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Joyce Farrell

COMPREHENSIVE

Programming
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PROGRAMMING LOGIC
AND DESIGN
COMPREHENSIVE

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
NINTH EDITION

PROGRAMMING LOGIC
AND DESIGN
COMPREHENSIVE

JOYCE FARRELL

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Programming Logic and Design, © 2018 Cengage Learning®
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Brief Contents
v

Pref ace ������� ��� �� ��� ��� ��� ���� �� ��� ��� ��� ������ ��� ��� xvi

CHAPTER 1 An Over view of Computers and Programmi ng ��� 1


CHAPTER 2 Elem en t s o f H i gh- Qual i ty Programs ����� ��� ���� ��� 38
CHAPTER 3 U n der s t an din g Structure ����� � ����� ��� ��� ��� ���� ��� 87
CHAPTER 4 M akin g Decis ions ������ ��� ��� ��� � ����� ��� ��� ��� ���� � 124
CHAPTER 5 Lo o pin g ������ � �� ��� ������ ��� ��� ��� � ����� ��� ��� ��� ���� � 176
CHAPTER 6 Ar r ays �� ������ � �� ��� ������ ��� ��� ��� � ����� ��� ��� ��� ���� � 227
CHAPTER 7 F ile Han dlin g and Appl i cati ons����� ��� ��� ��� ���� � 272
CHAPTER 8 Advan ced Dat a Handl i ng Concepts  ��� � �� � �� � �� � �� 321
CHAPTER 9 Advan ced M o dul ari z ati on Techni ques ����� ���� � 366
CHAPTER 10 Object -Or ien t ed Programmi ng ����� ��� ������ ��� �� 420
CHAPTER 11 M o re Object -Ori ented Programmi ng
Co n cept s ������ ��� �� ��� ��� ��� ���� �� ��� ��� ��� ������ ��� �� 464
CHAPTER 12 Even t -Dr iven G UI Programmi ng,
M u lt it h readin g, and Ani mati on�� ��� ��� ������ ��� �� 507
APPENDIX A U n der s t an din g Numberi ng Sy stems
an d Co m pu t er Codes����� ��� ��� ��� ��� ��� ������ ��� �� 539
APPENDIX B So lvin g Dif f icu l t Structuri ng Probl ems  ��� ��� �� 547
Glo s s ar y ��� �� � ��� �� ��� ��� ��� ��� ��� ��� ��� ��� ���� �� ��� �� 556
In dex������ �� ���� ��� ��� �� ��� ��� ��� ���� �� ��� ��� ��� ������ �� 571

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
Contents
vii

Pref ace ������� ��� �� ��� ��� ��� ���� �� ��� ��� ��� ������ ��� ��� xvi

CHAPTER 1 An Over view of Computers and Programmi ng ��� 1


Understanding Computer Systems��������������������������������������� 2
Understanding Simple Program Logic ���������������������������������� 5
Understanding the Program Development Cycle��������������������� 8
Understanding the Problem ��������������������������������������������� 8
Planning the Logic ��������������������������������������������������������10
Coding the Program �����������������������������������������������������10
Using Software to Translate the Program into Machine
Language ������������������������������������������������������������������11
Testing the Program �����������������������������������������������������12
Putting the Program into Production��������������������������������13
Maintaining the Program������������������������������������������������14
Using Pseudocode Statements and Flowchart Symbols ���������15
Writing Pseudocode ������������������������������������������������������15
Drawing Flowcharts ������������������������������������������������������17
Repeating Instructions ��������������������������������������������������19
Using a Sentinel Value to End a Program�����������������������������20
Understanding Programming and User Environments ������������23
Understanding Programming Environments�����������������������23
Understanding User Environments�����������������������������������25
Understanding the Evolution of Programming Models������������27
Chapter Summary �����������������������������������������������������������28
Key Terms�����������������������������������������������������������������������29
Exercises �����������������������������������������������������������������������32

CHAPTER 2 Elem en t s o f H i gh- Qual i ty Programs ����� ��� ���� ��� 38


Declaring and Using Variables and Constants�����������������������39
Understanding Data Types ���������������������������������������������39
Understanding Unnamed, Literal Constants�����������������������39
Working with Variables ��������������������������������������������������40
Understanding a Declaration’s Data Type��������������������������41

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
CONTENTS 

Understanding a Declaration’s Identifier ���������������������������42


Assigning Values to Variables �����������������������������������������45
Declaring Named Constants��������������������������������������������46
Performing Arithmetic Operations ��������������������������������������47
The Integer Data Type ���������������������������������������������������50
viii Understanding the Advantages of Modularization �����������������51
Modularization Provides Abstraction��������������������������������52
Modularization Helps Multiple Programmers to Work
on a Problem��������������������������������������������������������������53
Modularization Allows You to Reuse Work��������������������������53
Modularizing a Program ������������������������������������������������54
Declaring Variables and Constants within Modules�����������������58
Understanding the Most Common Configuration
for Mainline Logic�����������������������������������������������������������60
Creating Hierarchy Charts ���������������������������������������������64
Features of Good Program Design��������������������������������������66
Using Program Comments ���������������������������������������������67
Choosing Identifiers������������������������������������������������������69
Designing Clear Statements��������������������������������������������71
Writing Clear Prompts and Echoing Input��������������������������72
Maintaining Good Programming Habits��������������������������������74
Chapter Summary �����������������������������������������������������������75
Key Terms�����������������������������������������������������������������������76
Exercises �����������������������������������������������������������������������79

CHAPTER 3 U n der s t an din g Structure ����� � ����� ��� ��� ��� ���� ��� 87
The Disadvantages of Unstructured Spaghetti Code��������������88
Understanding the Three Basic Structures ��������������������������90
The Sequence Structure ������������������������������������������������90
The Selection Structure��������������������������������������������������91
The Loop Structure ������������������������������������������������������92
Combining Structures ���������������������������������������������������93
Using a Priming Input to Structure a Program�����������������������99
Understanding the Reasons for Structure��������������������������� 106
Recognizing Structure���������������������������������������������������� 107
Structuring and Modularizing Unstructured Logic ��������������� 110
Chapter Summary ��������������������������������������������������������� 115
Key Terms��������������������������������������������������������������������� 115
Exercises ��������������������������������������������������������������������� 117

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 CONTENTS

CHAPTER 4 M ak in g Decis ions ������ ��� ��� ��� � ����� ��� ��� ��� ���� � 124
The Selection Structure�������������������������������������������������� 125
Using Relational Comparison Operators ���������������������������� 129
Avoiding a Common Error with Relational Operators��������� 133
Understanding AND Logic������������������������������������������������ 134 ix
Nesting AND Decisions for Efficiency ���������������������������� 137
Using the AND Operator ���������������������������������������������� 139
Avoiding Common Errors in an AND Selection������������������ 141
Understanding OR Logic ������������������������������������������������� 143
Writing OR Selections for Efficiency ������������������������������ 145
Using the OR Operator ������������������������������������������������ 147
Avoiding Common Errors in an OR Selection������������������� 147
Understanding NOT Logic������������������������������������������������ 153
Avoiding a Common Error in a NOT Expression ��������������� 154
Making Selections within Ranges ������������������������������������� 155
Avoiding Common Errors When Using Range Checks ������� 157
Understanding Precedence When Combining
AND and OR Operators��������������������������������������������������� 160
Understanding the case Structure ���������������������������������� 163
Chapter Summary ��������������������������������������������������������� 165
Key Terms��������������������������������������������������������������������� 166
Exercises ��������������������������������������������������������������������� 167

CHAPTER 5 Lo o pin g ������ � �� ��� ������ ��� ��� ��� � ����� ��� ��� ��� ���� � 176
Appreciating the Advantages of Looping ��������������������������� 177
Using a Loop Control Variable������������������������������������������ 179
Using a Definite Loop with a Counter������������������������������ 179
Using an Indefinite Loop with a Sentinel Value ���������������� 181
Understanding the Loop in a Program’s Mainline Logic������ 183
Nested Loops ��������������������������������������������������������������� 185
Avoiding Common Loop Mistakes ������������������������������������ 190
Mistake: Failing to Initialize the Loop Control Variable ������ 190
Mistake: Neglecting to Alter the Loop Control Variable������ 191
Mistake: Using the Wrong Type of Comparison When
Testing the Loop Control Variable ������������������������������� 192
Mistake: Including Statements Inside the Loop Body
that Belong Outside the Loop ������������������������������������� 194
Using a for Loop ���������������������������������������������������������� 199
Using a Posttest Loop ��������������������������������������������������� 201
Recognizing the Characteristics Shared
by Structured Loops ���������������������������������������������������� 203

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
CONTENTS 

Common Loop Applications��������������������������������������������� 205


Using a Loop to Accumulate Totals ������������������������������� 205
Using a Loop to Validate Data��������������������������������������� 209
Limiting a Reprompting Loop ��������������������������������������� 209
Validating a Data Type ������������������������������������������������ 212
x Validating Reasonableness and Consistency of Data��������� 213
Comparing Selections and Loops������������������������������������� 214
Chapter Summary ��������������������������������������������������������� 218
Key Terms��������������������������������������������������������������������� 218
Exercises ��������������������������������������������������������������������� 220

CHAPTER 6 Ar r ays �� ������ ��� ��� ������ ��� ��� ��� � ����� ��� ��� ��� ���� � 227
Storing Data in Arrays���������������������������������������������������� 228
How Arrays Occupy Computer Memory��������������������������� 228
How an Array Can Replace Nested Decisions��������������������� 231
Using Constants with Arrays ������������������������������������������� 238
Using a Constant as the Size of an Array������������������������ 238
Using Constants as Array Element Values ���������������������� 239
Using a Constant as an Array Subscript ������������������������� 239
Searching an Array for an Exact Match������������������������������ 240
Using Parallel Arrays������������������������������������������������������ 244
Improving Search Efficiency������������������������������������������ 248
Searching an Array for a Range Match������������������������������ 250
Remaining within Array Bounds���������������������������������������� 255
Understanding Array Size��������������������������������������������� 255
Understanding Subscript Bounds ���������������������������������� 255
Using a for Loop to Process an Array������������������������������ 258
Chapter Summary ��������������������������������������������������������� 260
Key Terms��������������������������������������������������������������������� 261
Exercises ��������������������������������������������������������������������� 261

CHAPTER 7 F ile Han dlin g and Appl i cati ons����� ��� ��� ��� ���� � 272
Understanding Computer Files ���������������������������������������� 273
Organizing Files ��������������������������������������������������������� 274
Understanding the Data Hierarchy������������������������������������ 275
Performing File Operations ��������������������������������������������� 277
Declaring a File Identifier��������������������������������������������� 277
Opening a File������������������������������������������������������������ 278
Reading Data from a File and Processing It��������������������� 278
Writing Data to a File��������������������������������������������������� 281
Closing a File������������������������������������������������������������� 281
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 CONTENTS

A Program that Performs File Operations������������������������ 282


Understanding Control Break Logic ���������������������������������� 285
Merging Sequential Files ������������������������������������������������ 290
Master and Transaction File Processing ���������������������������� 299
Random Access Files������������������������������������������������������ 308
Chapter Summary ��������������������������������������������������������� 309 xi
Key Terms��������������������������������������������������������������������� 310
Exercises ��������������������������������������������������������������������� 312

CHAPTER 8 Advan ced Dat a Handl i ng Concepts  ��� � �� � �� � �� � �� 321


Understanding the Need for Sorting Data��������������������������� 322
Using the Bubble Sort Algorithm��������������������������������������� 324
Understanding Swapping Values������������������������������������ 324
Understanding the Bubble Sort ������������������������������������� 325
Sorting Multifield Records ���������������������������������������������� 340
Sorting Data Stored in Parallel Arrays ��������������������������� 340
Sorting Records as a Whole������������������������������������������ 341
Other Sorting Algorithms ������������������������������������������������ 342
Using Multidimensional Arrays������������������������������������������ 345
Using Indexed Files and Linked Lists��������������������������������� 351
Using Indexed Files ���������������������������������������������������� 352
Using Linked Lists ������������������������������������������������������ 353
Chapter Summary ��������������������������������������������������������� 356
Key Terms��������������������������������������������������������������������� 357
Exercises ��������������������������������������������������������������������� 358

CHAPTER 9 Advan ced M o dul ari z ati on Techni ques ����� ���� � 366
The Parts of a Method ��������������������������������������������������� 367
Using Methods with no Parameters ���������������������������������� 368
Creating Methods that Require Parameters������������������������ 371
Creating Methods that Require Multiple Parameters ��������� 377
Creating Methods that Return a Value������������������������������� 379
Using an IPO Chart������������������������������������������������������ 384
Passing an Array to a Method������������������������������������������ 386
Overloading Methods������������������������������������������������������ 394
Avoiding Ambiguous Methods ��������������������������������������� 397
Using Predefined Methods ���������������������������������������������� 400
Method Design Issues: Implementation Hiding, Cohesion,
and Coupling��������������������������������������������������������������� 402
Understanding Implementation Hiding ���������������������������� 402
Increasing Cohesion ��������������������������������������������������� 403
Reducing Coupling������������������������������������������������������ 404
Understanding Recursion������������������������������������������������ 405
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
CONTENTS 

Chapter Summary ��������������������������������������������������������� 410


Key Terms��������������������������������������������������������������������� 411
Exercises ��������������������������������������������������������������������� 412

CHAPTER 10 Object -Or ien t ed Programmi ng ����� ��� ������ ��� �� 420
xii
Principles of Object-Oriented Programming������������������������ 421
Classes and Objects ��������������������������������������������������� 421
Polymorphism ������������������������������������������������������������ 424
Inheritance ���������������������������������������������������������������� 426
Encapsulation ������������������������������������������������������������ 426
Defining Classes and Creating Class Diagrams ������������������ 428
Creating Class Diagrams ��������������������������������������������� 430
The Set Methods��������������������������������������������������������� 433
The Get Methods��������������������������������������������������������� 434
Work Methods������������������������������������������������������������ 435
Understanding Public and Private Access��������������������������� 437
Organizing Classes��������������������������������������������������������� 440
Understanding Instance Methods ������������������������������������� 441
Understanding Static Methods������������������������������������������ 447
Using Objects ��������������������������������������������������������������� 448
Passing an Object to a Method ������������������������������������� 449
Returning an Object from a Method ������������������������������� 450
Using Arrays of Objects ���������������������������������������������� 453
Chapter Summary ��������������������������������������������������������� 455
Key Terms��������������������������������������������������������������������� 456
Exercises ��������������������������������������������������������������������� 458

CHAPTER 11 M o re Object -Ori ented Programmi ng


Co n cept s ��������� �� ��� ��� ��� ���� �� ��� ��� ��� ������ ��� �� 464
Understanding Constructors ������������������������������������������� 465
Default Constructors��������������������������������������������������� 466
Non-default Constructors��������������������������������������������� 468
Overloading Instance Methods and Constructors ������������� 469
Understanding Destructors ��������������������������������������������� 472
Understanding Composition��������������������������������������������� 474
Understanding Inheritance ���������������������������������������������� 475
Understanding Inheritance Terminology��������������������������� 478
Accessing Private Fields and Methods
of a Parent Class������������������������������������������������������ 481
Overriding Parent Class Methods in a Child Class������������ 486

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
 CONTENTS

Using Inheritance to Achieve Good Software Design��������� 486


An Example of Using Predefined Classes:
Creating GUI Objects ��������������������������������������������������� 487
Understanding Exception Handling������������������������������������ 488
Drawbacks to Traditional Error-Handling Techniques��������� 489
The Object-Oriented Exception-Handling Model���������������� 491 xiii
Using Built-in Exceptions and Creating
Your Own Exceptions ������������������������������������������������ 493
Reviewing the Advantages of Object-Oriented Programming 494
Chapter Summary ��������������������������������������������������������� 495
Key Terms��������������������������������������������������������������������� 496
Exercises ��������������������������������������������������������������������� 497

CHAPTER 12 Even t -Dr iven G UI Programmi ng,


M u lt it h readin g, and Ani mati on�� ��� ��� ������ ��� �� 507
Understanding Event-Driven Programming ������������������������� 508
User-Initiated Actions and GUI Components������������������������ 511
Designing Graphical User Interfaces��������������������������������� 514
The Interface Should Be Natural and Predictable������������� 514
The Interface Should Be Attractive, Easy to Read,
and Nondistracting ��������������������������������������������������� 515
To Some Extent, It’s Helpful If the User Can Customize
Your Applications������������������������������������������������������ 516
The Program Should Be Forgiving ��������������������������������� 516
The GUI Is Only a Means to an End��������������������������������� 516
Developing an Event-Driven Application������������������������������ 517
Creating Wireframes ��������������������������������������������������� 518
Creating Storyboards��������������������������������������������������� 518
Defining the Storyboard Objects in an Object Dictionary��� 519
Defining Connections Between the User Screens������������� 520
Planning the Logic ������������������������������������������������������ 520
Understanding Threads and Multithreading ������������������������ 525
Creating Animation��������������������������������������������������������� 528
Chapter Summary ��������������������������������������������������������� 531
Key Terms��������������������������������������������������������������������� 532
Exercises ��������������������������������������������������������������������� 533

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
CONTENTS 

APPENDIX A U n der s t an din g Numberi ng Sy stems


an d Co m pu t er Codes����� ��� ��� ��� ��� ��� ������ ��� �� 539

APPENDIX B So lvin g Dif f icu l t Structuri ng Probl ems  ��� ��� �� 547
xiv
Glo s s ar y ��� ��� ��� �� ��� ��� ��� ��� ��� ��� ��� ��� ���� �� ��� �� 556
In dex������ �� ��� ���� ��� �� ��� ��� ��� ���� �� ��� ��� ��� ������ �� 571

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
Preface
xvi

Programming Logic and Design, Comprehensive, Ninth Edition, provides the beginning
­programmer with a guide to developing structured program logic. This textbook assumes
no programming language experience. The writing is nontechnical and emphasizes
good programming practices. The examples are business examples; they do not assume
­mathematical background beyond high school business math.
Additionally, the examples illustrate one or two major points; they do not contain so
many features that students become lost following irrelevant and extraneous details. The
examples in this book have been created to provide students with a sound background in
logic, no matter what programming languages they eventually use to write programs. This
book can be used in a stand-alone logic course that students take as a prerequisite to a
­programming course, or as a companion book to an introductory programming text using
any programming language.

Organization and Coverage


Programming Logic and Design, Comprehensive, Ninth Edition, introduces students to
­programming concepts and enforces good style and logical thinking. General programming
concepts are introduced in Chapter 1.
Chapter 2 discusses using data and introduces two important concepts: modularization
and creating high-quality programs. It is important to emphasize these topics early so
that ­students start thinking in a modular way and concentrate on making their programs
­efficient, robust, easy to read, and easy to maintain.
Chapter 3 covers the key concepts of structure, including what structure is, how to
­recognize it, and most importantly, the advantages to writing structured programs. This
chapter’s content is unique among programming texts. The early overview of structure
­presented here provides students a solid foundation for thinking in a structured way.
Chapters 4, 5, and 6 explore the intricacies of decision making, looping, and array
­manipulation. Chapter 7 provides details of file handling so that students can create
­programs that process a significant amount of data.
In Chapters 8 and 9, students learn more advanced techniques in array manipulation and
modularization. Chapters 10 and 11 provide a thorough, yet accessible, introduction to con-
cepts and terminology used in object-oriented programming. Students learn about classes,
objects, instance and static class members, constructors, destructors, inheritance, and the

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
Organization and Coverage P R E FA C E

advantages of object-oriented thinking. Chapter 12 explores some additional


object-oriented programming issues: event-driven GUI programming, multithreading,
and animation.
Two appendices instruct students on working with numbering systems and providing
structure for large programs. xvii
Programming Logic and Design combines text explanation with flowcharts and ­pseudocode
examples to provide students with alternative means of expressing structured logic.
Numerous detailed, full-program exercises at the end of each chapter illustrate the concepts
explained within the chapter, and reinforce understanding and retention of the material
presented.
Programming Logic and Design distinguishes itself from other programming logic books in
the following ways:
•• It is written and designed to be non-language specific. The logic used in this book can
be applied to any programming language.
•• The examples are everyday business examples: no special knowledge of mathematics,
accounting, or other disciplines is assumed.
•• The concept of structure is covered earlier than in many other texts. Students are
exposed to structure naturally, so that they will automatically create properly designed
programs.
•• Text explanation is interspersed with both flowcharts and pseudocode so that ­students
can become comfortable with these logic development tools and understand their ­inter-
relationship. Screen shots of running programs also are included, providing s­ tudents
with a clear and concrete image of the programs’ execution.
•• Complex programs are built through the use of complete business examples. Students
see how an application is constructed from start to finish, instead of studying only
­segments of a program.

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
Features
This text focuses on helping students become better programmers, as well as helping them
understand the big picture in program development through a variety of features. Each
chapter begins with objectives and ends with a list of key terms and a summary; these
xviii useful features will help students organize their learning experience.

Using a Priming Input to Structure a Program

Don’t Do It
FLOWCHARTS, figures, This logic is structured,
but flawed. When the user
and illustrations provide start
inputs the eof value, it will

the reader with a visual incorrectly be doubled and


output.
105
Declarations
learning experience. num originalNumber
num calculatedAnswer

THE DON’T DO IT ICON illustrates


Yes how NOT to do something—for
not eof?
example, having a dead code
path in a program. This icon
input
No
originalNumber
stop provides a visual jolt to the student,
calculatedAnswer =
originalNumber * 2

are NOT to be emulated and making


output
calculatedAnswer students more careful to recognize
problems in existing code.

Figure 3-17 Structured but incorrect solution to the number-doubling problem

tested. Instead, a result is calculated and displayed one last time before the loop-controlling
test is made again. If the program was written to recognize eof when originalNumber is 0,
then an extraneous answer of 0 will be displayed before the program ends. Depending on
the language you are using and on the type of input being used, the results might be worse:
The program might terminate by displaying an error message or the value output might
be indecipherable garbage. In any case, this last output is superfluous—no value should be
doubled and output after the eof condition is encountered.
As a general rule, a program-ending test should always come immediately after an input
statement because that’s the earliest point at which it can be evaluated. Therefore, the best
solution to the number-doubling problem remains the one shown in Figure 3-16—the
structured solution containing the priming input statement.

C9275_Chapter03_hr.indd 105 11/15/16 2:07 PM

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exciting offers!
 F E AT U R E S

Understanding Simple Program Logic

• The instruction myAnswer = myNumber * 2 is an example of a processing operation.


In most programming languages, an asterisk is used to indicate multiplication, so this
instruction means “Change the value of the memory location myAnswer to equal the
value at the memory location myNumber times two.” Mathematical operations are not the
xix
only kind of processing operations, but they are very typical. As with input operations,
the type of hardware used for processing is irrelevant—after you write a program, it can 7
be used on computers of different brand names, sizes, and speeds.
VIDEO LESSONS help • In the number-doubling program, the output myAnswer instruction is an example of an
explain important chapter
output operation. Within a particular program, this statement could cause the output
to appear on the monitor (which might be a flat-panel plasma screen or a smartphone
concepts. Videos are part
display), or the output could go to a printer (which could be laser or ink-jet), or the
output could be written to a disk or DVD. The logic of the output process is the same no
of the text’s MindTap. matter what hardware device you use. When this instruction executes, the value stored
in memory at the location named myAnswer is sent to an output device. (The output
value also remains in computer memory until something else is stored at the same
memory location or power is lost.)

Watch the video A Simple Program.

Computer memory consists of millions of numbered locations where data can be stored. The memory
location of myNumber has a specific numeric address, but when you write programs, you seldom need
to be concerned with the value of the memory address; instead, you use the easy-to-remember name
you created. Computer programmers often refer to memory addresses using hexadecimal notation,
or base 16. Using this system, they might use a value like 42FF01A to refer to a memory address.
Despite the use of letters, such an address is still a number. Appendix A contains information about the
hexadecimal numbering system.

TWO TRUTHS & A LIE


Understanding Simple Program Logic

1. NOTES provide
A program with syntax errors can execute but might produce incorrect
results.
additional information—
2. Although the syntax of programming languages differs, the same program
logic can be expressed in different languages. for example, another
3. Most simple computer programs include steps that location
perform input,in the book that
processing, and output.
expands on a topic, or a
common error to avoid.
a program with no syntax errors can execute, but might produce incorrect results.
The false statement is #1. A program with syntax errors cannot execute;

TWO TRUTHS & A LIE mini quizzes


C9275_Chapter01_hr.indd 7 8/23/16 7:50 PM

appear after each chapter section, with


answers provided. The quiz contains
three statements based on the preceding
section of text—two statements are
true and one is false. Answers give
immediate feedback without “giving away”
answers to the multiple-choice questions
and programming problems later in
the chapter. Students also have the option
to take these quizzes electronically
MindTap.
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
Assessment
PROGRAMMING EXERCISES provide
opportunities to practice chapter material.
These exercises increase in difficulty and
allow students to explore logical program-
xx ming concepts. Most exercises can be
completed using flowcharts, pseudocode,
or both. In addition, instructors can assign
the exercises as programming problems
to be coded and executed in a particular
programming language.
CHAPTER 1 An Overview of Computers and Programming

Exercises

Review Questions
32
1. Computer programs also are known as ____________.
a. data c. software
b. hardware d. information
2. The major computer operations include ____________.
a. input, processing, and output
b. hardware and software
c. sequence and looping
d. CHAPTER 4
spreadsheets, word processing, and data communications Making Decisions

3. Visual Basic, C++, and Java are all examples of computer ____________.
a. operating systems c. hardware
b. programming languages Programming
d. machine languages Exercises
4. A programming language’s rules are its ____________. 1. Assume that the following variables contain the values shown:
a. syntax c.170format numberBig = 100 wordBig = "Constitution"
b. logic d. options numberMedium = 10 wordMedium = "Dance"
numberSmall = 1 wordSmall = "Toy”
5. The most important task of a compiler or interpreter is to ____________.
For each of the following Boolean expressions, decide whether the statement is
a. create the rules for a programming language true, false, or illegal.
b. translate English statements into a language such as Java a. numberBig > numberSmall
c. translate programming language statements into machine languageb. numberBig < numberMedium
d. execute machine language programs to perform useful tasks c. numberMedium = numberSmall
6. Which of the following is temporary, internal storage? d. numberBig = wordBig
a. CPU c. keyboard e. numberBig = "Big"

REVIEW QUESTIONS test b. hard disk d. memory f. wordMedium > wordSmall


g. wordSmall = "TOY"
7. Which of the following pairs of steps in the programming process is in the
student comprehension of the correct order?
h. numberBig <= 5 * numberMedium 1 50
i. numberBig >= 2000
major ideas and techniques a. code the program, plan the logic
b. test the program, translate it into machine language
j. numberBig > numberMedium + numberSmall
k. numberBig > numberMedium AND numberBig < numberSmall
presented. Twenty questions c. put the program into production, understand the problem l. numberBig = 100 OR numberBig > numberSmall
d. code the program, translate it into machine language m. numberBig < 10 OR numberSmall > 10
follow each chapter. n. numberBig = 300 AND numberMedium = 10 OR numberSmall = 1
o. wordSmall > wordBig
p. wordSmall > wordMedium
2. Design a flowchart or pseudocode for a program that accepts two numbers from
a user and displays one of the following messages: First is larger, Second is larger,
Numbers are equal.
C9275_Chapter01_hr.indd 32 11/25/16 6:08 PM

3. Design a flowchart or pseudocode for a program that accepts three numbers from
a user and displays a message if the sum of any two numbers equals the third.

4. Cecilia’s Boutique wants several lists of salesperson data. Design a flowchart or


pseudocode for the following:
a. A program that accepts one salesperson’s ID number, number of items sold
in the last month, and total value of the items and displays data message only
if the salesperson is a high performer—defined as a person who sells more
than 200 items in the month.
b. A program that accepts the salesperson’s data and displays a message only if
the salesperson is a high performer—defined a person who sells more than
200 items worth at least $1,000 in the month.

C9275_Chapter04_hr.indd 170 11/25/16 6:17 PM


Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
 ASSESSMENT

PERFORMING MAINTENANCE
Exercises
exercises ask students to modify
working logic based on new
c. Modify the softball program so that it also computes a gross production
requested specifications.
average (GPA) for each player.This
A GPA is calculated by multiplying a player’s
on-base percentage by 1.8, then adding the player’s slugging percentage, and xxi
activity then
mirrors real-world
dividing by four. tasks
that
10. students arechart
Draw the hierarchy likelyand to
design the logic for a program for Arnie’s 85
encounter in their first programming
Appliances. Design a program that prompts the user for a refrigerator model
name and the interior height, width, and depth in inches. Calculate the
jobs.refrigerator capacity in cubic feet by first multiplying the height, width, and
depth to get cubic inches, and then dividing by 1728 (the number of cubic inches
in a cubic foot). The program accepts model names continuously until “XXX” is
entered. Use named constants where appropriate. Also use modules, including
one that displays End of job after the sentinel is entered for the model name.

Performing Maintenance
1. A file named MAINTENANCE02-01.txt is included with your downloadable
student files. Assume that this program is a working program in your
organization and that it needs modifications as described in the comments (lines
that begin with two slashes) at the beginning of the file. Your job is to alter the
program to meet the new specifications.

Find the Bugs

1. Your downloadable files for Chapter 2 include DEBUG02-01.txt, DEBUG02-02.


txt, and DEBUG02-03.txt. Each file starts with some comments that describe
the problem. Comments are lines that begin with two slashes (//). Following the
comments, each file contains pseudocode that has one or more bugs you must
find and correct.

2. Your downloadable files for Chapter 2 include a file named DEBUG02-04.jpg that
contains a flowchart with syntax and/or logical errors. Examine the flowchart,
and then find and correct all the bugs.

Game Zone

1. For games to hold your interest, they almost always include some random,
unpredictable behavior. For example, a game in which you shoot asteroids loses
some of its fun if the asteroids follow the same, predictable path each time you
play. Therefore, generating random values is a key component in creating most

GAME ZONE EXERCISES are included


C9275_Chapter02_hr.indd 85
at the end of each chapter. Students can
11/25/16 6:22 PM

create games as an additional entertaining


way to understand key programming
DEBUGGING EXERCISES are concepts.
included with each chapter because
examining programs critically and
closely is a crucial programming skill.
Students can download these exercises
at www.cengagebrain.com and through
MindTap. These files are also available
to instructors through sso.cengage.com.
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300
P R E F A C E MindTap

Other Features of the Text


This edition of the text includes many features to help students become better program-
mers and understand the big picture in program development.
•• Clear explanations. The language and explanations in this book have been refined over
xxii
eight editions, providing the clearest possible explanations of difficult concepts.
•• Emphasis on structure. More than its competitors, this book emphasizes
structure. Chapter 3 provides an early picture of the major concepts of structured
programming.
•• Emphasis on modularity. From the second chapter onwards, students are encouraged
to write code in concise, easily manageable, and reusable modules. Instructors have
found that modularization should be encouraged early to instill good habits and
a clearer understanding of structure.
•• Objectives. Each chapter begins with a list of objectives so that the student knows the
topics that will be presented in the chapter. In addition to providing a quick reference to
topics covered, this feature provides a useful study aid.
•• Chapter summaries. Following each chapter is a summary that recaps the program-
ming concepts and techniques covered in the chapter.
•• Key terms. Each chapter lists key terms and their definitions; the list appears in the
order that the terms are encountered in the chapter. A glossary at the end of the book
lists all the key terms in alphabetical order, along with their working definitions.

MindTap
MindTap is a personalized learning experience with relevant assignments that guide stu-
dents in analyzing problems, applying what they have learned, and improving their think-
ing. MindTap allows instructors to measure skills and outcomes with ease.
For instructors: Personalized teaching becomes yours with a learning path that is built with
key student objectives. You can control what students see and when they see it. You can use
MindTap as-is, or match it to your syllabus by hiding, rearranging, or adding content.
For students: A unique learning path of relevant readings, multimedia, and activities is cre-
ated to guide you through basic knowledge and comprehension of analysis and application.
For both: Better outcomes empower instructors and motivate students with analytics and
reports that provide a snapshot of class progress, the time spent in the course, engagement
levels, and completion rates.
The MindTap for Programming Logic and Design includes coding labs in C11, Java, and
Python, study tools, videos, and interactive quizzing, all integrated into an eReader that
includes the full content of the printed text.

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Acknowledgments P R E FA C E

Instructor Resources
The following teaching tools are available to the instructor for download through our
Instructor Companion Site at sso.cengage.com.
•• Instructor’s Manual. The Instructor’s Manual follows the text chapter by chapter to
xxiii
assist in planning and organizing an effective, engaging course. The manual includes
learning objectives, chapter overviews, lecture notes, ideas for classroom activities, and
abundant additional resources. A sample course syllabus is also available.
•• PowerPoint Presentations. This text provides PowerPoint slides to accompany each
chapter. Slides are included to guide classroom presentations, and can be made available
to students for chapter review, or to print as classroom handouts.
•• Solutions. Solutions to review questions and exercises are provided to assist with grading.
•• Test Bank®. Cengage Learning Testing Powered by Cognero is a flexible, online system
that allows you to:
•• author, edit, and manage test bank content from multiple Cengage Learning
solutions,
•• create multiple test versions in an instant, and
•• deliver tests from your LMS, your classroom, or anywhere you want.

Additional Options
•• Visual Logic™ software. Visual Logic is a simple but powerful tool for teaching
­ rogramming logic and design without traditional high-level programming language
p
syntax. Visual Logic also interprets and executes flowcharts, providing students with
immediate and accurate feedback.

Acknowledgments
I would like to thank all of the people who helped to make this book a reality, especially
Alyssa Pratt, Jennifer Feltri-George, Kristin McNary, Kate Mason, and all the other
­professionals at Cengage Learning who made this book possible. Thanks, too, to my
­husband, Geoff, and our daughters, Andrea and Audrey, for their support. This book, as
were all its previous editions, is dedicated to them.
–Joyce Farrell

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bracelets are made of them. It is one of the most beautiful trees in
the country when in flower, in which state it remains for some time.
The Artecum, or Araticu, of which there are various kinds, is
similar to the ambuzo in size, in the entwining of its branches, and in
having an ash-coloured rind. The leaves, which it casts off annually,
are almost round, and of a beautiful green, and varnished on both
sides. Its flower is like a fig, of a yellow colour, which opens in three
equal portions, as if they were parted with a knife, are thick, of a
reddish hue, and in the form of a shell; below each portion there is a
smaller shell, not so thick, and externally white, inclosing a button in
the shape of a pine, which becomes a fruit of the size and form of
the largest pear; the pulp is white or yellow, soft and full of pips; few
are good, but they are generally eaten.
The Barriguda, (Big-bellied,) so called in consequence of its
trunk being thicker at the middle than at the ground, and otherwise
denominated Arvore da lan, (Wool-Tree,) has the rind covered with
round thorns, the leaves are almost elliptical, and from three to four
inches in length. The flower begins with the figure of a little round fig,
smooth, without an eye, having a short and thick pedicle; this fig has
the length and form of an acorn, being always of a green colour, it
opens at the extremity in three parts, from whence issues a bud
similar to that of cotton, round, and two inches long, which unfolds in
five petals three inches in length. It has five capillaments surrounded
with a pistil, which is delicate and terminates in a little red ball, the
whole six attached to a receptacle at the bottom of a cup, where a
fruit is formed with some resemblance to a cucumber, which, when it
opens, is full of fine white wool, which the wind blows away if not
immediately taken; it cannot be spun, but it is used for stuffing beds.
There are three sorts of Brazil Wood;—Brazil Mirim, which is
the best; Brazil Assu, or Rozado, so called from its trunk being
higher, more upright, of less girth, and the dye which is extracted
from it of less consistency and more rosy, hence arises its second
name. The Brazileto differs little from the Assu in size, in the form of
its trunk and tuft, and affords little dye. The Brazil Mirim has a larger
trunk, the rind greener and finer, the thorns smaller and thicker, the
leaf smaller, and the wood more of a purple hue. The bark of the
whole is smooth and the thorns begin at the shoot and extend to the
point of the branches. The flower of the Mirim is white and very
small; the wood, immediately on being cut, if put to the tongue, is
sensibly bitter, which, on becoming dry, it loses, turning to an
agreeable sweetness. These trees grow on rocks as well as in
plains. The wood is heavy and excellent for building; put into water it
will remain sound, it is said, eternally; put into the fire it breaks in
pieces, but does not produce any smoke. It is said, that the most
proper periods for cutting this timber for its dye is at the time of the
new moon in winter, and when in the fourth quarter in summer. A
portion of vitriol and lime, or ashes thrown into the decoction of the
Brazil wood forms a black dye.
Cacauzeira, or Cocoa-Tree, which generally does not exceed
the size of a small tree, almost always has many trunks, and extends
its branches horizontally and incliningly; the leaves resemble those
of the largest chestnut; its fruit, which grows only upon the trunks
and thickest branches, is a large oblong capsule, in the shape of a
mellon, with a very hard rind, which encloses forty to fifty almonds in
a white, viscous, and sweet substance. Of these almonds chocolate
is made.
Cafeeiro, or Coffee-Tree, transplanted from Arabia, and
prospering admirably in the strong and fresh soils of this country, is a
branchy shrub, with the leaves opposite, which are smooth, pointed
at both extremities, and larger than those of the laurel; the flower is
white, entire, and tubulous on the lower part, and cleft into five lancet
points on the upper, with the same number of capillaments attached
to the angle of the divisions, and a pistil to the receptacle. The fruit is
a berry, somewhat resembling a cherry, attached to a thick and short
pedicle. It is exceedingly fruitful, and grows to the greatest size when
planted under the shade of large trees; but the fruit of those trees
exposed to the sun is of the best quality.
Cajaty is a shrub with a very thick rind, black, and furrowed with
the first bark, the leaf differs little from the laurel, and affords a yellow
fruit the size of the sloe, having an agreeable taste and perfume,
with seed like the orange, and attached to the extremity of the
branch by a long and delicate pedicle.
Cajazeira, or Cajaza-Tree, is high, with a round tuft and small
leaf, its fruit is like the acorn, yellow, insipid, and with a large stone.
The Cajueira, or Cajue-nut Tree, which grows in sandy soils, is
a small tree with a crooked trunk, a round tuft, with the branches
raised horizontally and inclined; the first rind affords a sort of black
dye; the wood a yellow one; the leaves are almost round; the flower
in bunches; its singular fruit is of the size and figure of a long round
pepper, with a fine smooth skin, tinged with red or yellow, and
sometimes with both, with a white spongy substance, half sweet,
without stone or seed; the taste is not agreeable, although many
persons are partial to this fruit; it has at the extremity a nut of an ash-
colour, containing a white and oily substance, and not unlike the
chestnut when roasted. Excellent sweetmeats are made of the fruit,
and also a lemonade and even wine of its juice.
Calumby, or Calumbo-Tree, is small, with little tuft, having
exceedingly small leaves, which close when the sun sets and open
in the morning. There are male and female, both armed with thorns
like the bramble; the male has a very small flower, resembling a
paint-brush, and its wood is green, hard, compact, and very heavy,
being only serviceable for joiners’ work, as scarcely one is found,
even amongst the most slender, without being hollow. The female
has a flower resembling the chestnut-tree, and its timber, although
solid, is not so heavy, and is waved with green and white. The fruit of
both are flat berries.
Candea (Lamp) is a crooked shrub, with a large stock, the leaf is
generally white on the under side; the wood, when dried, affords a
good light without smoke, and saving much oil to the poor of the
certams, who put a fire-brand of it into the wall, where it lasts for a
long time, giving a flame like a flambeau; hence comes its
denomination. When put into the ground it keeps many years.
Caneleira, Canela or Cinnamon Tree, was transplanted from
Asia, and was cultivated with some care at the commencement of
the colonization, but was afterwards destroyed, by royal order, that it
might not interfere with the oriental trade; this error was soon
discovered. At present the increase of those which spring from roots
is preferred; the quality of the soil in which it should be planted
depends upon the vegetable. The best Asiatic cinnamon-trees grow
in dry soils.
Colla is a tree introduced from Africa, of medium size, with
leaves rather long, pointed, and shining on both sides; the flower is
white and in bunches. It fructifies in a pod.
Cutezeira, or Cuteza-Tree, is small, with horizontal branches,
and the leaves rather long, smooth, wide, rounded at the point, and
pointed at the base; it affords a large oval fruit with a hard shell, of
which, when parted, is made cuyas, or cups.
Gamelleira, or Gamella-Tree, is of considerable girth, having a
round and thick leaf; it extends roots from the branches to the
ground; its shade is sought after.
Geremma is a small thorny tree with very small leaves, which
daily close from the influence of the sun; the flower resembles that of
the chestnut; of its wood charcoal is made for forges.
Goyabeira, or Goyaba-Tree, is a shrub with a smooth rind, the
leaf almost round, the fruit, like a pear, is yellow and odoriferous, the
pulp is rubicund, with a great quantity of small and round seed in the
centre. A preserve much esteemed is made of it.
Guabirabeira, or Guabiraba-Tree, is one of the largest fruit-trees
in the country; its leaf is a little less than that of the peach, and
almost of the same shape; the flower is white; the fruit has the size
and form of a pear, and is eaten in the same way as sorvas or
service-berries.
Herva de Cobra (Serpent-Herb) is a small plant resembling a
little the fern in its foliage, the flower is small and yellow, with five
petals, and its fruit is a very little berry. The name arises from its
virtue in curing the bite of a snake by placing the leaves pounded
upon the wound and giving the patient the juice to drink.
The Jabuticabeira, or Jabuticaba-Tree, is small and slender,
with smooth bark; the leaves, which are varnished on both sides, but
not of the same green, vary in form upon the same branch. It flowers
upon the trunk only, beginning at the ground, and extending to the
branches, that are thick; the fruit is generally of the size and colour of
a cherry, and of a good flavour; a strong liquor is distilled from it.
The Jambeira, or Jamba-Tree, whose size is proportioned to the
quality of the ground upon which it grows, has a pointed leaf, with
dark green on the upper side, and clear green on the under; the
flower has four small petals in the form of a shell, with numerous
long and upright capillaments, and a pointed pistil still longer; its fruit
resembles an apricot, has a fine flavour, and smells like a rose.
The Jaqueira, or Jaca-Tree, transplanted from Asia, and
prospering only in the tropics, is a large tree, with a round tuft, a thick
trunk, large leaves rounded at the extremity and pointed at the base,
varnished on both sides, the upper one of dark green. Its fruit, which
only grows upon the trunk and main branches, is very large, (some
forty pounds weight,) of an oblong form; the skin is green, rough-
grained, and thick; the white pulp is fibrous, and impregnated with
viscous milk; but it has another pulp, sown promiscuously with a sort
of almond, less fibrous, without milk, and sweet, and which is the
part eaten.
Jatuba, which has not this name in all the provinces, fructifies in
husks like the tamarind-tree.
Jenipapeiro, or Jenipapo-Tree, is of good height with the trunk
erect, the tuft round and of medium size; the leaf is similar to that of
the chestnut, very thick, and of a dark green; it is never without fruit,
which is the size of an apple, the skin tenuous, a little harsh, and of
an ash colour, the pulp is white, and the interior full of seed. They
remain from one year to the next upon the branches, which wholly
shed their foliage, and only change when the tree puts forth its new
leaves, and when already the new fruit, for the following year, is of
good growth. Its wood is preferred for the shafts of the sege, or
cabriolet.
Jiquitiba is a tree of considerable girth and affords a nut.
The Joazeiro, or Joaza-Tree, which grows in sandy soils, is of
the size of a middling olive-tree; its tuft is round and thick; the leaves,
which it scarcely sheds, are round and carefully protected; its wood
is white, and its ashes are a good substitute for soap. The flower is
in small and round bunches; the fruit is of the size of a cherry,
oblong, yellow, disagreeable to the touch, and with a stone (full of
smaller ones) which is difficult to divest of the pulp when the fruit is
not half dried. It is aliment for some quadrupeds, and for the jacu and
other birds, although few are well flavoured.
Mangabeira, or Mangaba-Tree, is of medium size, with small
pointed leaves, and a flower like the jasmine; the fruit is round and of
various sizes upon the same branch, with a yellow and greenish rind;
the pulp white, extremely soft, with various seeds covered with
down; the wood, the leaves, the flowers, and the fruit, when parted,
distil a clammy and white milk.
The Mangue is a small tree, with a smooth rind, thick and
varnished leaves. It prospers only upon the sea-coast or the margins
of salt rivers.
The Mangueira, or Mangua-Tree, transplanted from Asia, and
prospering only in the torrid zone, is a bulky tree, with a leafy tuft,
having a long leaf a little narrow and pointed. The fruit is the size of
an apple and a little flat, the skin similar to a greengage, green or
yellow, and tinged sometimes with red; when divested of the skin,
which has a turpentine taste, the pulp is juicy and delicious, although
unpleasantly full of fibres attached to the stone.
Mozes is a tree of medium height, slender, with little tuft,
remarkable for its foliage, which does not differ from the fern; its
flower is white, and its ashes are good for the lixivium of soap.
Mucory is a large tree of excellent timber; its fruit is of the size of
a sloe, yellow, and odoriferous, of very fine flavour, and has a large
stone.
Muricy is a shrub, with large thick and harsh leaves, rounded at
the end and pointed at the base; the flowers are in bunches,
beginning with yellow and turning to a carnation colour; the fruit is
very small, with little flavour. There is another called muricy-bravo,
(or wild,) differing in the flower, which is white, and in the leaves,
which are much less elliptical and varnished on both sides.
Oyty is a middling tree, of good timber, with fruit well flavoured,
and of the colour and form of a pear, with a large stone, which, when
ground or scraped, and used as a beverage or as a clyster, is an
efficacious remedy against diarrhæas.
The Palm-tree of Dates, which is so abundant in Asia and
Africa, are introduced only, and very partially, in the province of Rio
de Janeiro.
Amongst the multiplied species of Palm-trees that denominated
Tucum or Tycum is particularly remarkable; its trunk is thorny,
slender, and of proportionable size; its leaves differ a little from the
common resemblance observed amongst all the other palm-trees;
from its fibres a flax is made that is a little harsh, but as lustrous as
silk, without any appearance of the coarsest description of flax, and
which, from its strength, is generally consumed in making fishing-
tackle. It is well adapted for making a certain sort of lace.
Pindahiba is a handsome tree, and of proportionable size
according to the quality of the soil in which it grows; its wood is light;
its leaves are lancet, one inch in width, and from three to four in
length; it fructifies in very small bunches, and its berries are
sometimes used as peppers.
Piquiha, is a medium-sized tree, affording fruit like the quince,
with a thick and hard rind, and full of a gray liquor, very sweet and
cooling, with some seed like those of an apple.
Pitangueira, or Pitanga-Tree, which reaches the size of a plum-
tree when planted in good ground, but generally not exceeding the
size of a middling shrub in the woods; its leaf resembles that of the
myrtle; the flower is white and small, with a great number of
capillaments; the fruit is the size of an unripe cherry, of a scarlet or
purple colour, and rather sour. An agreeable spirit is distilled from it.
Quinaquina, the Jesuit or Peruvian Bark, was discovered about
three centuries ago in Peru, and met with only a few years since
near the heads of the river Cuiaba; it is a high tree, nine inches in
diameter; the leaves are round at the base and pointed at the end,
glossy and of a beautiful green above, and striped with a brilliant
dark green in the half near the base. The flowers, which are in
bunches at the extremity of the branches, are shaped like a funnel,
with the edge parted into five lancet forms, and shorter than the tube,
hairy, green in the middle, bounded with white, and fringed at the
borders. The pistil is white, and surrounded with five capillaments,
within the tube of the flower. When the flower falls the cup swells at
the middle, and takes the shape of an olive, changing into a fruit,
whose numerous seed, which are long, thick, of a green colour, and
flat at the edge, are enclosed in two lodgements, divided by a double
membrane. Thus a tree so useful to mankind is propagated
abundantly.
Amongst the Resin-Trees are the Angico, which produce the
gum-copal; those that produce mastick, benzoin, and storax;
amongst those that distil balsam are the cabureigba, better known by
the name of Balsam of the Holy Spirit, the cupahybu, or capivi, and
the cumaru.
Amongst the medicinal plants is noted sarsaparilla, ipecacuhana,
jalap, butua, purging cassia, quassia, aristoloquia, or hart-wort,
cahinana, Jesuit’s bark of the country, ginger, capeba, commonly
called herb of St. Luzia, from its great virtue on application to
diseases of the eyes. It is said that a surgeon of Rio de Janeiro, in
the year 1784, by only using the juice of this plant, in the course of
three months, restored the eye of a soldier to its former state, which
had been injured by the point of a bayonet. Marvellous cures are
related of this vegetable, which is said to regenerate the sight;
experiments have been made by perforating the eye of a cock with
sharp instruments, and on applying the juice or even the milk of this
herb it is asserted that the eye has been cured in a few hours, and
the sight restored. The curucu, whose juice, when drunk with water,
is an efficacious stiptic for a bleeding at the mouth. There is also
betony, ground-ivy, but very different from that of Europe, with a leaf
resembling the rosemary, and a small white flower in a species of
artichoke; the herva ferro (iron herb); the herbs mercury, eurucucu,
and mallows; orelha d’onça, (ear of the ounce,) generally two feet in
height, the leaf like a heart, flat, and hairy on both sides, of a pearl
colour, and as flexible when dried as when green; the plant called
hervachumbo; and many others.
Sapucaya is a high tree of good timber, with a leaf similar to that
of the peach; the bark, softened, produces a tow for caulking
vessels. Its produces a very large spherical nut, full of long almonds.
For their extraction nature has formed an orifice at the extremity four
inches in diameter, covered with a lid of the same size, which has
over it an outer rind similar to that of the whole nut, and of which it is
necessary to strip it in order to find the entrance. The monkeys, by
instinct, shake off this species of cocoa-nut when ripe, and with a
stone, or hard piece of wood displace the lid and eat the almonds.
St. Caetano is a delicate plant, resembling that of a water-
melon; its fruit is a species of small cucumber and thorny; it opens in
three portions when ripe, exhibiting some small seed similar to those
of the pomegranite. It is the sustenance of birds, who, carrying its
seed, propagate it in all parts. This plant is applied to various
domestic purposes, and augments the properties of soap in its
ordinary use; on this account it was transplanted from the coast of
Guinea, where it is called Nheziken, and being planted near a chapel
of St. Caetano, took the name of that saint.
Tababuya is a tree remarkable for the lightness of its wood, of
which scarcely any thing is made besides corks and floats for
fishing-nets; it resists all instruments except such as are used for
cork¬cutting.
Taruman is a shrub with lancet leaves of unequal size; the tea of
these leaves have a diluent effect upon stones in the bladder.
Theu is a delicate sipo or plant of long and flexible shoots,
scarcely exceeding the thickness of a hen’s quil, but of extraordinary
growth, always winding round other larger plants and trees. I have
seen them so firmly entwined round orange-trees that the prosperity
and fructification of the tree was impeded by them; its leaf is
exceedingly small, resembling that of the broom; the root is nearly
two yards in length, having a strong smell, and operating as an
emetic, and is an approved remedy against the venom of snakes.
A great diversity of piratical trees or plants are observed in the
Brazil, fixed to the bark or body of others, and nourished alone by
their substance. In some parts there are divers species of climbers
which rise to the top of the highest trees, sometimes
unaccompanied, at other times twisted spirally with another of the
same, or of a different species. Occasionally these prodigiously long
cords have four, six, or more legs, or shoots.
Tinguy is a small tree with the branches and leaves alternate;
the latter are small and lancet. The bark and leaves well pounded,
and put into lakes, &c. cause the fish to die, from becoming soon
intoxicated with it.
The Urucu does not in general exceed the size of a large shrub;
the leaves are in the form of a heart, and the flowers in bunches with
fine petals a little purpled, a pistil, and a great number of
capillaments; the fruit is a capsule, a little flat and pointed, of the size
of a large chestnut, and of a green colour, composed of two valves
or folds, covered with fine soft thorns, and lined with a membrane
that encircles a large quantity of small seed, having over them a
green substance which, when diluted in water, affords a precious
dye. The Indians are not ignorant of this, and use it to paint their
bodies.
Vinhatico is a high and straight tree of yellow wood, and
fructifies in pods with beans.
There are a variety of edible roots:—potatoes of various kinds;
mandioca, of which is made the usual bread of the country; its plant,
of which there are various sorts, is a shrub of one or more stems; the
root, after being scraped and reduced to flour, is pressed until
exhausted of its abundant juice, which is generally poisonous, and is
ultimately toasted in a large earthern or copper vessel over a furnace
till it becomes dry; this vegetable prospers well only in substantial
soils: it is planted in little mounds of earth, by putting into each half
the stock of the plant, which is a span in length. The aypim is a
species of mandioca, whose root is boiled or roasted. The mendubim
is a plant of little growth, with leaves similar to the French bean,
producing beans at the root with a gray skin, which encloses from
one to three small seed. The potatoe do ar, a creeping plant, without
a flower preceding it, produces a fruit of irregular form, without stone
or seed, is covered with a thin and green skin, and has the taste of
the potatoe.
Besides the fruits mentioned there are many others, amongst
which are the pine, or atta, the size of a quince, with a white, soft,
and savoury pulp; the conde, which is of the size of the preceding,
with the pulp equally soft, but not so white; the mammao is larger,
with a smooth and yellow skin, and the pulp of the same colour; the
pitomba; the mocuge; of the banana, whose length exceeds many
times its diameter, there are three sorts, the whole having a thick
skin, and clustered upon one stalk; the plant which produces them is
of considerable growth, without either branches or wood in the trunk;
the leaves are very long, slender, and smooth, with proportionable
width, and the back fibres very thick; the trunk is formed of the
leaves firmly woven together, being two or three yards in height,
round, erect, and inflexible, the leaves branching out from it at the
top. The pine-apple, resembling a pine, with various leaves in the
eye, is of delicious flavour and aromatic scent; the plant from whose
centre it issues is very similar to the aloe. The muracuja is of the size
of an orange, oblong and regular, with a thick and hard skin, green
on the outside and white within; it is full of gross and rather sour
liquid, containing seeds similar to those of the melon.
The sugar-cane, mandioca, tobacco, and the matte-plant, are all
indigenous, and now cultivated to a great extent with considerable
advantage, furnishing many lucrative branches of commerce.
The indigo-plant and opuncia are met with almost in all parts; the
first, which only prospers in strong soils, is yet cultivated but in few
provinces. There are a diversity of peppers; that of Malabar, which
only thrives in substantial and fresh soils, has been cultivated only
within a few years.
The plant commonly called malicia de mulker (woman’s malice) is
a creeping and thorny twig, with very small foliage, whose little
leaves obtain their opposite one’s, when they immediately adhere,
so that the twig is encircled, and remains in this state for a
considerable time.

THE END.
DIRECTIONS FOR THE BINDER.
1. Don John VI. and his Attendants to front Page
the
Title
2. Map of the Brazil to front 1
3. View of the Western Side of the Bay of Rio 9
4. Custom-House Negroes 10
5. Convent of St. Antonio 52
6. Convent of St. Theresa, Part of the Aqueduct, and a Sege 53
7. Convent of Ajuda 54
8. Pillars and Scenery near the Source of the Aqueduct 56
9. House at the Bottom of the Orange-Valley 57
10. A Miner, from the Province of Minas Geraes 61
11. Bella Fonta, the Shacara of J. E. Wright, Esq. 62
12. Palace of St. Christovao 63
13. A free Negress, and other Market-Women 71
14. Nightman, Water-Carrier, Washerwoman 74
15. The Casa of a Padre, in Campinha 85
16. The Rio Exchange, Trapiche, Grass-Waggon, and Gallows 96
17. A Captain of Militia, in the Province of Rio Grande do Sul 116
18. A Paulista and a Brazilian Mendicant 176
19. A Map of the Comarca of Sabara 277
20. An Officer of Cavalry, in Minas Geraes, and a Hermit 283
21. Botocudo Indians about to cross a River 299
22. A Brazilian Sedan-Chair, and a Person begging for the
Church 336
23. A Brazilian Sesta, or Afternoon Nap 346
24. A Jangada, or Catamaran, near Pernambuco 357
25. A Mattuto returning from Pernambuco 385
26. Style of Houses at Poço de Penella 388
27. Negroes impelling a Canoe with the Vara, and Scenery at
Ponta de Cho 389
28. The House of the Senhor d’ Engenho de Torre, near
Pernambuco 391
29. The Sugar Engenho de Torre, and a Plan of its Interior 392
30. The Site and Remains of Fribourg-House, formerly the
Residence of Prince Maurice, of Nassau 393

MARCHANT,
Printer,
Ingram-Court, Fenchurch-Street.
FOOTNOTES:
[1] Eight successive days after a festival.
[2] “The said small vessels found a reef with a port within, very
fine and very secure, with a very large entrance, and they put
themselves within it.” Also, “and all the ships entered and
anchored in five and six fathoms, which anchorage within is so
grand, so beautiful, and so secure, that there could lie within it
more than two hundred ships and men of war.”
[3] “We showed them a grey parrot, which the captain had
brought with him; they took it immediately into their hands. We
showed them a sheep, they took no notice of it. We showed them
a fowl; they were afraid of it, and would not put their hands upon
it.”
[4] “I kiss the hands of your Royal Highness from this secure
port of your island of Vera Cruz. To-day, Friday, first day of May,
1500. P. V. de Caminha.”
[5] “L’altro giorno che fu alli dua di Maggio del derto anno 1500
l’armata fece vela pel camino per andare alla volta del capo di
Buona Speraza. Li quali comincioro no a piangere, et gli huomini
di quella terra, gli confortavano, et mostravano havere di loro
pieta.”—Ramuzio.
[6] “We arrived at the Cape of Good Hope at Easter-tide, and
there met with good weather. We continued the voyage, and
arrived at Besengue, near Cape Verd, where we met with three
caravels, which the King of Portugal had sent to discover the new
land, which we had found in going to Calcutta.”—From the
relation of the voyage of Cabral in Ramuzio.
[7] “The relations of A. Vespuccius contain the recital of two
voyages, which he made upon the same coast (the Brazil), in the
name of Emanuel, King of Portugal; but the dates are false, and it
is in that which the imposture consists; for it is proved by all the
cotemporary testimonies, that at the time which he names he was
employed upon other expeditions.”—Hist. Gen. des Voyages,
tom. 14. liv. 6. c. 9. Paris, 1757.
[8] This is a corroboration of Vincente Yanez Pinson’s voyage,
as the character of the Indians near those two same places where
he landed are described to be similar.
[9] “The King, Don Manuel, extremely attached to Vespuccius,
gave him the command of six ships, with which he sailed on the
10th of May, 1503, and passed along the coast of Africa and
Brazil, with the intention of discovering a western passage to the
Molucca Islands, (afterwards discovered.) “After entering the Bay
of All Saints, he navigated as far as the Abrolhos and the river
Curababa. As he had provisions only for twenty months, he took
the resolution of returning to Portugal, where he arrived on the
18th of June, 1504.”—Murery Dicc. Grand. Paris, 1699.
[10] “Ordered immediately to be prepared another armament
of caravels, which he delivered to C. Jacques, a fidalgo of his
house, and with the title of Captain Mor, ordered him to continue
in this undertaking of discovery. The armament sailed, and
pursuing the voyage, arrived upon the coast, sounding bays and
rivers, erecting pillars with the Portuguese arms upon them. He
entered a bay to which he gave the name of All Saints, and after
all necessary diligence he returned to Portugal.”—Cunha.
[11] “In the same year, 1503, Gonsallo Coelho was sent to the
land of St. Cruz, with six ships, with which he left Lisbon on the
10th day of the month of June. In consequence of not having
much knowledge of the land, four were lost, and the other two
brought to the kingdom merchandise of the land, which then were
no others than red wood, which was called Brazil, and parrots.”—
Goes.
[12] An overlooker of negroes.
[13] To kiss his hand.
[14] No one had suffered the penalty of death for a long period
before July 22, 1819, when a wretched criminal was hanged. He
had stabbed five or six men, and it was said his punishment
would have been commuted for transportation to Africa, had he
not imbrued his hands in the blood of a pregnant female, whom
he stabbed mortally.
[15] These parishes in the Brazil are considerable districts of
country, and take their names generally from the chief or mother
church.
[16] Mr. Langsdorff has recently (since his return to Europe)
presented to the National Institute of Paris the head of a
Botocudo Indian, who had been in his service for some years. He
sent this Indian to St. Helena to collect insects, which commission
he executed satisfactorily, and died soon after his return to the
Brazil.
The Botocudos are really the Aymores of the province of Porto
Seguro, and received their present name from the Portuguese, in
consequence of their custom of perforating the ears and lips, and
introducing pieces of wood as ornaments, which they imagine
render them more genteel and comely.
[17] This denomination originated in Portugal, where the judge
was prohibited from having any jurisdiction within his native town.
Hence it is applied to judges in the Brazil, universally, without the
capital.
[18] The Torres are two great and contiguous rocks, upon the
coast, in 29° 40′ south latitude.
[19] Sumacas are from ten to nearly two hundred tons burden.
[20] Bandeira is a name given in the Brazil to an indeterminate
number of persons, who provide themselves with arms,
ammunition, and every thing requisite for their subsistence, with
the project of entering the territories of the Indians, for the
purpose of discovering mines, exploring the country, or chastising
the savages; the individuals who compose those companies, call
themselves bandeirantes, and their chiefs, certanistas.
[21] Pantanos signifies marshy, and is the name given to the
swampy islands at the mouth of the Tocoary, which are
submerged at the floods.
[22] “By the treaty of limits, liberty was given to these Indians
to remain in the country or to pass to the other side of the
Guapore, which latter they did by the persuasions of the Spanish
curates. The mission of St. Roza, which consisted of four hundred
Indians, and removed in 1754, was near a waterfall, where D.
Antonio Rolin ordered a fort to be constructed. That of St. Miguel,
which was in a plain near the river, and had six hundred Indians,
was removed in 1753; and that of St. Simao, which comprised
more than two thousand inhabitants, and was removed in 1752,
existed near a river a little below the situation of the Pedras.”
Extract from the History of the Journeys of the Lieutenant-General
of Matto Grosso. M.S.
[23] Passo is a picture or image representing some of our
Saviour’s sufferings.
[24] The interior districts of provinces are so called.
[25] A bowl into which diamonds are put when found, from
whence they are taken, weighed, and registered daily.
[26] He acquired the appellation of Caramuru, which signifies
“a man of fire,” on the occasion of his first discharging a musket in
the presence of the astonished Indians.
[27] “Where there was a Portuguese, who said he had lived
twenty-five years amongst the Indians,” proving Correa’s
shipwreck to be in 1510.
[28] The province is designated, as well as the city, by the
Portuguese word for bay, from the great importance justly
attached to its fine bay.
[29] “Sepulchre of Donna Catharine Alvarez, Lady of this
Captaincy of Bahia, which she, and her husband, James Alvarez
Correa, a native of Vianna, gave to the Kings of Portugal, and
erected and gave this chapel to the patriarch St. Bento. The year
1582.”
[30]

The Don of the land is arrived,


The one hundred and fifty are ended.

[31]

The Don of the land is on the main,


The one hundred and fifty remain.

[32] The precarious nature of the tobacco trade is evidenced


by a shipment made of this article from Bahia to London, where
on its arrival it was unsaleable; the agent, therefore, reshipped it
for Gibraltar, drawing for the freight and charges he had paid. On
its arrival in Gibraltar, it was there equally unsaleable; and, after
being deposited some time in a warehouse, it was discovered to
be rotten, and condemned by government to be thrown into the
sea; after which the agent there had to draw also for the freight
and charges that he had paid, in which was included the expense
of throwing the tobacco into the sea. The shippers, no doubt,
considered the termination of this speculation as unpalatable as
the element to which it was finally consigned.
[33] One thousand reas, or a milrea, is now worth about five
shillings, and varies according to the exchange.
[34] “Oh! what a beautiful situation for founding a town.”
Hence its name of Ollinda.
[35] Some writers have stated that this Duarthe Coelho
Pereyra served as a military man in India; but Duarthe Coelho, of
whose military exploits there Barros and Farria both speak, had
not the surname of Pereyra. He died by the hands of the Moors of
the island of Sumatra, after having suffered shipwreck at the
mouth of the river Calapa, in 1527.
[36] The Dutch armament, commanded by Admiral Hervey
Zonk, consisting of sixty-four vessels, of various sizes, and eight
thousand men, landed, on the 15th of February, 1630, on the
beach of Pau Amarello, three leagues north of Ollinda, by the
direction of Judea Antonio Dias, who had resided many years in
the country and acquired a large fortune, with which he
established himself at Amsterdam. In 1654 the Dutch evacuated
the captaincy.
[37] A capibara, the animal from which this river takes its
name, is now in Exeter Change.
[38] Ollinda, although the head of a comarca, being commonly
considered, with Recife, to constitute the city of Pernambuco,
they will be described together.
[39] A Brazilian term for the Indian.
[40]
Erected
under
the Illustrious Government
of the
President and Council
in the year 1652.
[41] Some of these people are also called certanejos,
inhabitants of the certams, or interior.
[42] I have been informed, since my return to England, that a
clergyman had arrived at Pernambuco.
[43] Great River of the North; as there is Rio Grande do Sul,
(Great River of the South,) and which must occasion some little
confusion, both being called Rio Grande: it would be better to
designate this St. Roque, the cape being even a more
conspicuous object than the river.
[44] The Spaniards, from whom the French took this portion of
territory, always recognized the river Oayapoek and the Vincent
Pinson as the same river; and near its mouth a marble stone was
erected, by order of Charles V. to serve as a limit between his
conquests and those of the Portuguese.
[45]

Conserva o tardo impulso por tal modo,


Que em poucos passos mette um dia todo.
Cant. vii. p. 57.

[46] Inhabiting the calingas.


[47] Inhabiting the campos, or plains.
[48] Correiçao is a term applied to a judge going out to travel
through the district of his jurisdiction.

Transcriber’s Notes:

1. Obvious printers’, punctuation and spelling errors have been corrected


silently.

2. Where hyphenation is in doubt, it has been retained as in the original.

3. Some hyphenated and non-hyphenated versions of the same words have


been retained as in the original.
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