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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
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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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

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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.
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following the religion they were brought up in; that they are as good
as they wish to be, and not half so bad as their neighbours. Thus in
heart they are all alike; those in a profession and those out of it, are
all upon a level. The Gospel Pharisees thank God they are not so
bad as those vile Antinomians, who talk about free grace, and
perform no works. Others thank God they are not quite so bad, nor
indeed nothing like, other people; they have good hearts, they mean
well and wish well to all. Hence our dear Lord spake a parable to
those who trusted in themselves that they were righteous, and
despised others. The Pharisee stood, and prayed, God I thank thee
I am not as other men—so they vainly think, and so they declare:
their works are of themselves; they wear Spider’s webs, they make a
covering, but not of God’s Spirit; they are stretching themselves
upon a bed which is too short, and so all will find who reject the
plan of salvation, by Jesus alone.—These make a noise about
holiness, and good works—these sound a trumpet and proclaim their
own goodness; and they have their reward—this is but sounding
brass and the tinkling of a cymbal—it is feeding on wind; all the
works they do, are to be seen of men: but the Saviour says to his
disciples, Be ye not like to them. These will give nothing away,
without their names are published, printed, or put up in the front of
an alms house, or on the walls of a church or hospital—on these
things they feed—a good name among men; a refutation in the
world: this is the foundation of their hope, and this is said to be in
dust—His foundation is in the dust; but the hail will sweep away
their refuge of lies, and the waters will overflow their hiding places,
what they build on, that they enjoy; and thus dust is their meat—
and if they do not absolutely declare that all their hopes are laid on
what they do, they conclude their good works will either help
forward their salvation, or are grand essences of it—whereas nothing
that the brightest saint can do, externally, is any evidence of his new
birth, none at all; for any man, destitute of divine teaching can do
the same. He may hear, read, commune, speak well, relieve the
poor, and be found in every external ordinance; so says Isaiah xlviii,
and Ezekiel xxiii. And should this little Pamphlet fall into the hands
of any man or woman, who has been building on such evidences, I
pray God that the scales may drop from their eyes, that they may
see their danger, and be brought, as poor sinners, to the Lord Christ
for all they want.
The performances of persons who are destitute of the grace of God,
are called the Works of the Law; whereas it is not so properly, for
they are ignorant of the Law, nor does the Law call for any such
Works; therefore they are but the Works of the flesh, and those who
feed on them are eating dust, whether they are in a profession or
not. Hence God threaten his enemies that he will send them the
Poison of Serpents of the dust. Deut xxxii. And when he takes a
sinner in hand, he is said to scrape her dust from her.—Ezek. xxvi;
then he kindly invites, Come now, let us reason together—and,
graciously promises, though your sins be as scarlet they shall be as
wool, and though they be red like crimson they shall be whiter than
snow; and I will surely purge away thy dross, and take away thy tin.
Isaiah i. This is the Work of God and this must be done if ever we
see the face of God with joy; we must be stripped of all supposed
goodness, and emptied of self before we can be filled with the
Saviour.
When the excellent Toplady had finished his Sermon on Justification,
pious Lady Huntingdon said to him, “Sir, I think you gave the
Pharisees a good dressing to night.” “Oh, Madam,” said he, “I did
not want to dress them, but I aimed to undress them:”—and sure I
am that our filthy garments of self-righteousness must be taken
away, before we can enjoy the change of raiment. Zech. iii. Till this
is the case with us we may cry out, with the tongue (and if not,
every Pharisee exclaims, practically) Stand by thyself. I am holier
than thou! But, from all such blindness, hardness of heart, and
contempt of God’s Word and Commandment, Good Lord deliver us.
The food of the hypocrite, which the Swine did eat, these are called
husks. Hence our dear Lord, by a Parable, represented his own
people in a backsliding state, trying to fill their souls with husks, a
form of godliness without the power, the sound without the
substance, the shell without the kernel. So it is written in Luke xv.
And there arose a mighty famine in the land, and he began to be in
want, and he joined himself to a citizen of that country, and he sent
him out to feed Swine, and he fain would have filled his belly with
the husks that the Swine did eat. Here is an awakened soul, with
spiritual life, guilt, and shame in his conscience, flying to a false
refuge to make up what had been amiss; and obeying the orders of
a false teacher, without looking to Jesus as his only refuge.
When a poor sinner first comes into a profession, he is full of
legality, and being full of sin and darkness, he generally flies to those
kind of preachers that will set him to work; and these commonly
argue with such poor sinners, “Why, as you have done so much
against God, it is now high time you did something for God.” This
sounds well in the ears of such, and to work they go, to try to please
God; and if the Preacher does not immediately send them to the
Moral Law, they are generally sent to some tradition of the Elders;
they must become teachers in the Sunday Schools; they must form a
Society and visit the Sick; they must attend upon Prayer Meetings
and other religious Societies. Here those who have no spiritual life
can rest; upon these husks they can feed; but where there is real
hungering and thirsting after the bread of life, the mind cannot be
fed with such things; not but that they are praise-worthy in
themselves, but they should not be carried on by souls in such a
state, their place is to wait at the door of mercy; to be in spiritual
labour to get the bread of life, and having found him, then to
observe their call in Providence to visit others. But many are at this
work all their days, and will be found with no other title or
qualification for glory but this. When death comes, then they will,
perhaps, have to reflect with pleasure on the use they have been to
others. But this will be a miserable foundation; and if they do not
expect salvation upon this ground, yet they must confess they have
looked upon these things as fruits and evidences; but eternity will
convince them they are not the fruits of the Spirit. Hypocrite and
Pharisees can feed here, but a quickened soul cannot; this every
truly converted character must acknowledge. Those hypocritical
professors not only feed on these eternals, but on the failings, sins,
and falls, either real or supposed, of God’s people, every fall they
hear of is marrow and fatness to them: these they sweetly enjoy,
quite forgeting that they cannot be said to fall themselves, for, as
they never stood, either by faith or love, they cannot fall; they have
but few temptations, and those only what a worldly man has, and
not what is peculiar to God’s elect. Hence the Apostle says, Let him
that thinketh he standeth—he only thinks so, yet he may fall from
his profession altogether; and as he exulted in the supposed falls of
the saints, God may cast him down from his excellency. I have often
observed this myself, and the sacred Scriptures strikingly set it forth;
the net they spread for others, the pit they have digged they have
been taken in; so God has always testified, sooner or later, as it is
written, He that rolleth a stone it shall turn upon him, and he that
diggeth a pit shall fall therein.—He that cleaveth wood shall be
endangered thereby. Read the 10th of Eccles. from the 8th to the
15th verse.
The Food of the Serpent is said to be Lies—Hosea x, 13, Ye have
eaten lies—this is that kind of food which suits their vitiated taste.
The same Prophet declares, They eat up the sin of my people; they
set their hearts on their iniquity, for they shall eat and not have
enough.—Hosea iv, 8, 9, 10.—The private injury done to others is
called Bread eaten in secret places—and such eaters are like
Pharaoh’s lean kine, none the better for all they have devoured.
They are said to eat up the flesh of God’s people, Psalm xxvii, 2; and
their lying words, back-biting, whisperings, envies, hatred, gossiping,
and evil speaking, their running from house to house with tales
against others, their secret and outward triumph in all they can get
against others, whether true or false—the whole of such conduct
demonstrates a serpentine disposition, feeding on dust; this has
been seen of late in my severe trials from such Serpents and
generation of Vipers. All the foolish, absurd improbabilities, lies, and
the most cruel and daring misrepresentations of my natural temper
and kindness to others, good or bad; these been turned by such
persons to every thing infamous—while some, being high priests, on
whom the religious would have fixed their eyes instead of Jesus, or
his word, because of their name, their popularity, and property; the
last being the occasion of the rest. Many, to ingratiate themselves in
the favor of such, for sinister purposes, and nothing else, have
imposed upon them such things as they well knew their hearts
naturally love; then the Press has been employed—while boys, who
have been set up for teachers, have been employed to do the Devil’s
drudgery, violate the Sabbath, and act contrary to every law, human
and divine. The Press sends forth a farrago of rubbish, and in the
compass of a few pages not less than eighty lies, which I shall one
day expose. These are the sweet morsels on which thousands of
mere nominal Professors have fed, and God declares in my text they
shall.—Under the mask of sanctity, the garb of holiness, and a
contention for the Law, all their spleen has been vented against me
and my supposed crimes. But, alas, I fear it has been rather against
the great things God has done for me. Witness the bitterness
against my preaching, and those who have been blessed under it.
The lying accusation of being an Antinomian in Principle, Preaching,
and Practice, when every person that is acquainted with the Gospel
must acknowledge that I preach all the Words of this Life,
doctrinally, experimentally, and practically. To be sure, they wonder
where I got the teaching that I have received; and my adversaries
are as much puzzled about this, as those of old, who asked, How
knoweth this man his letters, having never learned?
I must say here, that I feel thankful for what my enemies have said
and done against me, as I have learned much from these things; the
Spirit of God teaches by the Cross, and in the School of Affliction
much is to be derived—whoso is wise will observe these things, and
he shall understand the loving kindness of the Lord.
My enemies have been perpetually representing me as an enemy to
the Law, whereas, their conduct has proved that they were acting
contrary to every Law of God and man. Thou shalt not go up and
down (not even Blackfriars Road) as a tale-bearer among thy
people.—Levit. xix,—this was the express command of God.—Thou
shalt love thy neighbour as thy self, whether he has fallen among
thieves or not. Speak evil of no man, says the New Testament—Owe
no man any thing but love. Moreover, if thy brother trespass, go
and tell him his fault, between him and thee alone, (suppose it be
true) if he shall hear thee, thou hast gained thy brother—so speaks
the Word of God, which it our Rule of Walk and Conduct. Now, if we
consider the conduct of my holy enemies who are all zealous for
practical holiness, and see how their demeanor corresponds with this
rule—may we not exclaim, Which is the Antinomian, me or they?
How many turn sick at the success of others.—What a wretched
principle is ENVY—Solomon asks Who can stand before it? But as my
foes have had such a Feast on Ashes and Dust, I only wish them a
spiritual appetite, and better food, even the Bread of eternal Life,
which is meat indeed. This is the joy of heaven—this is Angels food,
and this is the food on which the Believer lives. ’Tis most blessed to
trace this Subject. Our Covenant God provided it, the Holy Spirit
quickens us to a spiritual hungering after it—convinces us of the
vanity of all things else beside—brings us to love his word—to hear
those Preachers that bring forth this food; satisfies us with blessed
views of him, sweet enjoyments of his glorious Person, covenant
love, eternal mercy, his imputed righteousness, his sovereign
purposes, his atoning sacrifice, his peace-speaking blood, and the
invitations, declarations, and exceeding precious promises. This is
the food on which our souls live, if born of God, and every man is
known by his taste; the Serpent on those things which are compared
to dust; the Believer on that which is called the Bread of God; hence
the Promise, Ye shall eat in plenty, and be satisfied. Eat, O friends,
drink abundantly, O beloved. The meek shall eat and be satisfied.
And I will satisfy her poor with bread. For he hath filled the hungry
with good things, but the rich he hath sent empty away—so all
Serpents will find it.
The text concludes, They shall not hurt nor destroy in all my holy
mountain, saith the Lord.—This was renewed in the New Testament,
Nothing shall by any means hurt you. And, in fact, nothing can
eventually hurt the Church; sin cannot, as it is atoned for—the guilt
of it is gone—the love of it is removed as the love of Jesus comes
into the mind; and the power and dominion of it is removed by
almighty Grace, the stronger than the strong man armed—the Law
cannot, because it is well satisfied with the Obedience of the
adorable Surety—Satan cannot; frighten he may, but cannot touch
them to their injury, for his very temptations make us hate him the
more—Our own inbred corruptions cannot hurt us; they are more
trying to us, the more we loath them and abhor ourselves, as vile in
God’s sight—the World cannot, as it is overcome for us, and the
Faith God has given will overcome it in us. Pharisees, Hypocrites,
and Impostors, with their damnable errors cannot, though they may
cause us much trouble. Yet this will furnish us with much matter for
Prayer and fear: these things will drive us nearer to God—nor can
poverty, pain, reproach, or sorrow do it, for these shew us this is not
our rest, it is polluted; and all these work together for good, as sure
as we are the called, according to his Plan. These can neither hurt
nor destroy one bud of hope, or faith, or desire, or affection, either
to God or his truth. Nor can they destroy the soul, God loves it too
well, and Jesus has paid too great a price to permit it to be lost.
Besides, it is the temple of the holy and eternal Spirit; who then can
destroy it?
The Church is called God’s holy Mountain—typified by Mount Sion,
firmly settled in the eternal love, and everlasting purposes of Grace.
Conspicuous and useful in the world, and which, as a great
Mountain, shall fill the whole earth in the latter day. They are called
a holy people; the Lord Jesus Christ is their holiness before God, Ye
are compleat in him, who of God is made unto us Sanctification.
Secondly, All their holiness is received from him, as the High Priest of
their profession; anointed, and taught by him, as a Prophet; they
obey his commands, as a King; this constitutes them holy, as their
faith embraced the atonement and righteousness of Christ; the holy
Spirit’s gracious inhabitation leads them to love and delight in God,
his ways, his truth, his people, and his ordinances; having grace
given to walk in wisdom to them that are without: this is real
holiness, nothing short of this is scriptural holiness, and this is the
Work of God; this proves our union to the Saviour, and this is our
meetness for glory, and such honor have all the Saints.

Finis.

SHORTLY WILL BE PUBLISHED,

A FEW REMARKS
ON

BEL AND THE DRAGON,

In the Book of the Apocrypha—
In a Letter to a Friend.

Bel is confounded.—Jerem. l, 2.
And the Dragon fought and his Angels, and prevailed not.—Rev.
xii, 7.
 FOOTNOTES.

[0] The title page of the original in the British Library has a very
faint 1812 printed just below the 1813 date on the title page.
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