While working through this text, you will
function both as a programmer and as a user.
 1.1   An Introduction to Computing and Python ◆ 3

Question: What is the meaning of the term “code”?

Answer: The Python instructions that the programmer writes are called code. The pro-
cesses of writing a program is often called coding.

Question: Are there certain characteristics that all programs have in common?
Answer: Most programs do three things: take in data, manipulate data, and produce results.
These operations are referred to as input, processing, and output. The input data might be
held in the program, reside on a disk, or be provided by the user in response to requests
made by the computer while the program is running. The processing of the input data
occurs inside the computer and can take from a fraction of a second to many hours. The
output data are displayed on a monitor, printed on a printer, or recorded on a disk. As a
simple example, consider a program that computes sales tax. An item of input data is the
cost of the thing purchased. The processing consists of multiplying the cost by the sales
tax rate. The output data is the resulting product, the amount of sales tax to be paid.

Question: What are the meanings of the terms “hardware” and “software”?
Answer: Hardware refers to the physical components of the computer, including all periph-
erals, the central processing unit (CPU), disk drives, and all mechanical and electrical
devices. Programs are referred to as software.

Question: How are problems solved with a program?

Answer: Problems are solved by carefully reading them to determine what data are given
and what outputs are requested. Then a ­step-​­by-​­step procedure is devised to process the
given data and produce the requested output.

Question: Many programming languages, including Python, use a ­zero-​­based numbering system.
What is a ­zero-​­based numbering system?
Answer: In a ­zero-​­based numbering system, numbering begins with zero instead of one. For
example, in the word “code”, “c” would be the zeroth letter, “o” would be the first letter,
and so on.

Question: Are there any prerequisites to learning Python?

Answer: You should be familiar with how folders (also called directories) and files are managed
on your computer. Files reside on storage devices such as hard disks, USB flash drives, CDs,
and DVDs. Traditionally, the primary storage devices for personal computers were hard disks
and floppy disks. Therefore, the word disk is frequently used to refer to any storage device.

Question: What is an example of a program developed in this textbook?

Answer: Figure 1.1 shows a possible output of a program from Chapter 3. When it is first
run, the statement “Enter a first name:” appears. After the user types in a first name and

Enter a first name: James

James Madison
James Monroe
James Polk
James Buchanan
James Garfield
James Carter

Figure 1.1 A possible output for a program in Chapter 3.

4 ◆ Chapter 1 An Introduction to ­Computing and Problem Solving

presses the Enter (or return) key, the names of the presidents who have that first name are
displayed.

Question: How does the programmer create the aforementioned program?

Answer: For this program, the programmer writes about 10 lines of code that search a text
file named USpres.txt, and extracts the requested names.

Question: What conventions are used to show keystrokes?

Answer: The combination key1+key2 means “hold down key1 and then press key2”. The
combination Ctrl+C places selected material into the Clipboard. The combination key1/
key2 means “press and release key1, and then press key2”. The combination Alt/F opens
the File menu on a menu bar.

Question: How can the programs for the examples in this textbook be obtained?
Answer: See the preface for information on how to download the programs from the
­Pearson website.

Question: Where will new programs be saved?

Answer: Before writing your first program, you should create a special folder to hold your
programs.

1.2 Program Development Cycle

We learned in Section 1.1 that hardware refers to the machinery in a computer system (such
as the monitor, keyboard, and CPU) and software refers to a collection of instructions,
called a program, that directs the hardware. Programs are written to solve problems or
perform tasks on a computer. Programmers translate the solutions or tasks into a language
the computer can understand. As we write programs, we must keep in mind that the com-
puter will do only what we instruct it to do. Because of this, we must be very careful and
thorough when writing our instructions.

■■ Performing a Task on the Computer

The first step in writing instructions to carry out a task is to determine what the output
should ­be—​­that is, exactly what the task should produce. The second step is to identify the
data, or input, necessary to obtain the output. The last step is to determine how to process
the input to obtain the desired o ­ utput—​­that is, to determine what formulas or ways of
doing things should be used to obtain the output.
This ­problem-​­solving approach is the same as that used to solve word problems in an
algebra class. For example, consider the following algebra problem:
How fast is a car moving if it travels 50 miles in 2 hours?
The first step is to determine the type of answer requested. The answer should be a num-
ber giving the speed in miles per hour (the output). The information needed to obtain the
answer is the distance and time the car has traveled (the input). The formula
speed = distance/time

is used to process the distance traveled and the time elapsed in order to determine the
speed. That is,
 1.2   Program Development Cycle ◆ 5

speed = 50 miles/2 hours

= 25 miles per hour

A graphical representation of this ­problem-​­solving process is shown in Fig. 1.2.

+PRWV 2TQEGUUKPI 1WVRWV

Figure 1.2 The ­problem-​­solving process.

We determine what we want as output, get the needed input, and process the input to
produce the desired output.
In the chapters that follow, we discuss how to write programs to carry out the preceding
operations. But first we look at the general process of writing programs.

■■ Program Planning
A baking recipe provides a good example of a plan. The ingredients and the amounts are
determined by what is to be baked. That is, the output determines the input and the process-
ing. The recipe, or plan, reduces the number of mistakes you might make if you tried to
bake with no plan at all. Although it’s difficult to imagine an architect building a bridge or
a factory without a detailed plan, many programmers (particularly students in their first
programming course) try to write programs without first making a careful plan. The more
complicated the problem, the more complex the plan must be. You will spend much less
time working on a program if you devise a carefully thought out ­step-​­by-​­step plan and test
it before actually writing the program.
Many programmers plan their programs using a sequence of steps, referred to as the
Software Development Life Cycle. The following s­ tep-​­by-​­step process will enable you to use
your time efficiently and help you design e­ rror-​­free programs that produce the desired output.

1. Analyze: Define the problem.

Be sure you understand what the program should ­do—​­that is, what the output should
be. Have a clear idea of what data (or input) are given and the relationship between the
input and the desired output.
2. Design: Plan the solution to the problem.
Find a logical sequence of precise steps that solve the problem. Such a sequence of
steps is called an algorithm. Every detail, including obvious steps, should appear in
the algorithm. In the next section, we discuss three popular methods used to develop
the logic plan: flowcharts, pseudocode, and hierarchy charts. These tools help the pro-
grammer break a problem into a sequence of small tasks the computer can perform to
solve the problem. Planning also involves using representative data to test the logic of
the algorithm by hand to ensure that it is correct.
3. Code: Translate the algorithm into a programming language.
Coding is the technical word for writing the program. During this stage, the program is
written in Python and entered into the computer. The programmer uses the algorithm
devised in Step 2 along with a knowledge of Python.
4. Test and correct: Locate and remove any errors in the program.
Testing is the process of finding errors in a program. (An error in a program is called
a bug and testing and correcting is often referred to as debugging.) As the program is
6 ◆ Chapter 1 An Introduction to ­Computing and Problem Solving

typed, Python points out certain kinds of program errors. Other kinds of errors are
detected by Python when the program is executed—however, many errors due to typ-
ing mistakes, flaws in the algorithm, or incorrect use of the Python language rules, can
be uncovered and corrected only by careful detective work. An example of such an
error would be using addition when multiplication was the proper operation.
5. Complete the documentation: Organize all the material that describes the program.
Documentation is intended to allow another person, or the programmer at a later
date, to understand the program. Internal documentation (comments) consists of
statements in the program that are not executed, but point out the purposes of vari-
ous parts of the program. Documentation might also consist of a detailed descrip-
tion of what the program does and how to use it (for instance, what type of input is
expected). For commercial programs, documentation includes an instruction manual
and ­on-​­line help. Other types of documentation are the flowchart, pseudocode, and
hierarchy chart that were used to construct the program. Although documentation
is listed as the last step in the program development cycle, it should take place as the
program is being coded.

1.3 Programming Tools

This section discusses some specific algorithms and describes three tools used to convert
algorithms into computer programs: flowcharts, pseudocode, and hierarchy charts.
You use algorithms every day to make decisions and perform tasks. For instance, when-
ever you mail a letter, you must decide how much postage to put on the envelope. One rule
of thumb is to use one stamp for every five sheets of paper or fraction thereof. Suppose a
friend asks you to determine the number of stamps to place on an envelope. The following
algorithm will accomplish the task.

1. Request the number of sheets of paper; call it Sheets. (input)

2. Divide Sheets by 5. (processing)
3. If necessary, round the quotient up to a whole number; call it Stamps. (processing)
4. Reply with the number Stamps. (output)

The preceding algorithm takes the number of sheets (Sheets) as input, processes the
data, and produces the number of stamps needed (Stamps) as output. We can test the algo-
rithm for a letter with 16 sheets of paper.

1. Request the number of sheets of paper; Sheets = 16.

2. Dividing 5 into 16 gives 3.2.
3. Rounding 3.2 up to 4 gives Stamps = 4.
4. Reply with the answer, 4 stamps.

This ­problem-​­solving example can be illustrated by Fig. 1.3.

+PRWV 2TQEGUUKPI 1WVRWV

 HQTOWNCU 

Figure 1.3 The ­problem-​­solving process for the stamp problem.

 1.3  Programming Tools ◆ 7

Of the program design tools available, three popular ones are the following:
Flowcharts: Graphically depict the logical steps to carry out a task and show how the
steps relate to each other.
Pseudocode: Uses ­English-​­like phrases with some Python terms to outline the task.
Hierarchy charts: Show how the different parts of a program relate to each other.

■■ Flowcharts
A flowchart consists of special geometric symbols connected by arrows. Within each sym-
bol is a phrase presenting the activity at that step. The shape of the symbol indicates the type
of operation that is to occur. For instance, the parallelogram denotes input or output. The
arrows connecting the symbols, called flowlines, show the progression in which the steps
take place. Flowcharts should “flow” from the top of the page to the bottom. Although the
symbols used in flowcharts are standardized, no standards exist for the amount of detail
required within each symbol.

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QRGTCVKQPU6JGKPUVTWEVKQPUCTGNKUVGF
KPUKFGVJGTGEVCPING

&GEKUKQP 7UGFHQTCP[NQIKEQTEQORCTKUQPQRGTCVKQPU
7PNKMGVJGKPRWVQWVRWVCPFRTQEGUUKPI
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The table of the flowchart symbols has been adopted by the American National Stand-
ards Institute (ANSI). Figure 1.4 shows the flowchart for the ­postage-​­stamp problem.
The main advantage of using a flowchart to plan a task is that it provides a graphical
representation of the task, thereby making the logic easier to follow. We can clearly see
every step and how each is connected to the next. The major disadvantage is that when a
program is very large, the flowcharts may continue for many pages, making them difficult
to follow and modify.

■■ Pseudocode
Pseudocode is an abbreviated plain English version of actual computer code (hence, pseu-
docode). The geometric symbols used in flowcharts are replaced by E ­ nglish-​­like statements
that outline the process. As a result, pseudocode looks more like computer code than does
8 ◆ Chapter 1 An Introduction to ­Computing and Problem Solving

5VCTV

1DVCKP
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5JGGVU

5GV5VCORU=
RTQEGUUKPI
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Figure 1.4 Flowchart for the p

­ ostage-​­stamp problem.

a flowchart. Pseudocode allows the programmer to focus on the steps required to solve a
problem rather than on how to use the computer language. The programmer can describe
the algorithm in P
­ ython-​­like form without being restricted by the rules of Python. When
the pseudocode is completed, it can be easily translated into the Python language.
The pseudocode for the ­postage-​­stamp problem is shown in Fig. 1.5.

Program: Determine the proper number of stamps for a letter.

Obtain number of sheets (Sheets) (input)
Set the number of stamps to Sheets / 5 (processing)
Round the number of stamps up to a whole number (processing)
Display the number of stamps (output)
Figure 1.5 Pseudocode for the ­postage-​­stamp problem.

Pseudocode has several advantages. It is compact and probably will not extend for many
pages as flowcharts commonly do. Also, the pseudocode looks like the code to be written
and so is preferred by many programmers.

■■ Hierarchy Chart
The last programming tool we’ll discuss is the hierarchy chart, which shows the overall
program structure. Hierarchy charts are also called structure charts, HIPO (Hierarchy plus
­Input-​­Process-​­Output) charts, ­top-​­down charts, or VTOC (Visual Table of Contents) charts.
All these names refer to planning diagrams that are similar to a company’s organization chart.
Other documents randomly have
different content
brother’s best wishes could give; and when he rejoined his regiment,
he carried with him a hope which brightened his darkest hours, and
made every hardship seem light.
Young Fenton had been at home but a few months before he
became a universal favorite, as we discovered the acquisition we had
made in his society. He was ardent, impulsive, and generous even to
a fault, and possessed the best traits of Southern character, with an
ingenuous frankness peculiarly his own. Often led astray by the
warmth of his feelings, he was quick to perceive and retract his
errors, and eager to make reparation for them. It was impossible to
associate with Stanwood Fenton without being constantly reminded
of the Saviour’s remark to the young man who came to him, and
who awoke so deep an interest in his benevolent heart: “One thing
thou lackest.” Deep religious principle was the one thing wanting in
his character, the balance-wheel without which his movements were
erratic and uncertain, guided rather by the impulse of the moment
than by any sense of accountability to God.
His original plan had been to enter the Union army as soon as
possible after the death of his mother, but his health had suffered
greatly from long confinement in the hospital; and the loss of his
hand, together with the entreaties of his father and sister, induced
him to relinquish the idea, and devote himself to the care of his
father’s business, which had suffered from neglect. The light came
back to Elinor’s eye, and the bloom to her cheek, as she saw her
brother once more in his proper place at home; and though her
beloved mother was still fondly remembered and her loss deplored,
it was with a chastened sorrow, as she felt that for her to die had
been great gain.
Winter, with its storms and sunshine, its triumphs and reverses,
wore away at length, and with the first blossoms of May Lilian came
back to us, more welcome to our hearts than the breath of spring or
the fragrance of forest flowers. She was accompanied by Captain,
now Major May, who was on the staff of Gen. Lester, and who
eagerly availed himself of an opportunity to revisit the spot where
his earthly hopes were centred. During her stay at the head-quarters
of her husband, Lilian had learned to appreciate the worth of the
young aide-de-camp, and ardently hoped he might be successful in
his suit. Why should I narrate the progress of events? It was the
same old story repeated once again, a tale as old as the history of
the race, yet new in the experience of every human heart—the story
of faithful love meeting its reward at last in the affection of the
beloved object. As Elinor heard from her cousin the recital of the
gallant exploits of Major May, of his courage and devoted loyalty, she
loved him not only “for the perils he had passed,” but for the high
principle which had thus far shielded him from the peculiar
temptations of a soldier’s life; and before his departure he won from
her a promise, that when the war was ended, or his term of service
expired, he might claim his reward.
Months have passed, and still the cloud of war overshadows the
land, and still our beloved ones are absent from us, some with the
heroic Sherman in Northern Georgia, scaling the heights of
Kennesaw and Lookout mountains, and driving the eagle from his
eyrie, as they plant the stars and stripes among the clouds; some
are in the sultry swamps and bayous of Louisiana, exposed to a foe
more insidious and deadly than the rebel armies; and others, among
whom are our best and bravest, are swelling the ranks which
threaten the Confederate capital.
“The time has come when brothers must fight
And sisters must pray at home.”
But while we look up to Him who alone can send help and
deliverance, it is our privilege to labor as well as to pray, and while
we wait upon God, to watch for every opportunity of doing whatever
our hands find to do in the good cause, with our whole heart.
The heavens are dark above us, and the earth rocks wildly under our
feet, but God has a divine purpose underlying all these convulsions,
and it is fixed and immutable as his throne. Faith sees in the
overturnings around us the majestic march of his providence,
preparing a way in the tempest, and making the wrath of man to
praise him, while he restrains the remainder thereof.
It is good for us sometimes, when hope deferred makes the heart
sick, to go back to first principles, that we may gather strength from
a review of our past history and of God’s dealings with us as a
nation.
The American republic was unique in its inception and
establishment. The pilgrim band who came to New England in the
Mayflower were not a company of commercial adventurers, led
hither by the hope of gain; still less were they a party of military
freebooters, actuated by the lust of conquest, like the Spaniards,
who carried fire and sword among the unoffending inhabitants of
Southern America. The principle which led those noble men and
women to forsake kindred and home, and to brave the perils of a
howling wilderness, and which sustained them amid all their
privations and sufferings, was not earthly or perishable. It was the
burning, quenchless thirst for religious liberty, the strong
determination to worship God according to the dictates of their own
conscience, though the roof of their temple were the boundless sky
and their altar the rough stones of the forest, that actuated the
founders of this republic in their sublime enterprise.
They came to these wilds of nature that they might found a colony
and build up a church, and advance the interests of the Redeemer’s
kingdom, and serve as stepping-stones to others in the great work
of human progress. And never has the divine declaration, “Them
that honor me I will honor,” been more signally fulfilled than in the
growth of the infant nation thus established. Every step of the way
in which, as a people, we have been led, from the landing on
Plymouth rock to the proud position which we have hitherto
occupied among the nations, has been marked by special
interpositions of Providence, no less real, though less miraculous,
than the pillar of cloud and flame which guided the ancient Israelites
to the land of promise.
But in our prosperity we have forgotten the Rock whence we were
hewn, and have rebelled against our father’s God, and refused to
obey his commands, until in his righteous indignation he has come
out in judgment against us, and left us to our own ways and to eat
the fruit of our own devices. As a nation we have deeply sinned. As
a nation we are suffering a fearful punishment.
But let not the enemies of liberty in the old world or the new, exult
in the belief that the republic is about to be rent in fragments, and
the last hope of the oppressed millions of Europe to be for ever
entombed. We are bearing the indignation of the Lord because we
have sinned against him; but when his purposes concerning us are
accomplished, he will arise to execute judgment for us.
No careful observer of God’s providence can doubt that he has
reserved America for a grand destiny—that our country has a
mission to perform of the sublimest import, and a grand agency to
exert in the regeneration of the world.
If we read aright the divine purpose in reference to this nation, and
the historical causes here concentrating, we must believe that the
vital forces inherent in our government and institutions will, with the
blessing of God, master all the antagonisms now threatening their
overthrow; and that, having passed through this baptism of blood
and fire, we shall emerge cleansed and purified, and stand as a
beacon light to the struggling nations of the old world, until suffering
humanity everywhere, regenerated and redeemed, shall rejoice in
one grand jubilee of liberty, Christianity, and universal brotherhood.
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 TRANSCRIBER’S NOTES:
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