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Java
Programming
Tenth Edition

Joyce Farrell

Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

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Printed in the United States of America

Print Number: 01 Print Year: 2022

CHAPTER 1 Creating Java Programs�� 1

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

APPENDIX B Data Representation �� 591

APPENDIX C Formatting Output �� 595

APPENDIX D Generating Random Numbers �� 603

APPENDIX E Javadoc �� 607

APPENDIX F Using JavaFX and Scene Builder �� 613

GLOSSARY 625
INDEX 641

iii

Copyright 2023 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CONTENTS
PREFACEXI Key Terms 32
Review Questions 33
CHAPTER 1 Programming Exercises 34
Debugging Exercises 36
CREATING JAVA PROGRAMS 1
Game Zone 36
1.1 Learning Programming Terminology 1 Case Problems 37
1.2 Comparing Procedural and Object-
Oriented Programming Concepts 4
CHAPTER 2
Procedural Programming 4
Object-Oriented Programming 5 USING DATA 39
Understanding Classes, Objects, and Encapsulation 6
2.1 Declaring and Using Constants
Understanding Inheritance and Polymorphism 7
and Variables 39
1.3 Features of the Java Programming Declaring Variables 40
Language8
Declaring Named Constants 42
1.4 Analyzing a Java Application That The Scope of Variables and Constants 43
Produces Console Output 10
Concatenating Strings to Variables and
Understanding the Statement That Produces the Constants 43
Output10
Pitfall: Forgetting That a Variable Holds One
Understanding the First Class 12 Value at a Time 45
Understanding the main() Method 14
2.2 Learning About Integer Data
Indent Style 15
Types47
Saving a Java Class 16
2.3 Using the boolean Data Type 51
1.5 Compiling a Java Class and
Correcting Syntax Errors 18 2.4 Learning About Floating-Point
Compiling a Java Class 18 Data Types 52
Correcting Syntax Errors 19 2.5 Using the char Data Type 53
1.6 Running a Java Application and 2.6 Using the Scanner Class to
Correcting Logic Errors 23 Accept Keyboard Input 57
Running a Java Application 23 Pitfall: Using nextLine() Following One of the
Modifying a Compiled Java Class 23 Other Scanner Input Methods 59
Correcting Logic Errors 24
2.7 Using the JOptionPane Class to
1.7 Adding Comments to a Java Class 25 Accept GUI Input 64
1.8 Creating a Java Application That Using Input Dialog Boxes 64
Produces GUI Output 27 Using Confirm Dialog Boxes 66
1.9 Finding Help 29 2.8 Performing Arithmetic Using
Variables and Constants 68
Don’t Do It 30 Associativity and Precedence 69
Summary31 Writing Arithmetic Statements Efficiently 69

Pitfall: Not Understanding Imprecision in Game Zone 113

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

CHAPTER 3 4.5 Understanding That Classes

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

3.4 Creating Methods That 4.10 U

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

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

5.4 Nesting if and if…else 6.3 Using Shortcut Arithmetic

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

5.8 Using the Conditional and NOT

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

Don’t Do It 193

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

7.3 Declaring and Comparing 8.8 Using Two-Dimensional and Other

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

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

Don’t Do It 257 Don’t Do It 316

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

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

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

9.9 Using Dynamic Method Binding 359 10.7 T

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

Using records 377 Case Problems 440

Using Anonymous Inner Classes 379

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

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

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

Case Problems 485

Don’t Do It 537

CHAPTER 12 Summary 538

Key Terms 538
RECURSION487 Review Questions 539

12.1 Understanding Recursion 487 Programming Exercises 541

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

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

APPENDIX B
DATA REPRESENTATION 591

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

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

Organization and Coverage

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

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

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

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

New in This Edition

The following features are new for the Tenth Edition:

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

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

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

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

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

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

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

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

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

MindTap Instructor Resources

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

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

the content and learning path as is or pick and choose how our materials will wrap around yours. You control what
the students see and when they see it. Learn more at http://www.cengage.com/mindtap/.

In addition to the readings, the Java Programming, Tenth Edition MindTap includes the following:

❯❯Gradeable assessments and activities: All assessments and activities from the readings will be available as
gradeable assignments within MindTap, including Review Questions, Game Zone, Case Problems, and Two
Truths & a Lie.
❯❯Videos: Each unit is accompanied by videos that help to explain important unit concepts and provide demos on
how students can apply those concepts.
❯❯Coding Snippets: These short, ungraded coding activities are embedded in the MindTap Reader and provide
students an opportunity to practice new programming concepts “in the moment.” The coding Snippets help
transition the students from conceptual understanding to application of Java code.
❯❯Coding labs: These assignments provide real-world application and encourage students to practice new coding
skills in a complete online IDE. Guided feedback provides personalized and immediate feedback to students as
they proceed through their coding assignments so that they can understand and correct errors in their code.
❯❯Interactive study aids: Flashcards and PowerPoint lectures help users review main concepts from the units.

Instructor and Student Resources

Additional instructor and student resources for this product are available online. Instructor assets include an
Instructor’s Manual, Educator’s Guide, PowerPoint® slides, Solution and Answer Guide, solutions, and a test bank
powered by Cognero®. Student assets include data files. Sign up or sign in at www.cengage.com to search for and access
this product and its online resources.

❯❯Instructor’s Manual: The Instructor’s Manual includes additional instructional material to assist in class
preparation, including sections such as Chapter Objectives, Complete List of Chapter Activities and
Assessments, Key Terms, What’s New In This Chapter, Chapter Outline, Discussion Questions, Suggested Usage
for Lab Activities, Additional Activities and Assignments, and Additional Resources. A sample syllabus also is
available.
❯❯PowerPoint presentations: The PowerPoint slides can be used to guide classroom presentations, to make
available to students for chapter review, or to print as classroom handouts.
❯❯Solution and Answer Guide: Solutions to all end-of-chapter assignments are provided along with feedback.

❯❯Solutions: Solutions to all programming exercises are available. If an input file is needed to run a programming
exercise, it is included with the solution file.
❯❯Test bank: Cengage Testing Powered by Cognero is a flexible, online system that allows you to:
■■ Author, edit, and manage test bank content from multiple Cengage solutions.
■■ Create multiple test versions in an instant.
■■ Deliver tests from your LMS, your classroom, or wherever you want.
❯❯Educator’s Guide: The Educator’s Guide contains a detailed outline of the corresponding MindTap course.

❯❯Transition Guide: The Transition Guide outlines information on what has changed from the Ninth Edition.

❯❯Data files: Data files necessary to complete some of the steps and projects in the course are available. The Data
Files folder includes Java files that are provided for every program that appears in a figure in the text.

About the Author

Joyce Farrell has taught computer programming at McHenry County College, Crystal Lake, Illinois; the University of
Wisconsin, Stevens Point, Wisconsin; and Harper College, Palatine, Illinois. Besides Java, she has written books on
programming logic and design, C#, and C++ for Cengage.

Acknowledgments
I would like to thank all of the people who helped to make this project a reality, including Tran Pham, Associate Product
Manager; Mary Convertino, Learning Designer; Maria Garguilo, Senior Content Manager; Dan Seiter, Developmental
Editor, and John Freitas, Quality Assurance Tester. I am lucky to work with these professionals who are dedicated to
producing high-quality instructional materials.

I am also grateful to the reviewers who provided comments and encouragement during this course’s development,
including Dr. Ross Foultz, Coastal Carolina University; and Dr. Carl M. Rebman, Jr., University of San Diego. Also, thank
you to Charles W. Lively III, Ph.D. – Academic Faculty, Georgia Institute of Technology, who provided the appendix on
JavaFX.

Thanks, too, to my husband, Geoff, for his constant support, advice, and encouragement. Finally, this project is
dedicated to Norman Williams Peterson, who has brought a smile to my face every time I have seen him.

Joyce Farrell

Read This Before You Begin

The following information will help you as you prepare to complete this course.

To the User of the Data Files

To complete the steps and projects in this course, you need data files that have been created specifically for some of
the exercises. Your instructor will provide the data files to you. You also can obtain the files electronically by signing
up or signing in at www.cengage.com and then searching for and accessing this product and its online resources. Note
that you can use a computer in your school lab or your own computer to complete the exercises.

Using Your Own Computer

To use your own computer to complete the steps and exercises, you need the following:

❯❯Software: Java SE 16 or later, available from www.oracle.com/technetwork/java/index.html. Although almost

all of the examples in this course will work with earlier versions of Java, a few require Java 16 or later. You also
need a text editor, such as Notepad. A few exercises ask you to use a browser for research.
❯❯Hardware: For operating system requirements (memory and disk space), see http://java.com/en/download/
help.

Features
This text focuses on helping students become better programmers and understand Java program development through
a variety of key features. In addition to Chapter Objectives, Summaries, and Key Terms, these useful features will help
students regardless of their learning styles.

You Do It

These sections walk students through program development step by step.

These notes provide additional information—for example, a common error to watch out for or
Note background information on a topic.

Two Truths & a Lie

These quizzes appear after almost every chapter section, with answers provided. Each 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 in MindTap.

Don’t Do It Icon
The Don’t Do It icon illustrates how NOT to do something—for example, having a dead code path in a program. These
icons provide a visual jolt to the student, emphasizing that particular practices are NOT to be emulated and making
students more likely to recognize problems in existing code.

import java.util.Scanner;
public class GetUserInfo2 Don’t Do It
{
public static void main(String[] args) If you accept numeric
{ input prior to string input,
String name; the string input is ignored
int age; unless you take special
Scanner inputDevice = new Scanner(System.in); action.
System.out.print("Please enter your age >> ");
age = inputDevice.nextInt();
System.out.print("Please enter your name >> ");
name = inputDevice.nextLine();
System.out.println("Your name is " + name +
" and you are " + age + " years old.");
}
}

Don’t Do It
These sections at the end of each chapter list advice for avoiding common programming errors.

Assessment

Review Questions
Review Questions test student comprehension of the major ideas and techniques presented. Twenty questions follow
each chapter.

Programming Exercises
Programming Exercises provide opportunities to practice concepts. These exercises allow students to explore each
major programming concept presented in the chapter. Additional coding labs and snippets are available in MindTap.

Debugging Exercises
Debugging Exercises are included with each chapter because examining programs critically and closely is a crucial
programming skill. Students and instructors can download these exercises at www.cengage.com.

Game Zone
Game Zone exercises are included at the end of each chapter. Students can create games as an additional entertaining
way to understand key programming concepts.

Case Problems
Case Problems provide opportunities to build more detailed programs that continue to incorporate increasing
functionality throughout the course.

Creating Java
Programs
Learning Objectives
When you complete this chapter, you will be able to:

1.1 Define basic programming terminology

1.2 Compare procedural and object-oriented programming
1.3 Describe the features of the Java programming language
1.4 Analyze a Java application that produces console output
1.5 Compile a Java class and correct syntax errors
1.6 Run a Java application and correct logic errors
1.7 Add comments to a Java class
1.8 Create a Java application that produces GUI output
1.9 Identify and consult resources to help develop Java programming skills

1.1 Learning Programming Terminology

You see many computers every day. There might be a laptop on your desk, and there also are computers in
your phone, in your car, and perhaps in your thermostat, washing machine, and vacuum cleaner. When you
learn computer terminology and how to program a computer, you learn a bit about how these devices work,
you develop your critical thinking skills, and you learn to communicate more clearly. You will reap all these
benefits as you work through this course.

Computer systems consist of both hardware and software.

❯❯Computer equipment, such as a monitor or keyboard, is hardware.

❯❯Programs are software. A computer program (or simply, program) is a set of instructions that you write
to tell a computer what to do.

Software can be divided into two broad categories:

❯❯A program that performs a task for a user (such as calculating and producing paychecks, word processing, or
playing a game) is application software. Programs that are application software are called applications, or apps
for short.
❯❯A program that manages the computer itself (such as Windows or Linux) is system software.

The logic behind any computer program, whether it is an application or system program, determines the exact order of
instructions needed to produce desired results. Much of this course describes how to develop the logic for application
software.

You can write computer programs in high- or low-level programming languages:

❯❯A high-level programming language such as Java, Visual Basic, C++, or C# allows you to use English-like, easy-
to-remember terms such as read, write, and add.
❯❯A low-level programming language corresponds closely to a computer’s circuitry and is not as easily read or
understood. Because they correspond to circuitry, low-level languages must be customized for every type of
machine on which a program runs.

All computer programs, even high-level language programs, ultimately are converted to the lowest-level language,
which is machine language. Machine language, or machine code, is the most basic set of instructions that a computer
can execute. Each type of processor (the internal hardware that handles computer instructions) has its own set of
machine language instructions. Programmers often describe machine language using 1s and 0s to represent the on-
and-off circuitry of computer systems.

The system that uses only 1s and 0s is the binary numbering system. Appendix B describes the binary
Note system in detail. Later in this chapter, you will learn that bytecode is the name for the binary code created
when Java programs are converted to machine language.

Every programming language has its own syntax, or rules about how language elements are combined correctly to
produce usable statements. For example, depending on the specific high-level language, you might use the verb print
or write to produce output. All languages have a specific, limited vocabulary (the language’s keywords) and a specific
set of rules for using that vocabulary. When you are learning a computer programming language, such as Java, C++, or
Visual Basic, you are learning the vocabulary and syntax for that language.

Using a programming language, programmers write a series of program statements, which are similar to English
sentences. The statements carry out the program’s tasks. Program statements are also known as commands because
they are orders to the computer, such as Output this word or Add these two numbers.

After the program statements are written in a high-level programming language, a computer program called a compiler
or interpreter translates the statements into machine language. A compiler translates an entire program before carrying
out any statements, or executing them, whereas an interpreter translates one program statement at a time, executing
a statement as soon as it is translated.

Whether you use a compiler or interpreter often depends on the programming language you use.
Note For example, C++ is a compiled language, and Visual Basic is an interpreted language. Each type of
translator has its supporters; programs written in compiled languages execute more quickly, whereas
programs written in interpreted languages can be easier to develop and debug. Java uses the best of
both technologies: a compiler to translate your programming statements and an interpreter to read the
compiled code line by line when the program executes (also called at run time).

Compilers and interpreters issue one or more error messages each time they encounter an invalid program statement—
that is, a statement containing a syntax error, or misuse of the language. Examples of syntax errors include misspelling
a keyword or omitting a word that a statement requires. When a syntax error is detected, the programmer can correct
the error and attempt another translation. Repairing all syntax errors is the first part of the process of debugging a
program—freeing the program of all flaws or errors, also known as bugs. Figure 1-1 illustrates the steps a programmer
takes while developing an executable program. You will learn more about debugging Java programs later in this chapter.

Figure 1-1 The program development process

Plan program logic

Write program language statements

that correspond to the logic

Debugging process
Use translating software (a compiler or
interpreter) that translates programming
language statements to machine language

Debugging process
Can all statements No Examine list of
be successfully
syntax errors
translated?

Yes

Execute the program

Examine
program output

Are there runtime Yes

or output errors?

As Figure 1-1 shows, you might write a program that compiles successfully (that is, it contains no syntax errors), but
it still might not be a correct program because it might contain one or more logic errors. A logic error is a bug that
allows a program to run, but that causes it to operate incorrectly. Correct logic requires that all the right commands
be issued in the appropriate order. Examples of logic errors include multiplying two values when you meant to divide
them or producing output prior to obtaining the appropriate input. When you develop a program of any significant
size, you should plan its logic before you write any program statements.
Correcting logic errors is much more difficult than correcting syntax errors. Syntax errors are discovered by the
language translator when you compile a program, but a program can be free of syntax errors and execute while still

retaining logic errors. Sometimes you can find logic errors by carefully examining the structure of your program (when
a group of programmers do this together, it is called a structured walkthrough), but sometimes you can identify logic
errors only when you examine a program’s output. For example, if you know an employee’s paycheck should contain
the value $4,000, but when you examine a payroll program’s output you see that it holds $40, then a logic error has
occurred. Perhaps an incorrect calculation was performed, or maybe the hours-worked value was output by mistake
instead of the net pay value. When output is incorrect, the programmer must carefully examine all the statements
within the program, revise or move the offending statements, and translate and test the program again.

Just because a program produces correct output does not mean it is free from logic errors. For example,
Note suppose that a program should multiply two values entered by the user, that the user enters two 2s, and
that the output is 4. The program might actually be adding the values by mistake. The programmer would
discover the logic error only by entering different values, such as 5 and 7, and examining the result.

Programmers call some logic errors semantic errors. For example, if you misspell a programming
Note language word, you commit a syntax error, but if you use a correct word in the wrong context, you
commit a semantic error.

Two Truths & a Lie Learning Programming Terminology

In each “Two Truths & a Lie” section, two of the numbered statements are true, and one is false. Identify the false
statement and explain why it is false.

1. Unlike a low-level programming language, a high-level programming language allows you to use
a vocabulary of reasonable terms instead of the sequences of on-and-off switches that perform the
corresponding tasks.

2. A syntax error occurs when you violate the rules of a language; locating and repairing all syntax errors is
part of the process of debugging a program.

3. Logic errors are fairly easy to find because the software that translates a program finds all the logic errors for you.

The false statement is #3. A language translator finds syntax errors, but logic errors can still exist in a program that
is free of syntax errors.

1.2 C
omparing Procedural and Object-Oriented
Programming Concepts
All computer programmers must deal with syntax errors and logical errors in much the same way, but they might take
different approaches to the entire programming process. Procedural programming and object-oriented programming
describe two different approaches to writing computer programs.

Procedural Programming
Procedural programming is a style of programming in which operations are executed one after another in sequence.

The typical procedural program defines and uses named computer memory locations; each of these named locations
that can hold data is called a variable. For example, data might be read from an input device and stored in a location
the programmer has named rateOfPay. The variable value might be used in an arithmetic statement, used as the
basis for a decision, sent to an output device, or have other operations performed with it. The data stored in a variable
can change, or vary, during a program’s execution.

For convenience, the individual operations used in a computer program are often grouped into logical units called
procedures. For example, a series of four or five comparisons and calculations that together determine a person’s
federal withholding tax value might be grouped as a procedure named calculateFederalWithholding(). (As a
convention, this course will show parentheses following every procedure name.) As a procedural program executes
its statements, it can sometimes pause to call a procedure. When a program calls a procedure, the current logic is
temporarily suspended so that the procedure’s commands can execute. A single procedural program might contain any
number of procedure calls. Procedures are also called modules, methods, functions, and subroutines. Users of different
programming languages tend to use different terms. As you will learn later in this chapter, Java programmers most
frequently use the term method.

Object-Oriented Programming
Object-oriented programming is an extension of procedural programming in which you take a slightly different approach
to writing computer programs. Writing object-oriented programs involves the following:

❯❯Creating classes, which are blueprints for objects

❯❯Creating objects, which are specific instances of those classes

❯❯Creating applications that manipulate or use those objects

Programmers use OO as an abbreviation for object-oriented; it is pronounced oh oh. Object-oriented

Note programming is abbreviated OOP, and pronounced to rhyme with soup.

Originally, object-oriented programming was used most frequently for two major types of applications:

❯❯Computer simulations, which attempt to mimic real-world activities so that their processes can be improved or
so that users can better understand how the real-world processes operate
❯❯Graphical user interfaces (GUIs), pronounced gooeys, which allow users to interact with a program in a graphical
environment

Thinking about objects in these two types of applications makes sense. For example, a city might want to develop a
program that simulates traffic patterns and controls traffic signals to help prevent tie-ups. Programmers would create
classes for objects such as cars and pedestrians that contain their own data and rules for behavior. For example, each
car has a speed and a method for changing that speed. The specific instances of cars could be set in motion to create
a simulation of a real city at rush hour.

Creating a GUI environment for users is also a natural use for object orientation. It is easy to think of the components
a user manipulates on a computer screen, such as buttons and scroll bars, as similar to real-world objects. Each
GUI object contains data—for example, a button on a screen has a specific size and color. Each object also contains
behaviors—for example, each button can be clicked and reacts in a specific way when clicked. Some people consider
the term object-oriented programming to be synonymous with GUI programming, but object-oriented programming
means more. Although many GUI programs are object oriented, not all object-oriented programs use GUI objects.
Modern businesses use object-oriented design techniques when developing all sorts of business applications, whether
they are GUI applications or not. Early in this course, you will learn object-oriented techniques that are appropriate
for any program type; in the last chapters, you will apply what you have learned about those techniques specifically
to GUI applications.

Understanding object-oriented programming requires grasping three basic concepts:

❯❯Encapsulation as it applies to classes as objects

❯❯Inheritance

❯❯Polymorphism

Understanding Classes, Objects, and Encapsulation

In object-oriented terminology, a class is a group or collection of objects with common properties. In the same way
that a blueprint exists before any houses are built from it, and a recipe exists before any cookies are baked from it, a
class definition exists before any objects are created from it. A class definition describes what attributes its objects
will have and what those objects will be able to do. Attributes are the characteristics that define an object; they are
properties of the object. When you learn a programming language such as Java, you learn to work with two types of
classes: those that have already been developed by the language’s creators and your own new, customized classes.

An object is a specific, concrete instance of a class. Creating an instance is called instantiation. You can create objects
from classes that you write and from classes written by other programmers, including Java’s creators. The values
contained in an object’s properties often differentiate instances of the same class from one another. For example, the
class Automobile describes what Automobile objects are like. Some properties of the Automobile class are
make, model, year, and color. Each Automobile object possesses the same attributes, but not necessarily the same
values for those attributes. One Automobile might be a 2014 white Honda Civic, and another might be a 2021 red
Chevrolet Camaro. Similarly, your dog has the properties of all Dogs, including a breed, name, age, and whether the
dog’s shots are current. The values of the properties of an object are referred to as the object’s state. In other words,
you can think of objects as roughly equivalent to nouns (words that describe a person, place, or thing), and of their
attributes as similar to adjectives that describe the nouns.

When you understand an object’s class, you understand the characteristics of the object. If your friend purchases an
Automobile, you know it has a model name, and if your friend gets a Dog, you know the dog has a breed. Knowing
what attributes exist for classes allows you to ask appropriate questions about the states or values of those attributes.
For example, you might ask how many miles the car gets per gallon, but you would not ask whether the car has had
shots. Similarly, in a GUI operating environment, you expect each component to have specific, consistent attributes and
methods, such as a window having a title bar and a close button, because each component gains these properties as a
member of the general class of GUI components. Figure 1-2 shows the relationship of some Dog objects to the Dog class.

By convention, programmers using Java begin their class names with an uppercase letter. Thus, the class
Note that defines the attributes and methods of an automobile probably would be named Automobile, and
the class for dogs probably would be named Dog. This convention, however, is not required to produce a
workable program.

Besides defining properties, classes define methods their objects can use. A method is a self-contained block of
program code that carries out some action, similar to a procedure in a procedural program. An Automobile, for
example, might have methods for moving forward, moving backward, and determining the status of its gas tank.
Similarly, a Dog might have methods for walking, eating, and determining its name, and a program’s GUI components
might have methods for maximizing and minimizing them as well as determining their size. In other words, if objects
are similar to nouns, then methods are similar to verbs.

In object-oriented classes, attributes and methods are encapsulated into objects. Encapsulation refers to two closely
related object-oriented notions:

❯❯Encapsulation is the enclosure of data and methods within an object. Encapsulation allows you to treat all of an
object’s methods and data as a single entity. Just as an actual dog contains all of its attributes and abilities, so
would a program’s Dog object.

Figure 1-2 Dog class definition and some objects created from it

Dog class definition Dog class instances (objects)

istock.com/GlobalP
istock.com/GlobalP

istock.com/olaser
Every Dog that is
created will have a:

Name

Age

Breed Ginger Bowser Roxy

6 2 1
Shot status Akita Retriever Beagle
Up to date Up to date Up to date

❯❯Encapsulation also refers to the concealment of an object’s data and methods from outside sources. Concealing
data is sometimes called information hiding, and concealing how methods work is implementation hiding; you
will learn more about both terms as you learn more about classes and objects. Encapsulation lets you hide
specific object attributes and methods from outside sources and provides the security that keeps data and
methods safe from inadvertent changes.

If an object’s methods are well written, the user can be unaware of the low-level details of how the methods are
executed, and the user must simply understand the interface or interaction between the method and the object. For
example, if you can fill your Automobile with gasoline, it is because you understand the interface between the gas
pump nozzle and the vehicle’s gas tank opening. You don’t need to understand how the pump works mechanically
or where the gas tank is located inside your vehicle. If you can read your speedometer, it does not matter how the
displayed value is calculated. As a matter of fact, if someone produces a superior, more accurate speed-determining
device and inserts it in your Automobile, you don’t have to know or care how it operates, as long as your interface
remains the same. The same principles apply to well-constructed classes used in object-oriented programs—programs
that use classes only need to work with interfaces.

Understanding Inheritance and Polymorphism

An important feature of object-oriented program design that differentiates it from procedural program design is
inheritance—the ability to create classes that share the attributes and methods of existing classes, but with more
specific features. For example, Automobile is a class, and all Automobile objects share many traits and abilities.
Convertible is a class that inherits from the Automobile class; a Convertible is a type of Automobile that has
and can do everything a “plain” Automobile does—but with an added ability to lower its top. (In turn, A
utomobile
inherits from the Vehicle class.) Convertible is not an object—it is a class. A specific Convertible is an object—
for example, my1967BlueMustangConvertible.

Inheritance helps you understand real-world objects. For example, the first time you encounter a convertible, you
already understand how the ignition, brakes, door locks, and other systems work because you realize that a convert-
ible is a type of automobile. Therefore, you need to be concerned only with the attributes and methods that are “new”
with a convertible. The advantages in programming are the same—you can build new classes based on existing classes
and concentrate on the specialized features you are adding.

A final important concept in object-oriented terminology (that does not exist in procedural programming terminology)
is polymorphism. Literally, polymorphism means many forms—it describes the feature of languages that allows the

same word or symbol to be interpreted correctly in different situations based on the context. For example, although the
classes Automobile, Sailboat, and Airplane all inherit from Vehicle, methods such as turn() and stop()
work differently for instances of those classes. The advantages of polymorphism will become more apparent when you
begin to create GUI applications containing features such as windows, buttons, and menu bars. In a GUI application,
it is convenient to remember one method name, such as setColor() or setHeight(), and have it work correctly
no matter what type of object you are modifying.

When you see a plus sign (+) between two numbers, you understand they are being added. When you
Note see it carved in a tree between two names, you understand that the names are linked romantically.
Because the symbol has diverse meanings based on context, it is polymorphic. Later in this course, you
will learn more about inheritance and polymorphism and how they are implemented in Java. Using Java,
you can write either procedural or object-oriented programs. In this course, you will learn about how to
do both.

Two Truths & a Lie Comparing Procedural and Object-Oriented Programming Concepts

1. An instance of a class is a created object that possesses the attributes and methods described in the class
definition.

2. Encapsulation protects data by hiding it within an object.

3. Polymorphism is the ability to create classes that share the attributes and methods of existing classes, but
with more specific features.

The false statement is #3. Inheritance is the ability to create classes that share the attributes and methods of
existing classes, but with more specific features; polymorphism describes the ability to use one term to cause
multiple actions.

1.3 Features of the Java Programming Language

Java was developed by Sun Microsystems as an object-oriented language for general-purpose business
applications and for interactive, World Wide Web-based Internet applications. (Sun was later acquired by Oracle
Corporation.) Some of the advantages that make Java a popular language are its security features and the fact
that it is architecturally neutral. In other words, unlike many other languages, you can use Java to write a program
that runs on any operating system (such as Windows, macOS, or Linux) or any device (such as PCs, phones, and
tablet computers).

Java can be run on a wide variety of computers and devices because it does not execute instructions on a computer
directly. Instead, Java runs on a hypothetical computer known as the Java Virtual Machine (JVM). When programmers
call the JVM hypothetical, they mean it is not a physical entity created from hardware, but is composed only of
software.

Figure 1-3 shows the Java environment. Programming statements written in a high-level programming language
are source code. When you write a Java program, you first construct the source code using a plain text editor
such as Notepad, or you can use a development environment such as Eclipse, NetBeans, or JDeveloper.
A development environment is a set of tools that help you write programs by providing such features as
displaying a language’s keywords in color.

Figure 1-3 The Java environment

Java Source Code

Source code is
stored on a disk in
a file with a name
ending in .java

Java Compiler

Compiler creates
bytecode that
is stored on a
disk in a file with
a name ending in
Java Virtual Machine .class

Java Interpreter

JVM (named java.exe)

performs security checks
and translates bytecode to
machine language, which
Computer Operating
executes
System

When you write a Java program, the following steps take place:

❯❯The Java source code statements you write are saved in a file.

❯❯The Java compiler converts the source code into a binary program of bytecode.

❯❯A program called the Java interpreter then checks the bytecode and communicates with the operating system,
executing the bytecode instructions line by line within the JVM.

Because the Java program is isolated from the operating system, it is also insulated from the particular hardware on
which it is run. Because of this insulation, the JVM provides security against intruders accessing your computer’s
hardware through the operating system. Therefore, Java is more secure than other languages. Another advantage
provided by the JVM means less work for programmers—when using other programming languages, software vendors
usually have to produce multiple versions of the same product (a Windows version, Macintosh version, UNIX version,
Linux version, and so on) so all users can run the program. With Java, one program version runs on all these platforms.
“Write once, run anywhere” (WORA) is the slogan developed by Sun Microsystems to describe the ability of one Java
program version to work correctly on multiple platforms.

Java also is simpler to use than many other object-oriented languages. Java is modeled after C++. Although neither
language is easy to read or understand on first exposure, Java does eliminate some of the most difficult-to-understand
features in C++, such as pointers and multiple inheritance.

You can write two types of Java applications:

❯❯Console applications, which support character or text output to a computer screen

❯❯Windowed applications, which create a GUI with elements such as menus, toolbars, and dialog boxes

Console applications are the easier applications to create; you start using them in the next section. You will create
your first simple GUI application later in this chapter.

Two Truths & a Lie Features of the Java Programming Language

1. Java was developed to be architecturally neutral, which means that anyone can build an application without
extensive study.

2. After you write a Java program, the compiler converts the source code into a binary program of bytecode.

3. You can create both console applications and windowed applications using Java.

The false statement is #1. Java was developed to be architecturally neutral, which means that you can use Java to
write a program that will run on any platform.

1.4 A
nalyzing a Java Application That Produces
Console Output
At first glance, even the simplest Java application involves a fair amount of confusing syntax. Consider the application
in Figure 1-4. This program is written on seven lines, and its only task is to display First Java application on the screen.

Figure 1-4 The First class

public class First
{
public static void main(String[] args)
{
System.out.println("First Java application");
}
}

In program code in figures in this course, Java keywords as well as true, false, and null are blue, and
Note all other program elements are black. A complete list of Java keywords is shown later in this chapter.

The code for every complete program shown in this course is available in a set of student files you can
Note download so that you can execute the programs on your own computer.

Understanding the Statement That Produces the Output

Although the program in Figure 1-4 occupies several lines, it contains only one Java programming statement. This
statement does the actual work of the program:
System.out.println("First Java application");

Like all Java statements, this one ends with a semicolon. Most Java programming statements can be spread across as many
lines as you choose, as long as you place line breaks in appropriate places. For example, in the program in Figure 1-4, you
could place a line break immediately before or after the opening parenthesis, or immediately before or after the closing
parenthesis. However, you usually want to place a short statement on a single line.

1. Bauchfüße der
Raupe.
2. Gegliederte
Beine.
Da eine Raupe fortwährend frißt, so wird durch den wachsenden
Körper die Haut so straff, daß eine Zeit kommt, wo sie keine
Nahrung mehr aufnehmen kann. Dann hält sie sich einige Stunden
ruhig und bläst ihre Ringe auf. Die Haut platzt, und die Raupe kriecht
heraus, mit einer neuen, weichen Haut bekleidet, die sich unter der
alten gebildet hat. Diese ist dehnbar, und bald frißt die Raupe
ebenso lustig darauf los wie vorher.
Die Raupe wiederholt dies ungefähr fünfmal in ihrem
Raupenleben; dann hört sie mit Fressen auf und bleibt einige Tage
unbeweglich. Ihre Färbung verbleicht, und wenn nun ihre Haut platzt
und abgestreift wird, so sind unter einer neuen weichen nun schon
alle Teile des Schmetterlings zu sehen, obwohl noch weich und
unvollkommen. Bald sickert eine Art von Gummi heraus. Dieser
verhärtet in der Haut und schützt dadurch den Körper während der
Entwicklung.
Jetzt heißt das Wesen Puppe. Diese sieht in der Tat wie eine
zerknitterte Puppe aus mit ihren zusammengebogenen Beinen und
dem über diesen niedergebogenen Kopfe unter der harten Haut. Die
Puppe eines Tagfalters ist gewöhnlich oben breit und unten schmal
und hat Erhöhungen und Stacheln (vergl. bunte Tafel I. 3). Aber die
Puppen der Schwärmer sind mehr eiförmig und glatt (vergl. bunte
Tafel II. 3). Spinner hüllen ihre Puppen gewöhnlich in einen seidigen
Sack oder Kokon ein, aber die Tagfalter lassen die ihrigen nackt und
befestigen sie an einem Zweige oder an einem Grashalm mit einem
seidigen Faden (vergl. bunte Tafel I. 5).
Die Raupe der Schwärmer wühlt sich in den Erdboden ein und
liegt als Puppe in einem Loche, das sie vorher mit Seidenfäden
ausgepolstert hat. Nach ungefähr sieben Monaten, oder oft auch
später, arbeitet sich die Puppe an die Oberfläche hinauf, der
Schmetterling bricht durch die Hülle und kriecht heraus.
Sammle einige Raupen mit den Pflanzen, auf denen du sie findest. Füttere sie
und beobachte ihre Verwandlungen.
Lektion 3.
Bekannte Dämmerungs- und
Nachtfalter.
Schmetterlinge tun uns nach dem Auskriechen keinen Schaden
mehr. Sie breiten ihre Flügel aus, fliegen umher und saugen den
Honig aus den Blumen. Die starken Freßwerkzeuge der Raupe sind
verschwunden und federartige Lippen nehmen deren Stelle ein. Ihre
Unterkiefer sind sehr lang geworden und in eine lange Röhre
zusammengerollt (S. 18), die einem zierlichen Elefantenrüssel
ähnlich sieht. Wenn das Insekt den Rüssel nicht gebraucht, ist dieser
unter seiner Lippe aufgerollt, aber wenn es den Honig in den Blüten
erreichen will, rollt es den Rüssel auf und steckt ihn in die Blüten.
Am frühen Morgen oder am Abend im August kann man den
Ligusterschwärmer (siehe bunte Tafel II. 1) mit seinen rötlichbraunen
Vorderflügeln und den schönen rosigen, schwarz gestreiften
Hinterflügeln sehen, wie er seinen Kopf in die Geißblattblüten in der
Hecke steckt. Oder der große Taubenschwanz flattert im
Sonnenschein über ein Blumenbeet im Garten oder saugt Honig aus
den tiefen Blüten der Nelken und Natterzunge. Ihr könnt ihn teils an
dem summenden Geräusch erkennen, das er mit seinen Flügeln
verursacht, und teils daran, daß er sich nicht auf den Blumen
niederläßt, sondern im Fliegen Honig saugt.
Dann ist da der Totenkopf, der größte deutsche Schwärmer, der
seinen sonderbaren Namen von der gelben Zeichnung auf dem
Rücken seiner Brust hat, die wie ein Totenschädel aussieht. Er hat
braune Vorderflügel und gelbe Hinterflügel mit dunkeln
Querbändern, die Fühler und der Rüssel sind sehr kurz. Man kann
ihn finden, wenn man nach Sonnenuntergang im Herbste an den
Hecken sucht; er schwärmt daran entlang und ist durchaus nicht so
selten, wie man glaubt; aber er fliegt nur am Abend.

Kopf eines
Schmetterlings. e. Großes
Auge. l. Fühler. p.
Saugrüssel.
Wenn man einen dieser großen Schwärmer fängt, so wird man
überrascht sein zu sehen, wie verschieden er von der Raupe ist, aus
der er sich entwickelt hat. Die sechs Beine an den drei Ringen der
Brust sind noch da, aber über ihnen stehen vier prächtige Flügel. Sie
bestehen aus einer feinen durchscheinenden Haut und sind über
und über mit Schuppen bedeckt, die wie Dachziegel geordnet sind.
Wie sorgfältig man auch immer einen Schwärmer oder einen
Tagschmetterling fängt, es wird immer ein feiner Staub an den
Fingern zurückbleiben. Jedes Teilchen dieses Staubes ist eine fein
gefärbte Schuppe, und diese geben dem Schwärmer seine schönen
Farben. Die Schmetterlinge werden Lepidoptera genannt, und
dieses Wort bedeutet „Schuppenflügler“. Die Raupe hat sechs kleine
Augen, so winzig, daß wir sie nicht bemerken. Der Schwärmer hat
diese auch noch, aber er hat nebenbei zwei prachtvolle, kugelartig
hervorgewölbte Augen (e, siehe Abbildung) an beiden Seiten des
Kopfes. Sie bestehen aus hunderten von kleinen Einzelaugen, so
daß der Schwärmer nach allen Seiten hinsehen kann, obgleich er
die Augen nicht bewegt. Die Augen des Totenkopfschwärmers
glänzen selbst in der dunklen Nacht wie rote Lichterchen.
Der Körper des Falters besteht aus drei Teilen. Sein Hinterleib ist
eiförmig zugespitzt, seine breite Brust trägt die Beine und die Flügel,
und am Kopfe befinden sich die großen Augen (e), die Fühler und
der Saugrüssel (s. Abb. S. 18). Die Fühler oder Antennen sind breit
in der Mitte, spitz am Ende und meist fein gesägt oder gekämmt.
Daran kann man Dämmerungs- und Nachtfalter von Tagfaltern
unterscheiden. Denn die Fühler der Tagfalter sind fast immer rund,
am Ende keulenartig verdickt und ganz glatt.
Ein anderer Unterschied zwischen ihnen ist der, daß bei den
Tagfaltern die Flügel in der Ruhe aufrecht stehen, so daß ihre
oberen Enden sich berühren, während sie bei den Schwärmern flach
an dem Rücken liegen, wie das Dach eines Hauses auf den Mauern
ruht.

1, 1 a. Fühler von Tagfaltern. 2.

Fühler von Schwärmern, fein
gesägt oder gekämmt (2 a).

Zu den häufig vorkommenden Schmetterlingen, die man finden

kann, gehört der Weidenholzbohrer. Er hat einen kurzen Körper und
graubraun, verschwommen weißgrau gezeichnete Flügel mit
dunklen Wellenlinien. Man findet ihn auf Weiden und Pappeln. Er
fliegt nicht viel umher, denn er hat keinen Rüssel und nimmt
während seines kurzen Schmetterlingslebens keine Nahrung zu
sich. Er sucht nur eine Stelle, wo er seine Eier ablegen kann, aus
denen eine nackte rote Raupe auskriecht. Diese Raupe bohrt sich in
einen Baumzweig und lebt dort Jahre lang, indem sie sich von
seinem Holze nährt.
Viele Schwärmerraupen leben im Innern von Baumstämmen und
Zweigen. Wenn man an einem heißen Sommertage die
Johannisbeersträucher überblickt, wird man zuweilen einen
hübschen kleinen Schwärmer finden mit schlankem, schwarzgelben
Körper, dünnen Beinen, langen Fühlern und klaren, durchsichtigen
Flügeln; er sieht ganz anders aus wie die meisten Schmetterlinge.
Dies ist der Johannisbeer-Glasflügler (vergleiche bunte Tafel II. 5),
der nur am Rande seiner Flügel Schuppen hat. Er sieht gewissen
Wespen sehr ähnlich. Dieser Glasflügler legt seine Eier in die
Zweige der Johannisbeerbüsche, und seine kleine gelbe Raupe, die
eine dunkle Linie auf dem Rücken hat, frißt sich in das Mark der
Zweige hinein. Man sollte immer die toten oder verdorrten Zweige
von den Johannisbeerbüschen entfernen, aus Furcht, daß vielleicht
diese Raupen darin sitzen könnten.
Ein anderer Schwärmer, den man im hellen Sonnenschein
umherfliegen sehen kann, ist von dunkelblau-grüner Farbe mit sechs
roten Flecken auf den Flügeln. Es ist das Blutströpfchen oder
Widderchen (s. Abb. S. 21), dessen Kokons man im Mai an den
langen Grashalmen der Wiese befestigt finden kann. Im August ist
der Schmetterling ausgekrochen und fliegt von Blume zu Blume.
Tafel II

1. Ligusterschwärmer. 2. Raupe. 3. Puppe. 4. Brauner

Bär. 5. Glasflügler.
Auch einen Spinner werdet ihr wahrscheinlich gerne kennen
lernen, weil seine Raupe sich zu einer Kugel zusammenballt, wenn
man sie aufnimmt. Sie frißt gern vom Salat und
Stachelbeersträuchern, und wenn sie sich verpuppen will, beißt sie
ihre langen Haare ab und verwebt sie in den Kokon. Wenn der
Spinner auskriecht, läuft er abends über die Blumenbeete und fliegt
nicht sehr hoch. Er ist allgemein als Bärenspinner oder brauner Bär
bekannt (vergleiche bunte Tafel II. 4) und ist der größte Spinner, den
wir haben. Seine Vorderflügel sind hellgelb mit welligen
dunkelbraunen Streifen. Die Hinterflügel sind hellrot und
schwarzblau gefleckt. Die Brust hat ein hellrotes Band und sein
Hinterleib ist scharlachrot mit schwarzen Querstreifen. Wenn man
die Bärenraupe im frühen Sommer findet, sie in einem Kasten, der
mit Draht vergittert ist, hält und fleißig mit Taubnesseln füttert, so
kann man die Puppe und den prächtigen Bärenspinner daraus
entstehen sehen.

Blutströpfchen oder Widderchen mit Raupe und

Kokon.
Versuche einen Schwärmer, einen Glasflügler, einen Bärenspinner und die
Puppe eines Ligusterschwärmers zu finden. Fange so viele Raupen und Puppen
wie möglich und nimm immer etwas von der Pflanze mit, wovon sie sich nähren.
Lektion 4.
Bekannte Tagfalter.
Es gibt lange nicht so viele Tagfalter wie Schwärmer, Glasflügler,
Eulen usw. Aber da die letzteren meist in der Dämmerung oder
abends fliegen, kennen wir die Tagfalter, die sich im hellen
Sonnenschein umhertummeln, am besten. Ihre Raupen sind nicht so
schädlich im Garten wie die der anderen Schmetterlinge, mit
Ausnahme von der des Kohlweißlings, über den wir im dritten Buche
gesprochen haben.
Es ist sehr unterhaltend, im Frühling und im frühen Sommer die
Raupen der gewöhnlichen Schmetterlinge zu sammeln und sie in
einem Kasten zu halten, über den ein Stück grober Musselin
gespannt ist, so daß man sie beobachten kann, bis die
Schmetterlinge auskriechen.
Auf diese Weise wird man ihre Farben viel besser zu sehen
bekommen, als wenn man sie fängt, da ihre Flügel nicht vom Wind
und Regen beschädigt werden wie sonst oft beim Auskriechen. Und
man braucht sie nicht zu töten. Nachdem man sie betrachtet hat,
kann man sie frei lassen, damit sie den Sonnenschein genießen.
Es ist sonderbar, daß so viele Schmetterlinge ihre Eier auf die
Blätter der Brennessel legen. Der Grund ist vielleicht der, daß Kühe
und Schafe diese Pflanzen nicht fressen, und die Eier auf ihnen also
sicher sind. Das Tagpfauenauge, der kleine Fuchs und der Admiral
legen alle ihre Eier auf Nesseln. Dort findet man also ihre Puppen,
und ich will euch erzählen, wie man sie unterscheiden kann.
Die Eier des Pfauenauges sind in Klümpchen unter die
Nesselblätter geklebt, und im Juni kann man die kleinen schwarzen,
weißpunktierten Raupen finden, wie sie in Gruppen an den Blättern
fressen. Früh im Juli wird jede von ihnen eine kleine, seidige Wulst
unter ein Blatt gesponnen haben, an welchem die merkwürdige
steife Puppe mit dem Kopfe nach unten hängt; sie sieht aus wie eine
bräunliche glänzende Muschel (vergleiche bunte Tafel I. 3).
Wenn man Raupe oder Puppe mit nach Hause nimmt, so wird
man gegen Ende Juli einen prächtigen Schmetterling auskriechen
sehen. Die Hinterflügel sind braun, die Vorderflügel rot und blau, und
auf jedem der vier Flügel befindet sich ein großer glänzender Fleck,
der aussieht wie die Augen in den Schwanzfedern des Pfaues. Der
Körper ist ganz dunkel gefärbt, die Fühler am Kopfe sind lang und
dünn und an den Enden keulenförmig verdickt. Wenn aber der
Schmetterling seine Flügel schließt (siehe bunte Tafel I. 1 a), so sind
alle die glänzenden Farben verborgen, und er unterscheidet sich
infolge der graubraunen Außenseite kaum von seiner Umgebung, so
daß die Vögel ihn während der Ruhe nicht leicht sehen können.
Wenn ihr aber aus Versehen einmal eine andere Puppe von den
Nesseln mit nach Hause bringt, so wird euch ein ganz anderer
Schmetterling überraschen. Seine Flügel sind am Rande stark
eingekerbt; sie sind samtschwarz mit roter Binde und weißen
Flecken mit blauem Rande. Es ist der Admiral, dessen Puppe auch
unter den Blättern der Brennnessel hängt. Ihr werdet euch nicht
irren, wenn ihr die Raupe findet, denn sie ist nicht schwarz wie die
des Tagpfauenauges, sondern grünlichgelb oder braunrot mit einer
Reihe halbmondförmiger Flecke an jeder Seite und mit gelben
ästigen Dornen. Sie nährt sich von Nesselblättern, die sie mit
seidigen Fäden um sich befestigt. Ihr müßt euch nun merken, daß
aus diesen Raupen ein Admiral wird.
An einer anderen Stelle findet ihr vielleicht ein Bündel von
Nesselblättern, die mit Seide zusammengewebt sind, und in deren
Innern eine Menge Raupen sitzen. Sie sind mit kurzen Dornen
besetzt und haben einen schwarzen Leib mit gelben Streifen und
Punkten. Aus ihren Puppen wird der kleine Fuchs auskriechen.
1. Fuchs fliegend, 2. ruhend, 3. Puppe.
Die sicherste Art und Weise, diese drei Raupen gut kennen zu
lernen, ist die, daß man sie alle mit nach Hause nimmt und dort
aufbewahrt, bis die Schmetterlinge auskriechen. Dann wird man
viele kleine Unterschiede bemerken, die hier nicht alle aufgezählt
werden können.
Auf Disteln findet man eine andere Raupe, die sich in die Blätter
einspinnt, und deren Puppe aschgrau, braun oder gelblich und mit
mehreren Goldpunkten und Dornen besetzt ist. Aus ihr wird ein
rotbrauner Schmetterling auskriechen, der Distelfalter. In manchen
Jahren gibt es nur wenige von dieser Art, während sie in anderen
Jahren sehr zahlreich ist.
Wir gehen nun an einer anderen Stelle auf die Suche, nämlich
unter dem Kreuzdorn und Faulbaum am Flußufer, entweder im
Vorfrühling oder gegen Ende Juli, da der nachbenannte
Schmetterling zwei Flugzeiten hat.
Man muß unter den kleinen Zweigen nach einer hübschen,
grünen, rotgefleckten Puppe suchen, die einer gerippten Muschel
ähnlich sieht. Sie hängt wagerecht an einem feinen Seidenfaden
(vergleiche bunte Tafel I. 5). Achte darauf, wie klug die Raupe ihn
befestigt hat, so daß das schwere breite Ende dem langen, dünnen
das Gleichgewicht hält. Dann schneide den Zweig ab und nimm ihn
mit nach Hause. Aus der Puppe wird der Zitronenfalter auskriechen,
dessen hellgelbe Flügel vier rote Flecke haben (Tafel I. 4). Ihr werdet
ihn sehr gut kennen, denn er ist gewöhnlich der erste Schmetterling,
der im Frühling fliegt.
Nun wollen wir einmal tief unten auf den Pflanzen, die auf
Wiesen wachsen, suchen. Es sind weiße oder lila Blumen, deren
Blumenkronblätter in der Form eines Kreuzes stehen. Sie heißen
Schaumkraut und Bitterkresse. Wenn man unter ihren Blättern sucht,
so findet man oft eine sehr sonderbare Puppe (siehe bunte Tafel I.
7), die an beiden Seiten zugespitzt und wie ein Boot geformt ist. Aus
ihr wird der Aurorafalter auskommen, der breite orangerote Flecke
an den Spitzen der weißen Vorderflügel hat. Dieser Schmetterling ist
sehr bunt, wenn er fliegt, aber wenn er sich niederläßt (siehe bunte
Tafel I. 8) und seine Flügel aufrecht stellt, kann er kaum auf den
Blättern der Pflanzen, aus deren Blüten er Honig saugt, gesehen
werden.
Ein anderer gewöhnlicher Schmetterling ist der Heufalter oder
das Wiesenvögelchen (vergl. bunte Tafel I. 9), das man an einem
schönen Tage im Juni oder September finden kann, wie es den
Honig aus dem Heidekraute saugt. Die grüne Raupe nährt sich von
weichen Grasarten, und der hübsche kleine Schmetterling ist
gelbbraun mit runden Augenflecken.
Ihr wißt also nun, wie man nach Raupen, Puppen und
Schmetterlingen suchen muß, und könnt das übrige dabei selbst
lernen. Überall wo Ackerveilchen und Hundsveilchen wachsen, kann
man die dornige Raupe der hübschen Perlmutterfalter finden.
Bläulinge findet man vorzugsweise auf Kalkboden, doch ist der
gemeine Bläuling fast überall zu Hause, und man kann ihn häufig in
der Gesellschaft der kleinen dunkelbraunen Bläulinge antreffen,
deren dunkel glänzende Flügel zwischen den hübschen Bläulingen
lebhaft auffallen.
Wo man auch immer einen fliegenden Schmetterling sieht, sollte
man versuchen, ihm zu folgen, bis er sich niederläßt; denn eine der
lehrreichsten Beobachtungen, die man bei allen Schmetterlingen
machen kann, ist die, wie die untere Färbung der Flügel ihnen hilft,
sich zu verbergen, wenn sie ruhen, während die Farben der
Oberseite hell und bunt sind.
Suche Raupen und Puppen und beobachte sie. Merke dir die Pflanze, von der
sich die Raupe nährt. Vergleiche die Unterseite der Flügel mit den Pflanzen,
worauf sie sich niederlassen.
Lektion 5.
Schädliche Käfer.
Alle lebenden Geschöpfe müssen nach Nahrung jagen, und
Insekten fressen sehr viel im Verhältnis zu ihrer Größe. Sie fressen
am meisten als Larven, aber einige, wie der Maikäfer und Sandkäfer,
fressen fast ebensoviel, wenn sie voll entwickelt sind und Flügel
haben.
Es gibt pflanzenfressende Käfer und Käfer, die sich von anderen
Insekten und Tieren nähren. Im ganzen gibt es mehr als 3000
Käferarten in Deutschland. Es ist deshalb nötig zu wissen, was für
eine Art von Nahrung der Käfer zu sich nimmt, denn einige sind
nützlich für Feld und Garten, andere tun den Ernten großen
Schaden.
Einer der bösartigsten ist der Maikäfer. Ihr kennt ihn sehr gut,
wenn er euch am Abend umsummt oder euch ins Gesicht fliegt. Aber
vielleicht kennt ihr ihn nicht als Larve, wenn er drei oder vier Jahre
lang unter der Erde lebt und die Wurzeln von Gras, Korn und
Gemüsen frißt. Sobald man sieht, daß Pflanzen in Feld und Garten
gelb und kränklich aussehen und die Blätter hängen lassen, obwohl
der Boden feucht ist, so ist es sehr wahrscheinlich, daß eine Larve
unten an den Wurzeln sitzt, und diese Larve kann sehr wohl die
eines Maikäfers sein.
Grabt die Pflanze aus, und ihr werdet ein häßliches Geschöpf
finden (vergl. bunte Tafel III. 3), wie eine sehr große Made und fast
so dick wie euer kleiner Finger mit gelblich-braunem Kopfe und sehr
starken Kiefern. Sie hat sechs lange Beine mit fünf Gelenken, die an
den Ringen hinter dem Kopfe wachsen, und ist so vollgefressen, daß
sie kaum kriechen kann. Der letzte Ring ist viel größer als die
anderen und sehr dick angeschwollen, und man kann die
Atemlöcher an den Seiten sehr gut beobachten, weil der Körper so
durch die Nahrung ausgedehnt ist. Ihr wißt, daß die Larve nicht
durch den Mund atmet, und so kann sie fortwährend weiterfressen.
Wenn ihr sie nicht gestört hättet, so würde sie von Pflanze zu
Pflanze durch das ganze Feld gekrochen sein und hätte drei Jahre
lang nichts getan als gefressen. Im Winter wühlt sie sich tiefer in den
Erdboden, um sich während der Kälte warm zu halten.
Im Herbst des dritten Jahres endlich krümmt sie sich zusammen
und hört fast acht Monate lang mit Fressen auf. Wenn man zu dieser
Zeit einen Engerling findet, so kann man die Teile des wirklichen
Maikäfers unter der durchsichtigen Haut liegen sehen. In den letzten
Monaten ist es dann ein voll entwickelter, schlafender Maikäfer.
Wenn dann der Mai kommt, kriecht er aus der Erde hervor und
fliegt in die Bäume, deren Blätter er ebenso gierig frißt, wie er vorher
ihre Wurzeln fraß, als er noch eine Larve war. Dies ist die richtige
Zeit, ihn zu fangen und zu töten, denn er lebt nur ungefähr vier
Wochen lang, und während dieser Zeit legt das Weibchen die Eier,
aus denen die Larven auskriechen.
Man ist überrascht, wenn man den Unterschied sieht, der
zwischen dem Käfer und der unter dem Erdboden lebenden weißen
Larve besteht. Es ist nun ein fliegendes Insekt daraus geworden,
ungefähr 2,2 cm lang, mit braunen hornigen Flügeldecken, die ein
Paar durchsichtiger, häutiger Flügel bedecken. Der Hinterleib endet
in einer feinen Spitze; an dem Kopfe trägt er zwei Fühler, die in
einem zierlichen Fächer enden, der beim Männchen aus 7 langen,
beim Weibchen aus 6 kurzen Blättchen besteht.
Tafel III

Schädliche Käfer.
1. Männlicher, 2. weiblicher Maikäfer. 3. Engerling. 4.
Puppe. 5. Schnell- oder Springkäfer.

Diese Blättchen sind beim männlichen Käfer (siehe bunte Tafel

III. 1) sehr hübsch und viel größer als beim Weibchen (siehe bunte
Tafel III. 2), und daran kann man das letztere erkennen. Man muß
die Weibchen fangen und töten, wenn man seine Ernte retten will,
und die barmherzigste Art, dies zu tun, ist, sie in kochendes Wasser
zu werfen. Ein halb zertretener Käfer lebt oft noch lange aber das
kochende Wasser tötet ihn augenblicklich.
Die Maikäfer ruhen bei Tage auf den von ihnen bevorzugten
Bäumen, und wenn man ein Tuch darunter ausbreitet und die
Zweige schüttelt, so kann man eine Menge fangen. Landleute
suchen durch verschiedene Mittel auch die Larve in der Erde zu
töten.
Eine andere sehr schädliche Larve ist die der Schnellkäfer, die
auch Schmiede genannt werden (vergl. bunte Tafel III. 5). Alle Kinder
kennen diese kleinen Käfer, obwohl sie vielleicht ihre Namen nicht
wissen. Sie sind schmal und flach, ungefähr 1–2 cm lang und haben
sehr kurze Beine. Einer der gewöhnlichsten, der Saatschnellkäfer, ist
10 mm lang, schwarzbraun und grau behaart. Knaben legen die
Schnellkäfer gern auf den Rücken, denn sie schnellen sich dann mit
Hilfe eines Bruststachels unter knipsendem Geräusch kräftig in die
Höhe und kommen beim Herunterfallen meist auf die Beine.
Manchmal fallen sie wieder auf den Rücken, dann ruhen sie sich
etwas aus und springen wieder.
Die Larven dieser unterhaltenden kleinen Geschöpfe sind sehr
schädlich. Wir kennen sie unter dem Namen Drahtwürmer. Wenn
man eine solche Larve aufmerksam betrachtet, so wird man sehen,
daß sie kein Wurm ist, sondern die sechs Beine an den Leibesringen
hinter dem Kopfe hat; daran erkennt man, daß sie die Larve eines
Insektes ist. Drahtwürmer nähren sich von den Wurzeln der meisten
Pflanzen. Sie sind lang und dünn wie ein Stück Draht; ihre Farbe ist
meistens gelblichrot, und sie haben eine sehr zähe Haut.
Der Schnellkäfer legt seine Eier zwischen Pflanzenwurzeln, und
wenn der Drahtwurm ausgekrochen ist, frißt er oft fünf Jahre lang,
ehe er sich in einen Käfer verwandelt. Daher müssen Schnellkäfer
vernichtet und Salz und Kalk auf die Erde gestreut werden, um sie
zu töten.
1. Gefleckter Erbsenkäfer. 2. Gestreifter Erbsenkäfer. 3.
Bohnenkäfer. 4. Apfelblütenstecher.
Unglücklicherweise sind auch die hübschen kleinen Rüsselkäfer
sehr schädlich. Wir lasen in Buch I von dem Haselnußbohrer, und
fast jede Pflanze und jeder Baum hat irgend einen Rüsselkäfer, der
sie angreift. Da ist der Apfelblütenstecher (4), der im April ein Loch in
die Knospe der Apfelblüte sticht, der Erbsenkäfer (1 u. 2), der
Bohnenkäfer (3) und viele andere. Sie alle beginnen ihr Leben als
kleine, weiche Larven mit keinen wirklichen Füßen; sie haben nur
Bauchfüße, d. h. ungegliederte Fleischzapfen mit borstiger Sohle,
einen hornartigen Kopf und scharfe Kiefer.
Man kann den vollendeten Rüsselkäfer an dem auffälligen
Rüssel erkennen, der manchmal lang, manchmal breit ist. Es sind
hübsche kleine Geschöpfe mit oft glänzenden Flügeln, die wie
Juwelen funkeln, und hellen Augen; aber als Larven zerstören sie
überall Blumen, Früchte und Schößlinge.
Zu den merkwürdigsten Käfern gehören die Zweigabstecher. Sie
haben lange Rüssel und sehr scharfe Kinnbacken, und ihre Füße
haben unten borstige Polster mit scharfen Klauen, so daß sie sich an
glatten Stämmen und Zweigen festhalten können. An Pappeln kann
man im Sommer einen hübschen Zweigabstecher finden mit
goldglänzenden, grünen Flügeln, den Pappelblattstecher, und an
Obstbäumen und Weinstöcken trifft man sicher einen stahlblauen
Stecher an, der auch Rebenstecher genannt wird und seine Eier in
ihre Schößlinge legt.
Wenn das Weibchen des Zweigabstechers Eier legen will, bohrt
es ein Loch in einen jungen Schößling mit seinem Rüssel und preßt
ein Ei hinein. Hat es nun auf diese Weise mehrere gelegt, so fängt
es an, den Schößling mit den scharfen Kinnbacken abzubeißen.
Dazu braucht es oft einige Wochen, und wenn ihr den
herabhängenden Zweig abbrecht und ihn verbrennt, so werdet ihr
die Larven vernichten. Wenn dieser aber zuletzt nur noch an einer
Faser hängt, drückt das Weibchen ihn ganz hinunter, so daß er sich
loslöst und auf den Boden fällt. Hier frißt dann die Larve ungestört,
wenn sie ausgekrochen ist.
Versuche Maikäfer zu finden — Männchen, Weibchen und Larve. Suche einen
Schmied und einen Drahtwurm. Sammle so viele Rüsselkäfer wie möglich, ebenso
Zweige, Blumen und Früchte, in denen Larven sitzen.
Lektion 6.
Nützliche Käfer.
Wir sind oft gezwungen, Käfer zu vernichten, wenn sie so
zahlreich sind, daß sie unsere Ernten zerstören; da ist es angenehm
zu wissen, daß es andere gibt, die uns so viel Gutes tun, daß wir
nicht gegen sie ins Feld zu ziehen brauchen.
Die Sandlaufkäfer (vergl. bunte Tafel IV. 1) z. B. sind sehr
hungrige Geschöpfe. Da sie sich von anderen Insekten nähren,
vernichten sie die Maikäferlarven, Drahtwürmer und Raupen und
retten so unsere Pflanzen. Sie sind nicht sehr groß (unser
gewöhnlicher Sandlaufkäfer ist nicht mehr als etwa 1½ cm lang),
aber ihre langen schlanken Beine sind sehr kräftig, und sie können
sehr schnell fliegen.
Auf trocknen, sandigen Feldern und Äckern kann man im
Sommer eine Menge von ihnen in der warmen Sonne umherlaufen
sehen. Ihre Flügeldecken sind von einem schönen, glänzenden Grün
mit einem kupferfarbigen Scheine und mit weißen oder gelblichen
Flecken geziert. Sie laufen sehr behend und so schnell, daß man es
sehr schwer finden wird, einen zu fangen. Gerade wenn man denkt,
daß man den Käfer hat, hebt er plötzlich die Flügeldecken, entfaltet
die zarten durchscheinenden Flügel und ist fort, ehe man es denkt.