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 INTRODUCTION TO

JAVA
®

PROGRAMMING
COMPREHENSIVE VERSION

Tenth Edition

Y. Daniel Liang
Armstrong Atlantic State University

Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
To Samantha, Michael, and Michelle

Editorial Director, ECS: Marcia Horton Cover Designer: Marta Samsel

Executive Editor: Tracy Johnson (Dunkelberger) Permissions Supervisor: Michael Joyce
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Director of Program Management: Erin Gregg Cover Art: © Blend Images—PBNJ Productions/Getty
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Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook
appear on the appropriate page within text.

Microsoft® and Windows® are registered trademarks of the Microsoft Corporation in the U.S.A. and other
countries. Screen shots and icons reprinted with permission from the Microsoft Corporation. This book is not
sponsored or endorsed by or affiliated with the Microsoft Corporation.

Copyright © 2015, 2013, 2011 Pearson Education, Inc., publishing as Prentice Hall, 1 Lake Street, Upper Saddle
River, New Jersey, 07458. All rights reserved. Printed in the United States of America. This publication is protected
by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in
a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording,
or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson
Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax
your request to 201-236-3290.

Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks.
Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations
have been printed in initial caps or all caps.

Library of Congress Cataloging-in-Publication Data available upon request.

10 9 8 7 6 5 4 3 2 1

ISBN 10: 0-13-376131-2

ISBN 13: 978-0-13-376131-3
PREFACE
Dear Reader,

Many of you have provided feedback on earlier editions of this book, and your comments and
suggestions have greatly improved the book. This edition has been substantially enhanced in
presentation, organization, examples, exercises, and supplements. The new edition:
■ Replaces Swing with JavaFX. JavaFX is a new framework for developing Java GUI pro- what is new?
grams. JavaFX greatly simplifies GUI programming and is easier to learn than Swing.
■ Introduces exception handling, abstract classes, and interfaces before GUI programming to
enable the GUI chapters to be skipped completely if the instructor chooses not to cover GUI.
■ Covers introductions to objects and strings earlier in Chapter 4 to enable students to use
objects and strings to develop interesting programs early.
■ Includes many new interesting examples and exercises to stimulate student interests. More
than 100 additional programming exercises are provided to instructors only on the Com-
panion Website.
Please visit www.pearsonhighered.com/liang for a complete list of new features as well as
correlations to the previous edition.
The book is fundamentals first by introducing basic programming concepts and techniques fundamentals-first
before designing custom classes. The fundamental concepts and techniques of selection
statements, loops, methods, and arrays are the foundation for programming. Building this
strong foundation prepares students to learn object-oriented programming and advanced Java
programming.
This book teaches programming in a problem-driven way that focuses on problem solv- problem-driven
ing rather than syntax. We make introductory programming interesting by using thought-
provoking problems in a broad context. The central thread of early chapters is on problem
solving. Appropriate syntax and library are introduced to enable readers to write programs for
solving the problems. To support the teaching of programming in a problem-driven way, the
book provides a wide variety of problems at various levels of difficulty to motivate students.
To appeal to students in all majors, the problems cover many application areas, including
math, science, business, financial, gaming, animation, and multimedia.
The book seamlessly integrates programming, data structures, and algorithms into one text. data structures
It employs a practical approach to teach data structures. We first introduce how to use various
data structures to develop efficient algorithms, and then show how to implement these data
structures. Through implementation, students gain a deep understanding on the efficiency of
data structures and on how and when to use certain data structures. Finally we design and
implement custom data structures for trees and graphs.
The book is widely used in the introductory programming, data structures, and algorithms
courses in the universities around the world. This comprehensive version covers fundamentals comprehensive version
of programming, object-oriented programming, GUI programming, data structures, algorithms,
concurrency, networking, database, and Web programming. It is designed to prepare students
to become proficient Java programmers. A brief version (Introduction to Java Programming, brief version
Brief Version, Tenth Edition) is available for a first course on programming, commonly known AP Computer Science
as CS1. The brief version contains the first 18 chapters of the comprehensive version. The first
13 chapters are appropriate for preparing the AP Computer Science exam.
The best way to teach programming is by example, and the only way to learn program- examples and exercises
ming is by doing. Basic concepts are explained by example and a large number of exercises

iii
iv Preface
with various levels of difficulty are provided for students to practice. For our programming
courses, we assign programming exercises after each lecture.
Our goal is to produce a text that teaches problem solving and programming in a broad
context using a wide variety of interesting examples. If you have any comments on and sug-
gestions for improving the book, please email me.
Sincerely,

Y. Daniel Liang
y.daniel.liang@gmail.com
www.cs.armstrong.edu/liang
www.pearsonhighered.com/liang

ACM/IEEE Curricular 2013 and ABET

Course Assessment
The new ACM/IEEE Computer Science Curricular 2013 defines the Body of Knowledge
organized into 18 Knowledge Areas. To help instructors design the courses based on this book,
we provide sample syllabi to identify the Knowledge Areas and Knowledge Units. The sample
syllabi are for a three semester course sequence and serve as an example for institutional cus-
tomization. The sample syllabi are available to instructors at www.pearsonhighered.com/liang.
Many of our users are from the ABET-accredited programs. A key component of the ABET
accreditation is to identify the weakness through continuous course assessment against the course
outcomes. We provide sample course outcomes for the courses and sample exams for measuring
course outcomes on the instructor Website accessible from www.pearsonhighered.com/liang.

What’s New in This Edition?

This edition is completely revised in every detail to enhance clarity, presentation, content,
examples, and exercises. The major improvements are as follows:
■ Updated to Java 8.
■ Since Swing is replaced by JavaFX, all GUI examples and exercises are revised using
JavaFX.
■ Lambda expressions are used to simplify coding in JavaFX and threads.
■ More than 100 additional programming exercises with solutions are provided to the
instructor on the Companion Website. These exercises are not printed in the text.
■ Math methods are introduced earlier in Chapter 4 to enable students to write code using
math functions.
■ Strings are introduced earlier in Chapter 4 to enable students to use objects and strings to
develop interesting programs early.
■ The GUI chapters are moved to after abstract classes and interfaces so that these chapters
can be easily skipped if the instructor chooses not to cover GUI.
■ Chapters 4, 14, 15, and 16 are brand new chapters.
■ Chapters 28 and 29 have been substantially revised with simpler implementations for min-
imum spanning trees and shortest paths.
 Preface v

Pedagogical Features
The book uses the following elements to help students get the most from the material:
■ The Objectives at the beginning of each chapter list what students should learn from the
chapter. This will help them determine whether they have met the objectives after completing
the chapter.
■ The Introduction opens the discussion with representative problems to give the reader an
overview of what to expect from the chapter.
■ Key Points highlight the important concepts covered in each section.
■ Check Points provide review questions to help students track their progress as they read
through the chapter and evaluate their learning.
■ Problems and Case Studies, carefully chosen and presented in an easy-to-follow style,
teach problem solving and programming concepts. The book uses many small, simple, and
stimulating examples to demonstrate important ideas.
■ The Chapter Summary reviews the important subjects that students should under-
stand and remember. It helps them reinforce the key concepts they have learned in the
chapter.
■ Quizzes are accessible online, grouped by sections, for students to do self-test on pro-
gramming concepts and techniques.
■ Programming Exercises are grouped by sections to provide students with opportunities
to apply the new skills they have learned on their own. The level of difficulty is rated as
easy (no asterisk), moderate (*), hard (**), or challenging (***). The trick of learning
programming is practice, practice, and practice. To that end, the book provides a great
many exercises. Additionally, more than 100 programming exercises with solutions are
provided to the instructors on the Companion Website. These exercises are not printed in
the text.
■ Notes, Tips, Cautions, and Design Guides are inserted throughout the text to offer valu-
able advice and insight on important aspects of program development.

Note
Provides additional information on the subject and reinforces important concepts.

Tip
Teaches good programming style and practice.

Caution
Helps students steer away from the pitfalls of programming errors.

Design Guide
Provides guidelines for designing programs.

Flexible Chapter Orderings

The book is designed to provide flexible chapter orderings to enable GUI, exception handling,
recursion, generics, and the Java Collections Framework to be covered earlier or later. The
diagram on the next page shows the chapter dependencies.
 vi Preface
Part I: Fundamentals of Part II: Object-Oriented Part III: GUI Programming Part IV: Data Structures and Part V: Advanced Java
Programming Programming Algorithms Ch 16 Programming
Chapter 1 Introduction to Chapter 9 Objects and Classes Chapter 14 JavaFX Basics Ch 7 Chapter 18 Recursion Chapter 30 Multithreading and
Computers, Programs, and Parallel Programming
Java
Chapter 10 Thinking in Objects Chapter 15 Event-Driven Ch 13 Chapter 19 Generics
Programming and Chapter 31 Networking
Chapter 2 Elementary Animations
Chapter 11 Inheritance and Chapter 20 Lists, Stacks, Queues,
Programming
Polymorphism and Priority Queues Chapter 32 Java Database
Chapter 16 JavaFX Controls Programming
Chapter 3 Selections and Multimedia
Chapter 12 Exception Chapter 21 Sets and Maps
Handling and Text I/O Chapter 33 JavaServer Faces
Chapter 4 Mathematical Chapter 34 Advanced GUI Chapter 22 Developping
Functions, Characters, Chapter 13 Abstract Classes Programming Efficient Algorithms
and Strings and Interfaces Chapter 35 Advanced Database
Programming
Chapter 23 Sorting
Chapter 5 Loops Chapter 17 Binary I/O

Chapter 24 Implementing Lists, Chapter 36 Internationalization

Chapter 6 Methods Stacks, Queues, and Priority
Queues

Chapter 7 Single-Dimensional Chapter 37 Servlets

Arrays Chapter 25 Binary Search Trees

Note: Chapters 1–18 are in the Chapter 38 JavaServer Pages

Chapter 8 Multidimensional Chapter 26 AVL Trees
brief version of this book.
Arrays
Note: Chapters 1–33 are in the Chapter 27 Hashing Chapter 39 Web Services
comprehensive version.

Note: Chapters 34–42 are bonus Chapter 28 Graphs and

chapters available from the Applications
Companion Website.
Chapter 29 Weighted Graphs
and Applications

Chapter 40 2-4 Trees and B-

Trees

Chapter 41 Red-Black Trees Ch 9 Chapter 42 Testing Using JUnit

 Preface vii

Organization of the Book

The chapters can be grouped into five parts that, taken together, form a comprehensive introduc-
tion to Java programming, data structures and algorithms, and database and Web programming.
Because knowledge is cumulative, the early chapters provide the conceptual basis for under-
standing programming and guide students through simple examples and exercises; subsequent
chapters progressively present Java programming in detail, culminating with the development
of comprehensive Java applications. The appendixes contain a mixed bag of topics, including an
introduction to number systems, bitwise operations, regular expressions, and enumerated types.

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

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

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

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

Part III: GUI Programming (Chapters 14–16 and Bonus Chapter 34)
JavaFX is a new framework for developing Java GUI programs. It is not only useful for
developing GUI programs, but also an excellent pedagogical tool for learning object-oriented
programming. This part introduces Java GUI programming using JavaFX in Chapters 14–16.
Major topics include GUI basics (Chapter 14), container panes (Chapter 14), drawing shapes
(Chapter 14), event-driven programming (Chapter 15), animations (Chapter 15), and GUI
controls (Chapter 16), and playing audio and video (Chapter 16). You will learn the architec-
ture of JavaFX GUI programming and use the controls, shapes, panes, image, and video to
develop useful applications. Chapter 34 covers advanced features in JavaFX.

Part IV: Data Structures and Algorithms (Chapters 18–29 and Bonus Chapters 40–41)
This part covers the main subjects in a typical data structures and algorithms course. Chapter 18
introduces recursion to write methods for solving inherently recursive problems. Chapter 19
presents how generics can improve software reliability. Chapters 20 and 21 introduce the
Java Collection Framework, which defines a set of useful API for data structures. Chapter 22
discusses measuring algorithm efficiency in order to choose an appropriate algorithm for
applications. Chapter 23 describes classic sorting algorithms. You will learn how to implement
several classic data structures lists, queues, and priority queues in Chapter 24. Chapters 25 and
26 introduce binary search trees and AVL trees. Chapter 27 presents hashing and implement-
ing maps and sets using hashing. Chapters 28 and 29 introduce graph applications. The 2-4
trees, B-trees, and red-black trees are covered in Bonus Chapters 40–41.

Part V: Advanced Java Programming (Chapters 30–33 and Bonus Chapters 35–39, 42)
This part of the book is devoted to advanced Java programming. Chapter 30 treats the use
of multithreading to make programs more responsive and interactive and introduces parallel
programming. Chapter 31 discusses how to write programs that talk with each other from
different hosts over the Internet. Chapter 32 introduces the use of Java to develop database
viii Preface
projects. Chapter 33 introduces modern Web application development using JavaServer Faces.
Chapter 35 delves into advanced Java database programming. Chapter 36 covers the use of
internationalization support to develop projects for international audiences. Chapters 37 and
38 introduce how to use Java servlets and JavaServer Pages to generate dynamic content from
Web servers. Chapter 39 discusses Web services. Chapter 42 introduces testing Java programs
using JUnit.

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

Java Development Tools

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

Student Resource Website

The Student Resource Website www.pearsonhighered.com/liang provides access to some of the
following resources. Other resources are available using the student access code printed on the
inside front cover of this book. (For students with a used copy of this book, you can purchase
access to the premium student resources through www.pearsonhighered.com/liang.)
■ Answers to review questions
■ Solutions to even-numbered programming exercises
■ Source code for the examples in the book
■ Interactive quiz (organized by sections for each chapter)
■ Supplements
■ Debugging tips
■ Algorithm animations
■ Errata

Instructor Resource Website

The Instructor Resource Website, accessible from www.pearsonhighered.com/liang, provides
access to the following resources:
■ Microsoft PowerPoint slides with interactive buttons to view full-color, syntax-highlighted
source code and to run programs without leaving the slides.
■ Solutions to all programming exercises. Students will have access to the solutions of even-
numbered programming exercises.
 Preface ix
■ More than 100 additional programming exercises organized by chapters. These exercises
are available only to the instructors. Solutions to these exercises are provided.
■ Web-based quiz generator. (Instructors can choose chapters to generate quizzes from a
large database of more than two thousand questions.)
■ Sample exams. Most exams have four parts:
■ Multiple-choice questions or short-answer questions
■ Correct programming errors
■ Trace programs
■ Write programs
■ ACM/IEEE Curricula 2013. The new ACM/IEEE Computer Science Curricula 2013
defines the Body of Knowledge organized into 18 Knowledge Areas. To help instructors
design the courses based on this book, we provide sample syllabi to identify the Knowl-
edge Areas and Knowledge Units. The sample syllabi are for a three semester course
sequence and serve as an example for institutional customization. Instructors can access
the syllabi at www.pearsonhighered.com/liang.
■ Sample exams with ABET course assessment.
■ Projects. In general, each project gives a description and asks students to analyze, design,
and implement the project.
Some readers have requested the materials from the Instructor Resource Website. Please
understand that these are for instructors only. Such requests will not be answered.

Online Practice and Assessment

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

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

videos provide additional help by presenting examples of key topics and showing how to
solve problems completely, from design through coding. VideoNotes are available from
www.pearsonhighered.com/liang.
x Preface

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

Acknowledgments
I would like to thank Armstrong Atlantic State University for enabling me to teach what I
write and for supporting me in writing what I teach. Teaching is the source of inspiration for
continuing to improve the book. I am grateful to the instructors and students who have offered
comments, suggestions, bug reports, and praise.
This book has been greatly enhanced thanks to outstanding reviews for this and previous
editions. The reviewers are: Elizabeth Adams (James Madison University), Syed Ahmed (North
Georgia College and State University), Omar Aldawud (Illinois Institute of Technology), Stefan
Andrei (Lamar University), Yang Ang (University of Wollongong, Australia), Kevin Bierre
(Rochester Institute of Technology), David Champion (DeVry Institute), James Chegwidden
(Tarrant County College), Anup Dargar (University of North Dakota), Charles Dierbach (Towson
University), Frank Ducrest (University of Louisiana at Lafayette), Erica Eddy (University of
Wisconsin at Parkside), Deena Engel (NewYork University), Henry A. Etlinger (Rochester Institute
of Technology), James Ten Eyck (Marist College), Myers Foreman (Lamar University), Olac
Fuentes (University of Texas at El Paso), Edward F. Gehringer (North Carolina State University),
Harold Grossman (Clemson University), Barbara Guillot (Louisiana State University), Stuart
Hansen (University of Wisconsin, Parkside), Dan Harvey (Southern Oregon University), Ron
Hofman (Red River College, Canada), Stephen Hughes (Roanoke College), Vladan Jovanovic
(Georgia Southern University), Edwin Kay (Lehigh University), Larry King (University of
Texas at Dallas), Nana Kofi (Langara College, Canada), George Koutsogiannakis (Illinois
Institute of Technology), Roger Kraft (Purdue University at Calumet), Norman Krumpe (Miami
University), Hong Lin (DeVry Institute), Dan Lipsa (Armstrong Atlantic State University),
James Madison (Rensselaer Polytechnic Institute), Frank Malinowski (Darton College),
Tim Margush (University of Akron), Debbie Masada (Sun Microsystems), Blayne Mayfield
(Oklahoma State University), John McGrath (J.P. McGrath Consulting), Hugh McGuire (Grand
Valley State), Shyamal Mitra (University of Texas at Austin), Michel Mitri (James Madison
University), Kenrick Mock (University of Alaska Anchorage), Frank Murgolo (California
State University, Long Beach), Jun Ni (University of Iowa), Benjamin Nystuen (University of
Colorado at Colorado Springs), Maureen Opkins (CA State University, Long Beach), Gavin
Osborne (University of Saskatchewan), Kevin Parker (Idaho State University), Dale Parson
(Kutztown University), Mark Pendergast (Florida Gulf Coast University), Richard Povinelli
(Marquette University), Roger Priebe (University of Texas at Austin), Mary Ann Pumphrey (De
Anza Junior College), Pat Roth (Southern Polytechnic State University), Amr Sabry (Indiana
University), Ben Setzer (Kennesaw State University), Carolyn Schauble (Colorado State
University), David Scuse (University of Manitoba), Ashraf Shirani (San Jose State University),
Daniel Spiegel (Kutztown University), Joslyn A. Smith (Florida Atlantic University), Lixin
Tao (Pace University), Ronald F. Taylor (Wright State University), Russ Tront (Simon Fraser
University), Deborah Trytten (University of Oklahoma), Michael Verdicchio (Citadel), Kent
Vidrine (George Washington University), and Bahram Zartoshty (California State University
at Northridge).
It is a great pleasure, honor, and privilege to work with Pearson. I would like to thank Tracy
Johnson and her colleagues Marcia Horton, Yez Alayan, Carole Snyder, Scott Disanno, Bob
Engelhardt, Haseen Khan, and their colleagues for organizing, producing, and promoting this
project.
As always, I am indebted to my wife, Samantha, for her love, support, and encouragement.
BRIEF CONTENTS
1 Introduction to Computers, Programs, 29 Weighted Graphs and Applications 1061
and Java 1 30 Multithreading and Parallel Programming 1097
2 Elementary Programming 33 31 Networking 1139
3 Selections 75 32 Java Database Programming 1173
4 Mathematical Functions, Characters, 33 JavaServer Faces 1213
and Strings 119
5 Loops 157
6 Methods 203
7 Single-Dimensional Arrays 245 Chapters 34–42 are bonus Web chapters
8 Multidimensional Arrays 287 34 Advanced JavaFX 34-1
9 Objects and Classes 321 35 Advanced Database Programming 35-1
10 Object-Oriented Thinking 365 36 Internationalization 36-1
11 Inheritance and Polymorphism 409 37 Servlets 37-1
12 Exception Handling and Text I/O 449 38 JavaServer Pages 38-1
13 Abstract Classes and Interfaces 495 39 Web Services 39-1
14 JavaFX Basics 535 40 2-4 Trees and B-Trees 40-1
15 Event-Driven Programming 41 Red-Black Trees 41-1
and Animations 585 42 Testing Using JUnit 42-1
16 JavaFX UI Controls and Multimedia 629
17 Binary I/O 677
18 Recursion 705 Appendixes
19 Generics 737 A Java Keywords 1263
20 Lists, Stacks, Queues, B The ASCII Character Set 1266
and Priority Queues 761
C Operator Precedence Chart 1268
21 Sets and Maps 797
D Java Modifiers 1270
22 Developing Efficient Algorithms 821
E Special Floating-Point Values 1272
23 Sorting 861
F Number Systems 1273
24 Implementing Lists, Stacks, Queues,
and Priority Queues 895 G Bitwise Operatoirns 1277
25 Binary Search Trees 929 H Regular Expressions 1278
26 AVL Trees 965 I Enumerated Types 1283
27 Hashing 985
28 Graphs and Applications 1015 Index 1289

xi
CONTENTS
Chapter 1 Introduction to Computers, Programs,
and Java 1
1.1 Introduction 2
1.2 What Is a Computer? 2
1.3 Programming Languages 7
1.4 Operating Systems 9
1.5 Java, the World Wide Web, and Beyond 10
1.6 The Java Language Specification, API, JDK, and IDE 11
1.7 A Simple Java Program 12
1.8 Creating, Compiling, and Executing a Java Program 15
1.9 Programming Style and Documentation 18
1.10 Programming Errors 20
1.11 Developing Java Programs Using NetBeans 23
1.12 Developing Java Programs Using Eclipse 25

Chapter 2 Elementary Programming 33

2.1 Introduction 34
2.2 Writing a Simple Program 34
2.3 Reading Input from the Console 37
2.4 Identifiers 39
2.5 Variables 40
2.6 Assignment Statements and Assignment Expressions 41
2.7 Named Constants 43
2.8 Naming Conventions 44
2.9 Numeric Data Types and Operations 44
2.10 Numeric Literals 48
2.11 Evaluating Expressions and Operator Precedence 50
2.12 Case Study: Displaying the Current Time 52
2.13 Augmented Assignment Operators 54
2.14 Increment and Decrement Operators 55
2.15 Numeric Type Conversions 56
2.16 Software Development Process 59
2.17 Case Study: Counting Monetary Units 63
2.18 Common Errors and Pitfalls 65

Chapter 3 Selections 75
3.1 Introduction 76
3.2 boolean Data Type 76
3.3 if Statements 78
3.4 Two-Way if-else Statements 80
3.5 Nested if and Multi-Way if-else Statements 81
3.6 Common Errors and Pitfalls 83
3.7 Generating Random Numbers 87
3.8 Case Study: Computing Body Mass Index 89
3.9 Case Study: Computing Taxes 90
3.10 Logical Operators 93
3.11 Case Study: Determining Leap Year 97
3.12 Case Study: Lottery 98
3.13 switch Statements 100
3.14 Conditional Expressions 103
xii
 xiii
3.15 Operator Precedence and Associativity 104
3.16 Debugging 106

Chapter 4 Mathematical Functions, Characters,

and Strings 119
4.1 Introduction 120
4.2 Common Mathematical Functions 120
4.3 Character Data Type and Operations 125
4.4 The String Type 130
4.5 Case Studies 139
4.6 Formatting Console Output 145

Chapter 5 Loops 157

5.1 Introduction 158
5.2 The while Loop 158
5.3 The do-while Loop 168
5.4 The for Loop 170
5.5 Which Loop to Use? 174
5.6 Nested Loops 176
5.7 Minimizing Numeric Errors 178
5.8 Case Studies 179
5.9 Keywords break and continue 184
5.10 Case Study: Checking Palindromes 187
5.11 Case Study: Displaying Prime Numbers 188

Chapter 6 Methods 203

6.1 Introduction 204
6.2 Defining a Method 204
6.3 Calling a Method 206
6.4 void Method Example 209
6.5 Passing Arguments by Values 212
6.6 Modularizing Code 215
6.7 Case Study: Converting Hexadecimals to Decimals 217
6.8 Overloading Methods 219
6.9 The Scope of Variables 222
6.10 Case Study: Generating Random Characters 223
6.11 Method Abstraction and Stepwise Refinement 225

Chapter 7 Single-Dimensional Arrays 245

7.1 Introduction 246
7.2 Array Basics 246
7.3 Case Study: Analyzing Numbers 253
7.4 Case Study: Deck of Cards 254
7.5 Copying Arrays 256
7.6 Passing Arrays to Methods 257
7.7 Returning an Array from a Method 260
7.8 Case Study: Counting the Occurrences of Each Letter 261
7.9 Variable-Length Argument Lists 264
7.10 Searching Arrays 265
7.11 Sorting Arrays 269
7.12 The Arrays Class 270
7.13 Command-Line Arguments 272

Chapter 8 Multidimensional Arrays 287

8.1 Introduction 288
8.2 Two-Dimensional Array Basics 288
xiv Contents
8.3 Processing Two-Dimensional Arrays 291
8.4 Passing Two-Dimensional Arrays to Methods 293
8.5 Case Study: Grading a Multiple-Choice Test 294
8.6 Case Study: Finding the Closest Pair 296
8.7 Case Study: Sudoku 298
8.8 Multidimensional Arrays 301

Chapter 9 Objects and Classes 321

9.1 Introduction 322
9.2 Defining Classes for Objects 322
9.3 Example: Defining Classes and Creating Objects 324
9.4 Constructing Objects Using Constructors 329
9.5 Accessing Objects via Reference Variables 330
9.6 Using Classes from the Java Library 334
9.7 Static Variables, Constants, and Methods 337
9.8 Visibility Modifiers 342
9.9 Data Field Encapsulation 344
9.10 Passing Objects to Methods 347
9.11 Array of Objects 351
9.12 Immutable Objects and Classes 353
9.13 The Scope of Variables 355
9.14 The this Reference 356

Chapter 10 Object-Oriented Thinking 365

10.1 Introduction 366
10.2 Class Abstraction and Encapsulation 366
10.3 Thinking in Objects 370
10.4 Class Relationships 373
10.5 Case Study: Designing the Course Class 376
10.6 Case Study: Designing a Class for Stacks 378
10.7 Processing Primitive Data Type Values as Objects 380
10.8 Automatic Conversion between Primitive Types
and Wrapper Class Types 383
10.9 The BigInteger and BigDecimal Classes 384
10.10 The String Class 386
10.11 The StringBuilder and StringBuffer Classes 392

Chapter 11 Inheritance and Polymorphism 409

11.1 Introduction 410
11.2 Superclasses and Subclasses 410
11.3 Using the super Keyword 416
11.4 Overriding Methods 419
11.5 Overriding vs. Overloading 420
11.6 The Object Class and Its toString() Method 422
11.7 Polymorphism 423
11.8 Dynamic Binding 424
11.9 Casting Objects and the instanceof Operator 427
11.10 The Object’s equals Method 431
11.11 The ArrayList Class 432
11.12 Useful Methods for Lists 438
11.13 Case Study: A Custom Stack Class 439
11.14 The protected Data and Methods 440
11.15 Preventing Extending and Overriding 442

Chapter 12 Exception Handling and Text I/O 449

12.1 Introduction 450
12.2 Exception-Handling Overview 450
 Contents xv
12.3 Exception Types 455
12.4 More on Exception Handling 458
12.5 The finally Clause 466
12.6 When to Use Exceptions 467
12.7 Rethrowing Exceptions 468
12.8 Chained Exceptions 469
12.9 Defining Custom Exception Classes 470
12.10 The File Class 473
12.11 File Input and Output 476
12.12 Reading Data from the Web 482
12.13 Case Study: Web Crawler 484

Chapter 13 Abstract Classes and Interfaces 495

13.1 Introduction 496
13.2 Abstract Classes 496
13.3 Case Study: the Abstract Number Class 501
13.4 Case Study: Calendar and GregorianCalendar 503
13.5 Interfaces 506
13.6 The Comparable Interface 509
13.7 The Cloneable Interface 513
13.8 Interfaces vs. Abstract Classes 517
13.9 Case Study: The Rational Class 520
13.10 Class Design Guidelines 525

Chapter 14 JavaFX Basics 535

14.1 Introduction 536
14.2 JavaFX vs Swing and AWT 536
14.3 The Basic Structure of a JavaFX Program 536
14.4 Panes, UI Controls, and Shapes 539
14.5 Property Binding 542
14.6 Common Properties and Methods for Nodes 545
14.7 The Color Class 546
14.8 The Font Class 547
14.9 The Image and ImageView Classes 549
14.10 Layout Panes 552
14.11 Shapes 560
14.12 Case Study: The ClockPane Class 572

Chapter 15 Event-Driven Programming

and Animations 585
15.1 Introduction 586
15.2 Events and Event Sources 588
15.3 Registering Handlers and Handling Events 589
15.4 Inner Classes 593
15.5 Anonymous Inner Class Handlers 594
15.6 Simplifying Event Handling Using Lambda Expressions 597
15.7 Case Study: Loan Calculator 600
15.8 Mouse Events 602
15.9 Key Events 603
15.10 Listeners for Observable Objects 606
15.11 Animation 608
15.12 Case Study: Bouncing Ball 616

Chapter 16 JavaFX UI Controls and Multimedia 629

16.1 Introduction 630
16.2 Labeled and Label 630
xvi Contents
16.3 Button 632
16.4 CheckBox 634
16.5 RadioButton 637
16.6 TextField 639
16.7 TextArea 641
16.8 ComboBox 644
16.9 ListView 647
16.10 ScrollBar 651
16.11 Slider 654
16.12 Case Study: Developing a Tic-Tac-Toe Game 657
16.13 Video and Audio 662
16.14 Case Study: National Flags and Anthems 665

Chapter 17 Binary I/O 677

17.1 Introduction 678
17.2 How Is Text I/O Handled in Java? 678
17.3 Text I/O vs. Binary I/O 679
17.4 Binary I/O Classes 680
17.5 Case Study: Copying Files 691
17.6 Object I/O 692
17.7 Random-Access Files 697

Chapter 18 Recursion 705

18.1 Introduction 706
18.2 Case Study: Computing Factorials 706
18.3 Case Study: Computing Fibonacci Numbers 709
18.4 Problem Solving Using Recursion 712
18.5 Recursive Helper Methods 714
18.6 Case Study: Finding the Directory Size 717
18.7 Case Study: Tower of Hanoi 719
18.8 Case Study: Fractals 722
18.9 Recursion vs. Iteration 726
18.10 Tail Recursion 727

Chapter 19 Generics 737

19.1 Introduction 738
19.2 Motivations and Benefits 738
19.3 Defining Generic Classes and Interfaces 740
19.4 Generic Methods 742
19.5 Case Study: Sorting an Array of Objects 744
19.6 Raw Types and Backward Compatibility 746
19.7 Wildcard Generic Types 747
19.8 Erasure and Restrictions on Generics 750
19.9 Case Study: Generic Matrix Class 752

Chapter 20 Lists, Stacks, Queues,

and Priority Queues 761
20.1 Introduction 762
20.2 Collections 762
20.3 Iterators 766
20.4 Lists 767
20.5 The Comparator Interface 772
20.6 Static Methods for Lists and Collections 773
20.7 Case Study: Bouncing Balls 777
20.8 Vector and Stack Classes 781
 Contents xvii
20.9 Queues and Priority Queues 783
20.10 Case Study: Evaluating Expressions 786

Chapter 21 Sets and Maps 797

21.1 Introduction 798
21.2 Sets 798
21.3 Comparing the Performance of Sets and Lists 806
21.4 Case Study: Counting Keywords 809
21.5 Maps 810
21.6 Case Study: Occurrences of Words 815
21.7 Singleton and Unmodifiable Collections and Maps 816

Chapter 22 Developing Efficient Algorithms 821

22.1 Introduction 822
22.2 Measuring Algorithm Efficiency Using Big O Notation 822
22.3 Examples: Determining Big O 824
22.4 Analyzing Algorithm Time Complexity 828
22.5 Finding Fibonacci Numbers Using Dynamic Programming 831
22.6 Finding Greatest Common Divisors Using Euclid’s Algorithm 833
22.7 Efficient Algorithms for Finding Prime Numbers 837
22.8 Finding the Closest Pair of Points Using Divide-and-Conquer 843
22.9 Solving the Eight Queens Problem Using Backtracking 846
22.10 Computational Geometry: Finding a Convex Hull 849

Chapter 23 Sorting 861

23.1 Introduction 862
23.2 Insertion Sort 862
23.3 Bubble Sort 864
23.4 Merge Sort 867
23.5 Quick Sort 870
23.6 Heap Sort 874
23.7 Bucket Sort and Radix Sort 881
23.8 External Sort 883

Chapter 24 Implementing Lists, Stacks, Queues,

and Priority Queues 895
24.1 Introduction 896
24.2 Common Features for Lists 896
24.3 Array Lists 900
24.4 Linked Lists 906
24.5 Stacks and Queues 920
24.6 Priority Queues 924

Chapter 25 Binary Search Trees 929

25.1 Introduction 930
25.2 Binary Search Trees 930
25.3 Deleting Elements from a BST 943
25.4 Tree Visualization and MVC 949
25.5 Iterators 952
25.6 Case Study: Data Compression 954

Chapter 26 AVL Trees 965

26.1 Introduction 966
26.2 Rebalancing Trees 966
26.3 Designing Classes for AVL Trees 969
xviii Contents
26.4 Overriding the insert Method 970
26.5 Implementing Rotations 971
26.6 Implementing the delete Method 972
26.7 The AVLTree Class 972
26.8 Testing the AVLTree Class 978
26.9 AVL Tree Time Complexity Analysis 981

Chapter 27 Hashing 985

27.1 Introduction 986
27.2 What Is Hashing? 986
27.3 Hash Functions and Hash Codes 987
27.4 Handling Collisions Using Open Addressing 989
27.5 Handling Collisions Using Separate Chaining 993
27.6 Load Factor and Rehashing 993
27.7 Implementing a Map Using Hashing 995
27.8 Implementing Set Using Hashing 1004

Chapter 28 Graphs and Applications 1015

28.1 Introduction 1016
28.2 Basic Graph Terminologies 1017
28.3 Representing Graphs 1019
28.4 Modeling Graphs 1024
28.5 Graph Visualization 1034
28.6 Graph Traversals 1037
28.7 Depth-First Search (DFS) 1038
28.8 Case Study: The Connected Circles Problem 1042
28.9 Breadth-First Search (BFS) 1045
28.10 Case Study: The Nine Tails Problem 1048

Chapter 29 Weighted Graphs and Applications 1061

29.1 Introduction 1062
29.2 Representing Weighted Graphs 1063
29.3 The WeightedGraph Class 1065
29.4 Minimum Spanning Trees 1072
29.5 Finding Shortest Paths 1078
29.6 Case Study: The Weighted Nine Tails Problem 1086

Chapter 30 Multithreading and Parallel

Programming 1097
30.1 Introduction 1098
30.2 Thread Concepts 1098
30.3 Creating Tasks and Threads 1098
30.4 The Thread Class 1102
30.5 Case Study: Flashing Text 1105
30.6 Thread Pools 1106
30.7 Thread Synchronization 1108
30.8 Synchronization Using Locks 1112
30.9 Cooperation among Threads 1114
30.10 Case Study: Producer/Consumer 1119
30.11 Blocking Queues 1122
30.12 Semaphores 1124
30.13 Avoiding Deadlocks 1126
30.14 Thread States 1126
30.15 Synchronized Collections 1127
30.16 Parallel Programming 1128
 Contents xix

Chapter 31 Networking 1139

31.1 Introduction 1140
31.2 Client/Server Computing 1140
31.3 The InetAddress Class 1147
31.4 Serving Multiple Clients 1148
31.5 Sending and Receiving Objects 1151
31.6 Case Study: Distributed Tic-Tac-Toe Games 1156

Chapter 32 Java Database Programming 1173

32.1 Introduction 1174
32.2 Relational Database Systems 1174
32.3 SQL 1178
32.4 JDBC 1189
32.5 PreparedStatement 1197
32.6 CallableStatement 1199
32.7 Retrieving Metadata 1202

Chapter 33 JavaServer Faces 1213

33.1 Introduction 1214
33.2 Getting Started with JSF 1214
33.3 JSF GUI Components 1222
33.4 Processing the Form 1226
33.5 Case Study: Calculator 1230
33.6 Session Tracking 1233
33.7 Validating Input 1235
33.8 Binding Database with Facelets 1239
33.9 Opening New JSF Pages 1245

Bonus Chapters 34–42 are available from the Companion Website at

www.pearsonhighered.com/liang:

Chapter 34 Advanced JavaFX 34-1

Chapter 35 Advanced Database Programming 35-1

Chapter 36 Internationalization 36-1

Chapter 37 Servlets 37-1

Chapter 38 JavaServer Pages 38-1

Chapter 39 Web Services 39-1

Chapter 40 2-4 Trees and B-Trees 40-1

Chapter 41 Red-Black Trees 41-1

Chapter 42 Testing Using JUnit 42-1

Random documents with unrelated
content Scribd suggests to you:
The Project Gutenberg eBook of My Memoirs,
Vol. II, 1822 to 1825
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: My Memoirs, Vol. II, 1822 to 1825

Author: Alexandre Dumas

Translator: E. M. Waller

Release date: October 2, 2015 [eBook #50113]

Most recently updated: October 22, 2024

Language: English

Credits: Produced by Laura Natal Rodriguez & Marc D'Hooghe

(Images generously made available by the Internet
Archive.)

*** START OF THE PROJECT GUTENBERG EBOOK MY MEMOIRS,

VOL. II, 1822 TO 1825 ***
MY MEMOIRS
BY
ALEXANDRE DUMAS
TRANSLATED BY

E. M. WALLER

WITH AN INTRODUCTION BY

ANDREW LANG

VOL. II

1822 TO 1825

WITH A FRONTISPIECE

NEW YORK

THE MACMILLAN COMPANY

1907
 CONTENTS

BOOK I
CHAPTER I
An unpublished chapter from the Diable boiteux—History of
Samud and the beautiful Doña Lorenza 1
CHAPTER II
The good my flouting at the hands of the two Parisians had
done me—The young girls of Villers-Cotterets—My three friends
—First love affairs 13
 CHAPTER III
Adolphe de Leuven—His family—Unpublished details concerning
the death of Gustavus III.—The Count de Ribbing—The
shoemakers of the château de Villers-Hellon 24
CHAPTER IV
Adolphe's quatrain—The water-hen and King William—Lunch in
the wood—The irritant powder, the frogs and the cock—The
doctor's spectre—De Leuven, Hippolyte Leroy and I are exiled
from the drawing-room—Unfortunate result of a geographical
error—M. Paroisse 34
CHAPTER V
Amédée de la Ponce—He teaches me what work is—M. Arnault
and his two sons—A journey by diligence—A gentleman fights
me with cough lozenges and I fight him with my fists—I learn
the danger from which I escaped 48
CHAPTER VI
First dramatic impressions—The Hamlet of Ducis—The Bourbons
en 1815—Quotations from it 57
CHAPTER VII
The events of 1814 again—Marmont, Duc de Raguse, Maubreuil
and Roux-Laborie at M. de Talleyrand's—The Journal des Débats
and the Journal de Paris—Lyrics of the Bonapartists and
enthusiasm of the Bourbons—End of the Maubreuil affair—Plot
against the life of the Emperor—The Queen of Westphalia is
robbed of her money and jewels 63
CHAPTER VIII
Account of the proceedings relative to the abstraction of the
jewels of the Queen of Westphalia by the Sieur de Maubreuil—
Chamber of the Court of Appeal—The sitting of 17 April, 1817 88

BOOK II
CHAPTER I
The last shot of Waterloo—Temper of the provinces in 1817,
1818 and 1819—The Messéniennes—The Vêpres siciliennes—
Louis IX.—Appreciation of these two tragedies—A phrase of
Terence—My claim to a similar sentiment—Three o'clock in the
morning—The course of love-making—Valeat res ludrica 96
CHAPTER II
Return of Adolphe de Leuven—He shows me a corner of the
artistic and literary world—The death of Holbein and the death
of Orcagna—Entrance into the green-rooms—Bürger's Lénore—
First thoughts of my vocation 103
CHAPTER III
The Cerberus of the rue de Largny—I tame it—The ambush—
Madame Lebègue—A confession 109
CHAPTER IV
De Leuven makes me his collaborator—The Major de Strasbourg
—My first couplet-Chauvin—The Dîner d'amis—The Abencérages
117

CHAPTER V
Unrecorded stories concerning the assassination of the Duc de
Berry. 123
CHAPTER VI
Carbonarism 132

CHAPTER VII
My hopes—Disappointment—M. Deviolaine is appointed forest-
ranger to the Duc d'Orléans—His coldness towards me—Half
promises—First cloud on my love-affairs—I go to spend three
months with my brother-in-law at Dreux—The news waiting for
me on my return—Muphti—Walls and hedges—The summer-
house—Tennis—Why I gave up playing it—The wedding party in
the wood 147
CHAPTER VIII
I leave Villers-Cotterets to be second or third clerk at Crespy—
M. Lefèvre—His character—My journeys to Villers-Cotterets—
The Pélerinage d'Ermenonville—Athénaïs—New matter sent to
Adolphe—An uncontrollable desire to pay a visit to Paris—How
this desire was accomplished—The journey—Hôtel des Vieux-
Augustins—Adolphe—Sylla—Talma 155
CHAPTER IX
The theatre ticket—The Café du Roi—Auguste Lafarge—
Théaulon—Rochefort—Ferdinand Langlé—People who dine and
people who don't—Canaris—First sight of Talma—Appreciation
of Mars and Rachel—Why Talma has no successor—Sylla and
the Censorship—Talma's box—A cab-drive after midnight—The
return to Crespy—M. Lefèvre explains that a machine, in order
to work well, needs all its wheels—I hand in my resignation as
his third clerk 166

BOOK III
CHAPTER I
I return to my mother's—The excuse I give concerning my
return—The calfs lights—Pyramus and Cartouche—The
intelligence of the fox more developed than that of the dog—
Death of Cartouche—Pyramus's various gluttonous habits 184
CHAPTER II
Hope in Laffitte—A false hope—New projects—M. Lecomier—
How and on what conditions I clothe myself anew—Bamps,
tailor, 12 rue du Helder—Bamps at Villers-Cotterets—I visit our
estate along with him—Pyramus follows a butcher lad—An
Englishman who loved gluttonous dogs—I sell Pyramus—My first
hundred francs—The use to which they are put—Bamps departs
for Paris—Open credit 191
CHAPTER III
My mother is obliged to sell her land and her house—The residu
—The Piranèses—An architect at twelve hundred francs salary—I
discount my first bill—Gondon—How I was nearly killed at his
house—The fifty francs—Cartier—The game of billiards—How six
hundred small glasses of absinthe equalled twelve journeys to
Paris 204
CHAPTER IV
How I obtain a recommendation to General Foy—M. Danré of
Vouty advises my mother to let me go to Paris—My good-byes—
Laffitte and Perregaux—The three things which Maître
Mennesson asks me not to forget—The Abbé Grégoire's advice
and the discussion with him—I leave Villers-Cotterets 213
CHAPTER V
I find Adolphe again—The pastoral drama—First steps—The Duc
de Bellune—General Sébastiani—His secretaries and his snuff-
boxes—The fourth floor, small door to the left—The general who
painted battles 223
CHAPTER VI
Régulus—Talma and the play—General Foy—The letter of
recommendation and the interview—The Duc de Bellune's reply
—I obtain a place as temporary clerk with M. le Duc d'Orléans—
Journey to Villers-Cotterets to tell my mother the good news—
No. 9—I gain a prize in a lottery 234
CHAPTER VII
I find lodgings—Hiraux's son—Journals and journalists in 1823—
By being saved the expense of a dinner I am enabled to go to
the play at the Porte-Saint-Martin—My entry into the pit—
Sensation caused by my hair—I am turned out—How I am
obliged to pay for three places in order to have one—A polite
gentleman who reads Elzevirs 251
CHAPTER VIII
My neighbour—His portrait—The Pastissier françois—A course in
bibliomania—Madame Méchin and the governor of Soissons—
Cannons and Elzevirs 263
 CHAPTER IX
Prologue of the Vampire—The style offends my neighbour's ear
—First act—Idealogy—The rotifer—What the animal is—Its
conformation, its life, its death and its resurrection 272
CHAPTER X
Second act of the Vampire—Analysis—My neighbour again
objects—He has seen a vampire—Where and how—A statement
which records the existence of vampires—Nero—Why he
established the race of hired applauders—My neighbour leaves
the orchestra 284
CHAPTER XI
A parenthesis—Hariadan Barberousse at Villers-Cotterets—I play
the rôle of Don Ramire as an amateur—My costume—The third
act of the Vampire—My friend the bibliomaniac whistles at the
most critical moment—He is expelled from the theatre—Madame
Allan-Dorval—Her family and her childhood—Philippe—His death
and his funeral 295

BOOK IV
CHAPTER I
My beginning at the office—Ernest Basset—Lassagne—M.
Oudard—I see M. Deviolaine—M. le Chevalier de Broval—His
portrait—Folded letters and oblong letters—How I acquire a
splendid reputation for sealing letters—I learn who was my
neighbour the bibliomaniac and whistler 307
CHAPTER II
Illustrious contemporaries—The sentence written on my
foundation stone—My reply—I settle down in the place des
Italiens—M. de Leuven's table—M. Louis-Bonaparte's witty
saying—Lassagne gives me my first lesson in literature and
history 323
CHAPTER III
Adolphe reads a play at the Gymnase—M. Dormeuil—Kenilworth
Castle—M. Warez and Soulié—Mademoiselle Lévesque—The
Arnault family—The Feuille—Marius à Minturnes—Danton's
epigram—The reversed passport—Three fables—Germanicus —
Inscriptions and epigrams—Ramponneau—The young man and
the tilbury—Extra ecclesiam nulla est salus—Madame Arnault 334
CHAPTER IV
Frédéric Soulié, his character, his talent—Choruses of the
various plays, sung as prologues and epilogues—Transformation
of the vaudeville—The Gymnase and M. Scribe—The Folie de
Waterloo 349
CHAPTER V
The Duc d'Orléans—My first interview with him—Maria-Stella-
Chiappini—Her attempts to gain rank—Her history—The
statement of the Duc d'Orléans—Judgment of the Ecclesiastical
Court of Faenza—Rectification of Maria-Stella's certificate of
birth 360
CHAPTER VI
The "year of trials"—The case of Potier and the director of the
theatre of the Porte-Saint-Martin—Trial and condemnation of
Magallon—The anonymous journalist—Beaumarchais sent to
Saint-Lazare—A few words on censorships in general—Trial of
Benjamin Constant—Trial of M. de Jouy—A few words
concerning the author of Sylla—Three letters extracted from the
Ermite de la Chaussée-d'Antin—Louis XVIII. as author 375
CHAPTER VII
The house in the rue Chaillot—Four poets and a doctor—
Corneille and the Censorship—Things M. Faucher does not know
—Things the President of the Republic ought to know 389

BOOK V
CHAPTER I
Chronology of the drama—Mademoiselle Georges Weymer—
Mademoiselle Raucourt—Legouvé and his works—Marie-Joseph
Chénier—His letter to the company of the Comédie-Française—
Young boys perfectionnés—Ducis—His work 398
CHAPTER II
Bonaparte's attempts at discovering poets—Luce de Lancival—
Baour-Lormian—Lebrun-Pindare—Lucien Bonaparte, the author
—Début of Mademoiselle Georges—The Abbé Geoffroy's critique
—Prince Zappia—Hermione at Saint-Cloud 407
CHAPTER III
Imperial literature—The Jeunesse de Henri IV—Mercier and
Alexandre Duval—The Templiers and their author—César Delrieu
—Perpignan—Mademoiselle Georges' rupture with the Théâtre-
Français—Her flight to Russia—The galaxy of kings—The
tragédienne acts as ambassador 420
CHAPTER IV
The Comédie-Française at Dresden—Georges returns to the
Théâtre-Français—The Deux Gendres—Mahomet II.—Tippo-
Saëb—1814—Fontainebleau—The allied armies enter Paris—
Lilies—Return from the isle of Elba—Violets—Asparagus stalks—
Georges returns to Paris 430
CHAPTER V
The drawbacks to theatres which have the monopoly of a great
actor—Lafond takes the rôle of Pierre de Portugal upon Talma
declining it—Lafond—His school—His sayings—Mademoiselle
Duchesnois—Her failings and her abilities-Pierre de Portugal
succeeds 438
CHAPTER VI
General Riégo—His attempted insurrection—His escape and
flight—He is betrayed by the brothers Lara—His trial—His
execution 445
CHAPTER VII
The inn of the Tête-Noire—Auguste Ballet—Castaing—His trial—
His attitude towards the audience and his words to the jury—His
execution 452
CHAPTER VIII
Casimir Delavigne—An appreciation of the man and of the poet
—The origin of the hatred of the old school of literature for the
new—Some reflections upon Marino Faliero and the Enfants
d'Édouard—Why Casimir Delavigne was more a comedy writer
than a tragic poet—Where he found the ideas for his chief plays
465

CHAPTER IX
Talma in the École des Vieillards—One of his letters—Origin of
his name and of his family—Tamerlan at the pension Verdier—
Talma's début—Dugazon's advice—More advice from
Shakespeare—Opinions of the critics of the day upon the
débutant—Talma's passion for his art 480

THE MEMOIRS OF ALEXANDRE DUMAS

BOOK I

CHAPTER I

An unpublished chapter from the Diable boiteux—History of

Samud and the beautiful Doña Lorenza
About a fortnight after that wonderful night, during which I had
experienced such new and unknown emotions, I was busy in Maître
Mennesson's office,—as Niguet was absent seeing after a marriage
settlement at Pisseleu, and Ronsin had gone to collect debts at
Haramont,—sadly engrossing a copy of a deed of sale, when M.
Lebègue, a colleague of my patron, entered the office and, after
gazing at me with an amused expression on his face, went into the
next room, which was the private office, and took a seat by the side
of Maître Mennesson. The cause of my sadness shall be discovered
presently.
Maître Mennesson's door, which separated the two offices, I was
generally left open, so that he could answer our questions, save
when a client closed it to discuss private matters with him; and
when this door was left open, we could hear in our office everything
that was said in M. Mennesson's room, as he could hear in his office
all that went on in ours.
This M. Lebègue, some months before, had married one of M.
Deviolaine's daughters by his first marriage: her name was Éléonore.
The eldest daughter, Léontine, had been married to a tax collector
named Cornu some time before her sister's wedding. The singularity
of the name had not prevented the marriage from coming off. The
sharp-tongued young girl feared to be jeered at in her turn, and the
wittier she became, the more she dreaded even the appearance of
being ridiculous. But Cornu was such a good-natured, honest-
hearted fellow, everybody was so used to the name, which had been
borne by several families in Villers-Cotterets, he was so used to it
himself, he responded so naïvely and triumphantly to the remarks of
his fiancée, that the matter was settled.
When she was married to him she made up her mind to raise the
unfortunate name which fate had given her above even the
suspicion of any banter naturally connected with it: she was the
most chaste of wives, the tenderest of mothers I have ever known,
and her husband, a happy man himself, made her happy too.
But it was not so with her sister, Madame Lebègue, who was three
or four years younger, prettier, and far more of a flirt than she was.
Her flirtations were innocent enough, I have no doubt, but they
were as a rule looked upon maliciously by the gossips of the little
town—a matter to which Madame Lebègue in her innocence paid
little heed; concerning which, in her indifference to such calumnies,
she simply teased her husband. He was a stout, rotund fellow,
pockmarked, rather ugly, with a somewhat common-looking face,
but a good fellow at heart—although I have been told since that he
ruined himself, not from having lent at too low interest, but from an
entirely opposite reason. I am wholly ignorant as to the truth of this
accusation: I take it to be a calumny similar to the more pleasing
and certainly more human accusation levelled against the wife.
It was this man who had just come in, who sat down by M.
Mennesson and who was at that moment holding a whispered
conversation with him, interspersed with guffaws of laughter. Thanks
to the extremely delicate hearing with which I was gifted by nature,
and which I had cultivated during hunting, I thought I could
distinguish my own name; but I supposed I had not heard correctly,
not flattering myself that two such grave personages could be doing
me the honour of talking about me. Unluckily for my pride,—and I
have indicated to what a pitch this feeling was developed in me, a
height that would have been absurd if it had not been painful,—
unluckily for my pride, then, I was not kept long in doubt that the
discussion was about me.
I have said that M. Mennesson was very fond of a joke and very
witty; wherever he could find a joke he would fasten upon it, no
matter whether it happened to concern a woman's virtue or a man's
reputation. When the frenzy of joking seized him he gave himself up
to it unreservedly, heart and soul. Finding nothing, probably, on this
day, better to chew, he set upon me; the pasture was poor, but it
was far better to crack my sorry bones than to chew at nothing or
gulp only the air. After several of those whispered remarks, then,
and bursts of stifled laughter, which had disturbed my equanimity, M.
Mennesson raised his voice.
"My dear friend," he said, "it is a chapter out of the Diable boiteux
re-discovered and still unpublished, which I mean to have printed
the next time I go to Paris, to complete Lesage's work."
"Ah! tell it me," Lebègue replied; "I will tell it to my wife, who will
pass it on to her sisters, who will tell it to everybody; then our
publication will be disposed of in advance."
M. Mennesson began:—
"There was once upon a time at Salamanca a scholar who was
descended from a race of Arabs and who was called Samud.[1] He
was still so young that if anyone had pulled his nose, milk would
most certainly have come out: this did not prevent him from being
absurd enough to fancy himself a man; perhaps also—for, to be fair,
we must say all there is to say—this ridiculous fancy would not have
entered his head had not that happened which we are about to
relate."
It may be imagined that I was listening attentively. I had recognised
from the very first words that I was undoubtedly the person in
question, and I wondered uneasily where the story was going to
lead after this beginning—a beginning which, so far as I was
concerned, I found more impertinent than graphic.
M. Mennesson went on, and I listened with my ears open, my pen
idle in my hand.
"On the day of the feast of Whitsuntide in the year ... I cannot say
the exact date of the year, but, any way, it was on the day of the
feast of Whitsuntide, which is also the town's feast-time, two
beautiful senoras arrived from Madrid and put up at the house of a
worthy canon who was the uncle of one of these ladies. It chanced
that this canon was the same with whom Samud had learnt the bit
of Latin he knew, and as the two lovely Madrid ladies wanted a
cavalier who would not put their virtue to the blush, the canon cast
his eyes on his pupil, and requested him to place both his arms at
the disposal of the new arrivals, to show them the park of
Salamanca, which is very wide, very beautiful, and belongs to the
Duke of Rodelnas.[2] I will not dwell on the adventures of the first
day, beyond just briefly touching upon two events: the first was the
meeting between our scholar and an elegant senor from Madrid,
who was noticed at once by the Sefiora Lorenza, with whom our
scholar was walking arm in arm, dressed, as people of the provinces
often are, about a decade behind the fashions of the capital. This
young gallant was called Audim. The second was a most serious
accident, which happened to the scholar's breeches, just when, in
order to give the fair Lorenza a proof of his agility, he had leaped
across a ditch fourteen feet wide."
It can be imagined what I suffered as I listened to this secondhand
recital of my lovelorn tribulations, which, according to his method of
procedure, would not stop short at the two misadventures of the
first day. M. Mennesson continued:—
"The beautiful Lorenza was specially impressed by the young
gallant's get-up. In complete contrast to the scholar, who was
muffled up in a Gothic costume borrowed from the wardrobe of his
ancestors, Señor Audim was dressed in the latest fashion, in tight-
fitting breeches, ending in charming little heart-shaped shoes, and a
dark-coloured doublet turned out by one of the best tailors in
Madrid. The scholar had not been unconscious of the particular
notice his companion had paid to the handsome Audim's attire, and
as it began to dawn on him what influence a coat of a certain cut or
trousers of a special shade of colour might have upon a woman, he
decided during the night following the fête to please Lorenza no
matter at what price, and to have a suit made exactly like the one
worn by the young man who seemed destined by fate to become his
rival. The most vital part of the costume, and moreover the most
expensive, was in the matter of the boots. So he turned his attention
to them first of all. On the opposite side of the square where
Samud's mother lived, a square called the place de la Fontaine, was
the best boot-maker in the town: he had always shod the scholar,
but hitherto he had only made shoes for him, the lad's tender years
not having put the idea into anyone's head, not even into his own,
that he could wear any other covering for his feet than shoes or
sandals without risking a too close resemblance to Perrault's
venerable Puss in Boots. Great therefore was M. Landereau's[3]
surprise when his customer came and boldly asked the price of a
pair of boots. He stared at Samud.
'A pair of boots?' he asked. 'For whom?'
'Why, for myself,' the scholar proudly replied.
'Has your mother given you leave to order boots?' 'Yes.'
"The bootmaker shook his head dubiously: he knew Samud's mother
was not well off and that it would be foolish of her to allow such
extravagance in her son.
'Boots are dear,' he said.
'That does not matter. How much are they?'
'They would cost you exactly four dollars.'
'Good.... Take my measure.'
'I have told you I can do nothing without leave from your mother.'
'I will see you have it.'
"Returning home, the scholar ventured to ask for a pair of boots.
The request struck Samud's mother as so extraordinary that she
made him repeat his inquiry twice. It was all the more strange as it
was the first time the scholar had troubled about his dress. When he
was ten they had the greatest difficulty in the world to get him to
give up a long pinafore of figured cotton, which he considered far
more comfortable than all the breeches and all the doublets on
earth; then, from the age of ten to the age of fifteen, he had worn
with indifference any garments his mother had thought good to put
him in, always preferring dirty and old ones to clean and new,
because in them he was allowed to go out in all weathers and to roll
about in all kinds of places. So the demand for a pair of boots
seemed to his poor mother altogether most unprecedented, and she
was alarmed for her son's reason.
'A pair of boots!' she repeated. 'What will you wear them with?'
'A pair of tight-fitting breeches, mother.'
'A pair of tight-fitting breeches! But you must know your legs are as
spindle-shaped as a cock's.'
"'Excuse me, mother,' the schoolboy replied, with some show of
logic; 'if I have good enough calves to wear short breeches, they are
good enough to wear tight-fitting breeches.'
"The mother admired her son's wit, and, half conquered by the
repartee, she said,'We might perhaps manage to find the tight-fitting
trousers in the clothes-press; but the boots ... where will you find
the boots?'
'Why, at Landereau's!'
'But boots would be expensive, my child,' said the poor lady,
sighing,'and you know we are not rich.'
'Bah! mamma, Landereau will allow you credit.'
'It is all very fine taking credit, my boy; you know one has to pay
some day, and that the longer one puts off paying the more it costs.'
'Oh, mother, please do let me!'
'How much will the boots cost?'
'Four dollars, mother.'
'That is six months' school-money at the rate good Canon Gregorio
charges me.'
'You can pay for it in four months' time, mother,' the schoolboy
pleaded.
'Still ... tell me what advantage you think this pair of boots and the
tight-fitting trousers will bring you?'
'I shall be able to please Doña Lorenza, the canon's niece.' 'How is
that?'
'She raves over boots and tight-fitting trousers ... it seems they are
the very latest thing in Madrid.'
'But what does it matter to you what the niece of Don Gregorio
raves or does not rave over, I want to know?'
'It matters a great deal to me, mother.'
'Why?'
"The schoolboy looked supremely foolish.
'Because I am paying her attentions,' he said."
This dialogue was word for word what had passed between my
mother and myself after I returned from Landereau's shop, so I
grew hot with anger.
"At the words Because I am paying her attentions," continued the
narrator, "Samud's mother was overcome with intense astonishment:
her son, whom she still pictured as running about the streets in his
long print pinafore, or renewing his baptismal vows taper in hand;
her son paying attentions to the beautiful Doña Lorenza!—why, it
was one of those absurd things she had never even imagined. And
her son, seeing she was unconvinced, drew his hand out of his
breast pocket and showed her a bracelet of hair with a mosaic clasp.
But he took care to keep it to himself that he had taken this bracelet
from Doña Lorenza; she had not given it him, and she was very
much distressed at not knowing what had become of it."
Although this account was not very creditable to my honesty, it was
dreadfully accurate. I had had that bracelet in my possession for
three days; during those three days I had, if not exactly shown it, at
least let it be seen by several people, and, among others, by my
mother and my cousins the Deviolaines, before whom I posed as a
gallant youth; but at length I had been moved by Laure's distress, as
she had thought it lost. I gave it back to her, humbly confessing my
fault; she forgave me, in consideration, no doubt, of her delight in
recovering her trinket, but she would not have let me off so easily
had she known my indiscretions.
So the perspiration which had beaded my brow at the beginning of
the story, ran down over my face in big drops; yet wishing to learn
how far M. Mennesson had been coached in the matter of my
sentimental escapades, I had the courage to stay where I was—or
rather, I had not the strength to fly. M. Mennesson went on:—
"At this juncture Samud's mother raised her hands and eyes to
heaven, and as the poor woman never could refuse her son, she
said to him, with a sigh—
'Very well, be it so; if a pair of boots will make you happy, go and
order the boots.'
"The schoolboy leapt at one bound from his house to the
bootmaker's; he arranged the price at three and a half dollars, to be
paid for in four months' time. Next they paid a visit to the clothes-
press: they extracted a pair of bright blue trousers striped with gold;
they sold the gold lace to a goldsmith for a dollar and a half, which
dollar and a half were given to the scholar for pocket-money, his
mother guessing that his budding love affairs would naturally bring
extra expenses in their train. They decided that the suit he had worn
at his first communion should be altered to a more up-to-date cut,
on fashionable lines.
"While all these preparations for courtship were going on, the
schoolboy continued, in the phrase he had used to his mother, to
pay attentions to the beautiful Doña Lorenza; but although he was
brave in words and very clever in theory behind her back, he was
extremely timid in practice and very awkward when actually before
her face. While apparently filled with impatience to be near her, he
dreaded nothing so much as being left alone with her; at such times
he would lose his wits completely, become dumb instead of talkative,
and be still when he should have been active: the most favourable
opportunities were given him, and he let them escape. In vain did
the impatient lady from Madrid give him to understand that he was
wasting time, and that time wasted is never regained; he agreed
with her from the very depths of his soul; he was furious with
himself every night when he returned home, and in going over the
opportunities of the day he vowed not to let these opportunities slip
by on the morrow if they occurred again. Then he would read a
chapter of Faublas to warm his blood: he would sleep on it, and
dream dreams in which he would be astonishingly bold. When day
broke, he would vow to himself to carry out his dreams of the
previous night. Then, while he was waiting for the boots and the
tight-fitting suit, which were being fashioned with a truly provincial
slowness, he returned to his short breeches, his bombazin vest, his
bottle-blue coat, and resumed his fruitless walk in the forest. He
looked with a melancholy eye on the mossy carpet under their feet,
not even venturing to suggest to his companion that they should sit
down upon it; he gazed sadly on the beautiful green heights above
them, under which she delighted to hide herself with him. He would
get as far as trembling and sighing, even to pressing her hand, but
these were the extreme limits of his boldness. Once only did he kiss
the hand of Doña Lorenza,—on the night before he was to introduce
himself to her in his suit of conquest,—but it cost him such a
tremendous effort to perform this bold act that he felt quite ill after
its accomplishment.
"It was on this day that the lovely Doña Lorenza arrived at the
conclusion that she must give up all hope of seeing the boy develop
into a man, and without saying a word to her clumsy admirer, she
took a decisive step. They parted as usual after having spent the
evening playing at those innocent games which Madame de
Longueville detested so greatly. The next day, as we have said, was
to be the vital one. The tailor and the bootmaker kept their word.
The young people usually met between noon and one o'clock, and
then went for a walk: Senora Vittoria with a young bachelor, from
whom I have gathered most of my information; and the schoolboy
with Senora Lorenza. Unluckily, the tight-fitting trousers were so
tight that they had to have a piece put in at the calf of the leg: this
addition took time, and Samud was not quite ready before one
o'clock. He knew he was late; he flew hurriedly along to Canon
Gregorio's house, where the daily rendezvous took place. His new
toilette produced an excellent effect as he passed through the
streets: people ran to their doors; they leant out of their windows,
and he bowed to them, saying to himself—
'Yes, it is all right, it is I! What is there wonderful in this, pray? Did
you think no one else could have boots, tight-fitting trousers and a
fashionably collared coat like M. Audim? You are much deceived if
you thought anything of the kind!'
"And he went on his way, holding his head higher and higher,
persuaded he was nearing a sensational triumph. But, as we have
said, the unlucky alteration at the calves had made him nearly an
hour late, and when the scholar reached the canon's house both the
senoras had gone out! This was but a slight misfortune: the
schoolboy had been brought up in the forest of Salamanca, as
Osmin in the seraglio of Bajazet, and he knew its every turn and
twist. He was therefore just going to rush out in pursuit of the lady
of his thoughts, when the canon's sister handed him a letter which
Doña Lorenza had left for him when she went out. Samud never
doubted that this letter would enjoin upon him to hurry on with all
diligence. And it was the first he had received: he felt the honour
most keenly; he kissed the letter tenderly, broke the seal, and with
panting breath and bounding heart he read the following:—

'MY DEAR BOY,—I have been blaming myself during the past
fortnight for imposing upon your good-nature by letting you
fulfil the obligation you had most injudiciously promised my
uncle in undertaking to be my cavalier. In spite of your efforts to
hide the boredom that an occupation beyond your years caused
you, I have seen that I have much interfered with your usual
habits, and I blame myself for it. Go back to your young
playmates, who are waiting for you to play at prisoners' base
and quoits. Let your mind be quite at ease on my account; for I
have accepted M. Audim's services for the short time longer I
remain with my uncle. Please accept my best thanks, my dear
child, for your kindness, and believe me, yours very gratefully,
LORENZA.'
"If a thunderbolt had fallen at our schoolboy's feet he could not have
been more crushed than he was on receiving this letter. On the first
reading he realised nothing beyond the shock; he re-read it two or
three times, and felt the smart. Then it dawned on him that, since
he had taken no pains to prove to the lovely Lorenza that he was not
a child, it now remained to him to prove that he was a man, by
provoking Audim to fight a Dud with him; and forthwith, upon my
word, our outraged schoolboy sent this letter to his rival:—

"'SIR,—I need not tell you upon what provocation I wish to meet
you in any of the forest avenues, accompanied by two seconds:
you know as well as I do. As you may pretend that you have not
insulted me and that it is I who have provoked you, I leave the
choice of weapons to you.—I have the honour to remain,' etc.
"'P.S.—-As you will probably not return home till late to-night, I
will not demand my answer this evening, but I wish to receive it
as early as possible to-morrow morning.'

"Next morning, on waking, he received a birch rod with Don Audim's

card. That was the weapon selected by his rival."
The reader can judge the effect the conclusion of this story had
upon me. Alas! it was an exact account of all that had happened to
me. Thus had terminated my first love affair, and so had ended my
first duel! I uttered a shriek of rage, and dashing out of the office, I
ran home to my mother, who cried out aloud when she saw the state
I was in.
Ten minutes later I was lying in a well-warmed bed and Doctor
Lécosse had been sent for: he pronounced that I was in for brain
fever, but as it was taken in time it would not have any serious
consequences. I purposely prolonged my convalescence, be it
known, so as not to go out until the two Parisians had left Villers-
Cotterets. I have never seen either of them since.
 [1] hardly need point out that "Samud" is the anagram of
"Dumas."
[2] "Rodelnas" is the anagram of "d'Orléans," as "Samud" is the
anagram of "Dumas," and as "Audim," to be used shortly, is that
of "Miaud."
[3] The narrator did not trouble to give an anagram for the name
this time.

CHAPTER II

The good my flouting at the hands of the two Parisians had

done me—The young girls of Villers-Cotterets—My three friends
—First love affairs

Still, like François I. after the battle of Pavia, I had not lost
everything by my defeat. First there remained to me my boots and
my tight-fitting trousers, those two dearly coveted articles, which
became the envy and admiration of those young companions upon
whom the lovely Laure had so cruelly thrown me. Besides, in the
fortnight spent in the company of those two smart girls, I had learnt
the first lesson that only the society of women can give. This lesson
had taught me to realise the need for that care of my personal
appearance which had hitherto never presented itself to my mind as
a thing to be daily attended to. Beneath the ridiculous if vanity in
changing my mode of dress, underneath the unlucky attempt that I,
a poor country lad, had made to attain to the elegant style of a
Parisian, there appeared the first dawnings of true elegance—that is
to say, of neatness.
I had rather good hands, my nails were well shaped, my teeth were
large but white, and my feet were singularly small considering my
size. I had been ignorant of all these possessions until they had
been pointed out to me by the two Parisian girls, who gave me
advice as to how I could enhance the value of my natural gifts. And
I continued to follow their advice for my own personal satisfaction,
after at first following it to please them, to such purpose that by the
time they left I had really stepped across the boundary which
separated childhood from youth. The crossing had certainly been a
rough one, and I had accomplished it with tears in my eyes,
coquetry holding one of my hands and chagrin the other. Then—as
jaded travellers, when they enter a fresh country, suck bitter fruits,
which, however much they set the teeth on edge, leave behind them
an irresistible desire to suck other fruits,—when my lips had touched
the apple of Eve that men call love, I yearned to make another
attempt, even though it should be more painful than the first, and so
far as its young girls were concerned, few towns could boast
themselves as well favoured as Villers-Cotterets. Never was there
such a large park as ours, not even at Versailles; no lawns were
greener, not even those at Brighton; nor were any studded with
more exquisite flowers than the park of Villers-Cotterets, with its
lawns and flower-beds. Three very distinct classes disputed among
themselves for the crown of beauty—the aristocracy, the middle
classes, and a third class for which I cannot find a name, a pleasant
intermediary between the middle class and the people, which
belongs to neither, and to which class the dressmakers,
seamstresses, and women-shopkeepers of a town belong.
The first class was represented by the Collard family, to whom I
have already alluded in connection with my childhood. Of the three
madcap young girls who roamed the forest of Villers-Cotterets as
free as the butterflies and swallows, two had become wives: one,
Caroline, had married the Baron Capelle; the other, Hermine, had
married the Baron de Martens; Louise, the third, who was but
fifteen, was the most captivating little maiden imaginable. Their
mother—whose birth and history as the daughter of Madame de
Genlis and the Duc d'Orléans I have related—and her three children
were the aristocratic centre round which the young men and
maidens of the neighbouring castles revolved; and among the
former of these were some of the best blood in the country—the
Montbretons, the Courvals, and the Mornays. None of these families
lived in Villers-Cotterets itself: they lived in the castles around. Only
on great occasions did the hives swarm and then we saw these
golden-winged bees flying about the streets of the town and down
the avenues of the park.
The second class was represented by the Deviolaine family. Two out
of the five daughters of M. Deviolaine were married, as I have said—
namely, Léontine and Éléonore; three remained, Cécile, Augustine
and Louise. Cécile was twenty years of age, Augustine sixteen;
Louise was still a mere child. Cécile had preserved her whimsical and
capricious spirits, the same mocking and animated features; her
actions were more masculine than feminine; her complexion was
tanned by the sun, as she never took the trouble to protect herself
from its rays. Augustine, on the contrary, had a skin as white as
milk, large tranquil blue eyes, dark chestnut hair, forming an
admirable framework round her face, sloping shoulders charmingly
moulded, and a figure that was not too slender; unlike her sister
Cécile, she was gracefully feminine in all her ways. Raphael would
have been puzzled to choose between her and Louise Collard for a
model for his Madonna, and like the Greek sculptor, he would have
selected beautiful points from them both to reach that perfect
standard to which Art everywhere attains when it surpasses Nature.
The other young girls of the middle class grouped themselves round
the Deviolaine family. The two Troisvallet girls, Henriette and
Clementine: Clementine, dark with beautiful black hair, strangely
attractive eyes, a Roman complexion, of the type of Velletri or
Subiaco, and a head like one of Augustine Carrachi's. Henriette was
tall, fair, rosy, slender, gracious, and as pliant in her gentle
youthfulness as a rose, as a blade of corn, as a willow tree: she had
that type of face which is half sad, half merry; the transition
between angel and woman, showing all the common needs of earth,
yet full of heavenly aspirations too. Then the two charming girls
Sophie and Pélagie Perrot; Louise Moreau, a sweet young girl, who
has since become the admirable mother of a family; Éléonore Picot,
of whom I have spoken—an excellent woman, saddened by the
death of her brother Stanislas, and the shameful charge that had
weighed for a short time upon her brother Auguste. Then there were
others, too, whose names I have forgotten, but whose fresh faces
still appear in my mind's eye like the phantoms of a dream or like
the apparitions which glide out of German streams or are reflected in
the lochs of Scotland as they pursue their nocturnal rounds.
Lastly, after the middle classes, came, as I have said, the group of
young girls which I cannot class in the social hierarchy, but which
held the same place in that small world of ours shut in by the green
girdle of its beautiful forest, that lilies of the valley, Easter daisies,
cornflowers, hyacinths and pompon roses hold among flowers. Oh!
but it was a pretty sight to see them on Sunday, in their summer
dresses, with pink and blue sashes, their tiny bonnets trimmed by
their own hands and put on in a hundred varieties of coquettish
ways—for in those days not one of them dare wear a hat; it was a
delight to see them free of all constraint, ignorant of any etiquette,
playing, racing, lacing and interlacing their charming round bare
arms in long chains. What exquisite creatures they were! What
delightful young things! It is of little interest to my readers, I am
well aware, to know their names; but I knew them, I loved them, I
spent my earliest years among them, those gentle opening days in
the morning of life; I wish to tell their names, I wish to paint their
portraits, I wish to describe their different charms, and then I hope
they will pardon my indiscretions for my very indiscretions' sake.
I must mention first and foremost two charmingly romantic and
coquettish damsels—Joséphine and Manette Thierry: Joséphine dark,
rosy, with an ample figure and regular features, a perfect creature,
whose beautiful teeth completed a ravishing whole. Manette, a
dessert apple, a girl who was always singing to make herself heard,
always laughing to show off her teeth, ever running to let her feet,
her ankles, even the calves of her legs, be seen; Virgil's Galatea,
whose very name she was ignorant of, flying to be pursued, hiding
so as to be seen before she hid.
What has become of them? I have seen them since, looking very
miserable: one was at Versailles, the other in Paris—the fallen, faded
fruits of that rosary on which I spelled out the first phrases of love.
They were the daughters of an old tailor, and lived close to the
church, which was only separated from them by the town hall.
Louise Brézette lived nearly opposite them; I have already
mentioned her. She was the niece of my dancing-master; a sturdy
flower of fifteen, whom I had in my mind while I wrote my fictitious
history of that Tulipe noire, the masterpiece of horticulture vainly
sought after, vainly pursued, vainly expected by Dutch amateur
gardeners. The hair of beautiful Madame Ronconi, which inspired
one of Théophile Gautier's most wonderful articles, and which made
coal look grey and the wings of a crow pale, when placed side by
side with it, was not more black, more blue, more shiny than Louise
Brézette's hair when it reflected the sun's rays from its dark and
sombre depths as from the heart of polished metal. Oh! what a
lovely blooming brunette she was, with her flesh as firm and bright
as a nectarine's; her pearly teeth lighting up her face from under the
faint ebony down on her coral lips! One could feel life and love
bubbling up beneath, needing only the first passion to make
everything burst forth into flame! This luxuriant young girl was
religious, and, as such an organisation as hers must love something,
she loved God.
If you took a few steps towards the square, a little farther up the rue
de Soissons, bearing to the left, there was a door and a window,
comprising the whole frontage of a tiny house. In the window hung
hats, collars, bonnets, lace, gloves, mittens, ribbons—the whole
arsenal, in short, of womanly vanity; behind the door floated certain
curtains, intended to prevent inquisitive glances from looking into
the shop, but which, whether by some strange mischance, or from
the obstinacy of the rod upon which they slid, or from the caprices
of the wind, always left on one side or the other some impertinent
aperture through which the passer-by could see into the shop and at
the same time allowed those inside the shop to see out into the
street. Above this door and this window the following inscription was
painted in large letters:—
Mesdemoiselles Rigolot, Milliners
Truly those who stopped in front of the opening which I have
indicated, and who managed to cast a glance inside the shop, did
not lose their time nor regret their pains. What we mean by this has
no sort of connection with the two proprietors of the establishment,
who were both old maids, having long since passed their fortieth
year, and, I presume, having lost all pretension to inspire any other
sentiment than respect.
No, what we have in view concerns two of the most adorable faces
you can imagine, placed side by side as though to set one another
off: one was a blonde, and the other a brunette. The brunette was
Albine Hardi; the blonde was Adèle Dalvin. The brown head,—do you
know the lovely Marie Duplessis, that charming courtesan full of
queenly grace, upon whom my son wrote his romance la Dame aux
camélias?—well, she was Albine. If you do not know her, I will
describe Albine to you. She was a young girl of seventeen, with a
dead brown complexion, large brown velvety eyes, and eyebrows so
black that they seemed as though they had been drawn with a
pencil, the curve was so firm and so regular. She was a duchess, she
was a queen; better still than either, if you will, she was after the
fashion of a nymph of Diana's train: slight, slender, straight and
finely built, a huntress whom it would have been a splendid sight to
see with a plumed helmet on her head, an Amazon flying before the
wind, leading a troop of clamorous pikemen, guiding a baying
hound. Upon the stage her appearance would have been
magnificent, almost supernatural. In ordinary life, people were
tempted to think her too beautiful, and for some time nobody dared
to make love to her, it seemed so likely that their love would be
wasted and that she would not make any response to it. The other,
Adèle, was fair and pink-complexioned. I have never seen prettier
golden hair, sweeter eyes, a more winning smile; she was more
inclined to be gay than melancholy, short rather than tall, plump
rather than thin: she was something like one of Murillo's cherubs
who kiss the feet of his Virgins—half veiled in clouds; she was
neither a Watteau shepherdess, nor one of Greuze's peasant girls,
but something between the two. One felt it would be a sweet and
easy thing to love her, although it might not be so easy to be loved
by her. Her father and her mother were worthy old farmer folk,
thoroughly honest but vulgar, and it was all the more surprising that
so fresh and sweet-scented a flower should have sprung from such a
stock. But this is always the case when folks are young: it is youth
that lends distinction, as it is spring which lends freshness to the
rose.
Round these young people whom I have just described, smiled and
pouted a bevy of young girls, the smallest being mere infants, whom
I have since seen succeed the youthful generation in which I lived. I
have sought in vain to find in these later children the virtues I found
in those who preceded them.
Until the arrival of the two strangers in Villers-Cotterets I had not
even noticed the springtide crown of stars and flowers to which all
ranks of society contribute. When the two strangers had left, the
bandage that had sealed my eyes fell off, and I could say not merely
"I see" but "I live." I found myself placed by my years exactly
between the children who still played at prisoners' base and at
quoits—as the abba's niece had aptly put it—and youths beginning
to turn into men. Instead of returning to the former, as my beautiful
Parisian had advised me, I attached myself to the latter, and drew
myself up to my full height to prove my sixteen years. And when
anyone asked my age, I told them I was seventeen.
The three youths with whom I was most intimate were, first,
Fourcade, director of the school of self-improvement, sent from Paris
to Villers-Cotterets; he was my vis-à-vis in my début as a dancing
man. He was a thoroughly well-bred, well-educated young fellow,
son of a man very honourably known in foreign affairs; his father
had lived in the East for many years and had been Consul at
Salonica. His affections were fixed upon Joséphine Thierry, and he
spent with her all the time he could spare from his teaching. My
second companion was Saunier; he had been a fellow-pupil with me
under the Abbé Grégoire; he was second clerk of M. Perrot the
lawyer; his father and grandfather were blacksmiths, and in the idle
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