Java Programming 7th Edition Joyce Farrell Solutions Manual download
Java Programming 7th Edition Joyce Farrell Solutions Manual download
https://testbankdeal.com/product/java-programming-7th-edition-
joyce-farrell-solutions-manual/
https://testbankdeal.com/product/java-programming-7th-edition-joyce-
farrell-test-bank/
https://testbankdeal.com/product/java-programming-9th-edition-joyce-
farrell-solutions-manual/
https://testbankdeal.com/product/java-programming-8th-edition-joyce-
farrell-solutions-manual/
https://testbankdeal.com/product/fundamentals-of-financial-
management-13th-edition-brigham-test-bank/
Microeconomics Brief Edition 2nd Edition McConnell Test
Bank
https://testbankdeal.com/product/microeconomics-brief-edition-2nd-
edition-mcconnell-test-bank/
https://testbankdeal.com/product/statistics-informed-decisions-using-
data-4th-edition-michael-sullivan-test-bank/
https://testbankdeal.com/product/entrepreneurship-9th-edition-hisrich-
test-bank/
https://testbankdeal.com/product/sociology-the-essentials-9th-edition-
andersen-test-bank/
https://testbankdeal.com/product/international-money-and-finance-8th-
edition-melvin-test-bank/
Statistical Reasoning for Everyday Life 4th Edition
Bennett Test Bank
https://testbankdeal.com/product/statistical-reasoning-for-everyday-
life-4th-edition-bennett-test-bank/
Java Programming, Seventh Edition 6-1
Chapter 6
Looping
At a Glance
• Objectives
• Teaching Tips
• Quick Quizzes
• Additional Projects
• Additional Resources
• Key Terms
Java Programming, Seventh Edition 6-2
Lecture Notes
Overview
Chapter 6 covers looping structures. Students will learn to create definite and indefinite
loops using the while statement. Next, they will learn to use Java’s accumulating and
incrementing operators. Students will use for loops to create a definite loop and
do…while loops for use when a posttest loop is required. Finally, students will learn
how to create nested loops and how to improve loop efficiency.
Objectives
• Learn about the loop structure
• Create while loops
• Use shortcut arithmetic operators
• Create for loops
• Create do…while loops
• Nest loops
• Improve loop performance
Teaching Tips
Learning About the Loop Structure
1. Define a loop as a structure that allows repeated execution of a block of statements. The
loop body contains the block of statements.
2. Explain the purpose of a loop. Briefly introduce the three loop statements used in Java
that are listed on page 300.
3. Describe scenarios when looping is useful. If possible, equate the loop to a game or
real-life situation.
Teaching Repetition structures are the third and final type of program control structure
Tip along with sequence and decision.
1. Define a while loop. Discuss that the loop body will continue to execute as long as the
Boolean expression that controls the loop is true.
2. Define a definite loop and an indefinite loop. Explain when each is useful in a
program.
1. Note that a while loop can be used to create a definite loop—one that repeats a
predetermined number of times. A definite loop is controlled by a loop control
variable.
2. Review the flowchart and program statements in Figure 6-2 and Figure 6-4.
Teaching Note that the flowchart symbol for a decision—a diamond—is also used in a
Tip loop flowchart.
4. Explain the concept of an infinite loop, as shown in Figure 6-3. Note that it is easy to
make a mistake when programming a loop that results in an infinite loop.
Pitfall: Failing to Alter the Loop Control Variable Within the Loop Body
1. Discuss the importance of altering the loop control variable within the body of a loop.
2. Using the code in Figure 6-5, demonstrate the pitfall of forgetting to insert curly braces
around the loop body.
Teaching Remind students that they should attempt to terminate a program that they
Tip believe contains an infinite loop.
1. Using Figure 6-6, point out that a loop can have an empty body. Suggest to your
students that this should be avoided.
Java Programming, Seventh Edition 6-4
1. Definite loops are sometimes called counter-controlled loops. The loop control
variable must be changed to avoid an infinite loop.
2. Introduce the terms incrementing and decrementing. Figure 6-7 shows a loop
statement in which the loop control variable is decremented each time the loop
executes.
2. Note that indefinite loops are also commonly used to validate data. An example is seen
in Figure 6-10.
Validating Data
1. Define the term validating data. Provide a really good example of why validating data
is important.
2. Examine the shaded loop in Figure 6-10. Be sure to discuss with your class how this
loop functions. Point out that the loop continues to execute while the data is invalid.
The test in validating loops should check for invalid data, not valid data.
Teaching Validating data should be a very important topic in your lectures. Students
Tip should get into the habit of validating every input.
You Do It
1. Students should follow the steps in the book on pages 310–311 to create a Java
application that uses a loop to validate data entries.
Quick Quiz 1
1. True or False: Within a looping structure, a floating-point expression is evaluated.
Answer: False
2. A(n) ____ loop is one in which the loop-controlling Boolean expression is the first
statement in the loop.
Answer: while
3. To write a definite loop, you initialize a(n) ____, a variable whose value determines
whether loop execution continues.
Answer: loop control variable
4. A loop controlled by the user is a type of ____ loop because you don’t know how many
times it will eventually loop.
Answer: indefinite
Teaching Ask students to write several equivalent arithmetic statements using the normal
Tip and accumulating operators.
3. Introduce the prefix and postfix increment operators and decrement operators.
Review the program in Figure 6-13 to discuss the use of these operators.
4. Write code during your lectures that uses several of the operators presented in this
section.
Java Programming, Seventh Edition 6-6
You Do It
1. Students should follow the steps in the book on pages 315–317 to create a Java
application that uses the prefix and postfix increment operators.
Teaching
Stress the difference between the prefix and postfix operators.
Tip
1. Define a for loop. Emphasize that the for loop is a definite loop. Discuss when the
for loop is appropriate in code. Contrast the for loop with the counter-controlled
definite while loop.
2. Using Figure 6-18, describe the program statements used in a for loop. The three
sections of a for loop are described on page 317. Discuss the different ways these
three sections may be used (listing on pages 318–319).
3. Point out that a for loop with an empty body is not infinite, and can be used to create a
brief pause in your program.
Teaching Remind students that a variable declared within a for loop is only accessible
Tip within the loop and goes out of scope when the loop exits.
You Do It
1. Students should follow the steps in the book on pages 320–321 to create a Java
application that uses a definite loop.
1. Explain that in both of the loop structures introduced in the chapter, while and for,
the body of the loop may not execute because the loop condition is checked before
entering the loop. This is known as a pretest loop.
Java Programming, Seventh Edition 6-7
2. In contrast, the body of a do…while loop will always execute at least once before the
loop condition is checked. This type of loop is called a posttest loop.
Teaching Provide examples of a situation for which it is desirable to use a pretest loop and
Tip one for which it is desirable to use a posttest loop.
3. Review the flowchart in Figure 6-20 and the program code in Figure 6-21.
4. Note that even though it is not required, it is a good idea to always enclose a single loop
statement within a block.
5. Revisit data validation. Point out that the code in Figure 6-10 asks for input both before
the loop and within the loop. The first input is called a priming input.
6. Recode the shaded portion of Figure 6-10 using a do…while loop. The use of the
do…while loop removes the need for the priming input. Code several other data
validation loops during your lecture.
Quick Quiz 2
1. The statement count ____1; is identical in meaning to count = count + 1.
Answer: +=
2. The prefix and postfix increment operators are ____ operators because you use them
with one value.
Answer: unary
3. The three elements within the for loop are used to ____, ____, and ____ the loop
control variable.
Answer: initialize, test, update
4. A while loop is a(n) ____ loop—one in which the loop control variable is tested
before the loop body executes.
Answer: pretest
5. The do…while loop is a(n) ____ loop—one in which the loop control variable is
tested after the loop body executes.
Answer: posttest
Java Programming, Seventh Edition 6-8
2. Make sure that students understand the terms inner loop and outer loop. Also, stress
that any type of loop can be nested within any other type (i.e., a for loop inside a
while loop).
4. Use the code on page 327 to discuss the importance of placing the inner and outer loops
correctly.
6. Code a nested loop with your class. A classic example is generating a multiplication
table.
You Do It
1. Students should follow the steps in the book on pages 328–329 to create a Java
application that uses nested loops to print a list of positive divisors.
1. Remind students that when a logical expression such as AND or OR is used, the
expression is only evaluated as far as necessary to determine the true or false
Java Programming, Seventh Edition 6-9
outcome. It is important to place the condition most likely to terminate the loop first,
especially with an inner loop. An example is shown on page 330.
Comparing to Zero
2. The example in Figure 6-27 creates and times two sets of nested do-nothing loops. The
second set of loops will execute faster than the first set of loops.
3. If time permits, execute the code in Figure 6-27 during your lecture.
1. Using prefix incrementing is slightly faster than using postfix incrementing. The code
shown in Figure 6-29 times two do-nothing loops that loop 1 billion times. The first
loop uses postfix loops; the second uses prefix loops.
2. Figure 6-30 proves that over the 1 billion loops, the prefix loop executes about one-
tenth of a second faster.
Figure 6-30 will result in different times depending on your system. The numbers
will likely not impress your students. To make the numbers relevant, calculate
Teaching
the time saved if this code is executed 1,000 times in a day. This saves 100
Tip
seconds, or nearly 3 minutes of processing time per day, or over 1,000 minutes
per year.
You Do It
1. Students should follow the steps in the book on pages 335–336 to create a Java
application that compares execution times for different loop techniques.
Don’t Do It
1. Review this section, discussing each point with the class.
Java Programming, Seventh Edition 6-10
Quick Quiz 3
1. When loops are ____, each pair contains an inner loop and an outer loop.
Answer: nested
2. True or False: When you use a loop within a loop, you should always think of the inner
loop as the all-encompassing loop.
Answer: False
3. True or False: Whether you decide to use a while, for, or do…while loop in an
application, you can improve loop performance by making sure the loop does not
include unnecessary operations or statements.
Answer: True
2. Why do you think the Java language provides three different types of loops if all loops
can be written using the while statement?
3. Modern processors run at over 3 GHz and have several cores. Given the speed of
modern computers, why is it still important to discuss performance issues?
Additional Projects
1. Create a Java program that uses nested loops to print out the following:
*
**
***
****
*****
2. A new variation on the for loop called the for each loop was introduced in Java 5.
Using the Internet, find a description of this loop and explain how it is different from a
standard for loop.
Additional Resources
1. The while and do-while Statements:
http://download.oracle.com/javase/tutorial/java/nutsandbolts/while.html
Key Terms
Accumulating: the process of repeatedly increasing a value by some amount to produce
a total.
Add and assign operator ( += ): alters the value of the operand on the left by adding
the operand on the right to it.
Counter-controlled loop: a definite loop.
Counting: the process of continually incrementing a variable to keep track of the
number of occurrences of some event.
Decrementing: reducing the value of a variable by 1.
Definite loop: a loop that executes a specific number of times; also called a counted
loop.
Divide and assign operator ( /= ): alters the value of the operand on the left by
dividing the operand on the right into it.
do…while loop: executes a loop body at least one time; it checks the loop control
variable at the bottom of the loop after one repetition has occurred.
Do-nothing loop: one that performs no actions other than looping.
Empty body: a block with no statements in it.
Event-controlled loop: an indefinite loop.
for loop: a special loop that can be used when a definite number of loop iterations is
required.
Incrementing: adding 1 to the value of a variable.
Indefinite loop: one in which the final number of loops is unknown.
Infinite loop: a loop that never ends.
Inner loop: contained entirely within another loop.
Iteration: one loop execution.
Loop: a structure that allows repeated execution of a block of statements.
Loop body: the block of statements that executes when the Boolean expression that
controls the loop is true.
Java Programming, Seventh Edition 6-12
Loop control variable: a variable whose value determines whether loop execution
continues.
Loop fusion: the technique of combining two loops into one.
Multiply and assign operator ( *= ): alters the value of the operand on the left by
multiplying the operand on the right by it.
Outer loop: contains another loop.
Postfix ++: evaluates a variable and then adds 1 to it.
Postfix increment operator: another name for postfix ++.
Posttest loop: one in which the loop control variable is tested after the loop body
executes.
Prefix ++: adds 1 to a variable and then evaluates it.
Prefix and postfix decrement operators: subtract 1 from a variable. For example, if b
= 4; and c = b--;, 4 is assigned to c, and then after the assignment, b is decreased
and takes the value 3. If b = 4; and c = --b;, b is decreased to 3, and 3 is
assigned to c.
Prefix increment operator: another name for prefix ++.
Pretest loop: one in which the loop control variable is tested before the loop body
executes.
Priming input: another name for a priming read.
Priming read: the first input statement prior to a loop that will execute subsequent
input statements for the same variable.
Remainder and assign operator ( %= ): alters the value of the operand on the left by
assigning the remainder when the left operand is divided by the right operand.
Subtract and assign operator ( –= ): alters the value of the operand on the left by
subtracting the operand on the right from it.
Validating data: the process of ensuring that a value falls within a specified range.
while loop: executes a body of statements continually as long as the Boolean
expression that controls entry into the loop continues to be true.
Random documents with unrelated
content Scribd suggests to you:
number would be small. There is no reason for limiting it strictly to
two persons, or for supposing that they would appear in pairs, two
and two; nor is it necessary to suppose that it refers particularly to
two people or nations. The word rendered witnesses—μάρτυσι—is
that from which we have derived the word martyr. It means properly
one who bears testimony, either in a judicial sense (Mat. xviii. 16;
xxvi. 65), or one who can in any way testify to the truth of what he
has seen and known, Lu. xxiv. 48; Ro. i. 9; Phi. i. 8; 1 Th. ii. 10;
1 Ti. vi. 12. Then it came to be employed in the sense in which the
word martyr is now—to denote one who, amidst great sufferings or
by his death, bears witness to the truth; that is, one who is so
confident of the truth, and so upright, that he will rather lay down
his life than deny the truth of what he has seen and known, Acts
xxii. 20; Rev. ii. 13. In a similar sense it comes to denote one who is
so thoroughly convinced on a subject that it is not susceptible of
being seen and heard, or who is so attached to one that he is willing
to lay down his life as the evidence of his conviction and attachment.
The word, as used here, refers to those who, during this period of
“forty and two months,” would thus be witnesses for Christ in the
world; that is, who would bear their testimony to the truth of his
religion, to the doctrines which he had revealed, and to what was
required of man—who would do this amidst surrounding error and
corruption, and when exposed to persecutions and trials on account
of their belief. It is not uncommon in the Scriptures to represent the
righteous as witnesses for God. See Notes on Is. xliii. 10, 12; xliv. 8.
¶ And they shall prophesy. The word prophesy does not necessarily
mean that they would predict future events; but the sense is, that
they would give utterance to the truth as God had revealed it. See
Notes on ch. x. 11. The sense here is, that they would in some
public manner hold up or maintain the truth before the world.
¶ A thousand two hundred and threescore days. The same period as
the forty and two months (ver. 2), though expressed in a different
form. Reckoning a day for a year, this period would be twelve
hundred and sixty years, or the same as the “time and times and the
dividing of time” in Da. vii. 25. See Notes on that place; also Editor’s
Preface. The meaning of this would be, therefore, that during that
long period, in which it is said that “the holy city would be trodden
under foot,” there would be those who might be properly called
“witnesses” for God, and who would be engaged in holding up his
truth before the world; that is, there would be no part of that period
in which there would not be found some to whom this appellation
could with propriety be given. Though the “holy city”—the church—
would seem to be wholly trodden down, yet there would be a few at
least who would assert the great doctrines of true godliness.
¶ Clothed in sackcloth. Sackcloth—σάκκους—was properly a coarse
black cloth commonly made of hair, used for sacks, for straining, and
for mourning garments. See Notes on ch. vi. 12; Is. iii. 24; and Mat.
xi. 21. Here it is an emblem of mourning; and the idea is, that they
would prophesy in the midst of grief. This would indicate that the
time would be one of calamity, or that, in doing this, there would be
occasion for their appearing in the emblems of grief, rather than in
robes expressive of joy. The most natural interpretation of this is,
that there would be but few who could be regarded as true
witnesses for God in the world, and that they would be exposed to
persecution.
4 These are the 339two olive-trees, and the
two 340candlesticks standing before the God of
the earth.
4. These are the two olive-trees. These are represented by the
two olive-trees, or these are what are symbolized by the two olive-
trees. There can be little doubt that there is an allusion here to Zec.
iv. 3, 11, 14, though the imagery is in some respects changed. The
prophet (Zec. iv. 2, 3) saw in vision “a candlestick all of gold, with a
bowl upon the top of it, and his seven lamps thereon, and seven
pipes to the seven lamps, which were upon the top thereof; and two
olive-trees by it, one upon the right side of the bowl, and the other
upon the left side thereof.” These two “olive branches” were
subsequently declared (ver. 14) to be “the two anointed ones, that
stand by the Lord of the whole earth.” The olive-trees, or olive-
branches (ver. 12), appear in the vision of the prophet to have been
connected with the ever-burning lamp by golden pipes; and as the
olive-tree produced the oil used by the ancients in their lamps, these
trees are represented as furnishing a constant supply of oil through
the golden pipes to the candlestick, and thus they become
emblematic of the supply of grace to the church. John uses this
emblem, not in the sense exactly in which it was employed by the
prophet, but to denote that these two “witnesses,” which might be
compared with the two olive-trees, would be the means of supplying
grace to the church. As the olive-tree furnished oil for the lamps, the
two trees here would seem properly to denote ministers of religion;
and as there can be no doubt that the candlesticks, or lamp-bearers,
denote churches, the sense would appear to be that it was through
the pastors of the churches that the oil of grace which maintained
the brightness of those mystic candlesticks, or the churches, was
conveyed. The image is a beautiful one, and expresses a truth of
great importance to the world; for God has designed that the lamp
of piety shall be kept burning in the churches by truth supplied
through ministers and pastors. ¶ And the two candlesticks. The
prophet Zechariah saw but one such candlestick or lamp-bearer;
John here saw two—as there are two “witnesses” referred to. In the
vision described in ch. i. 12, he saw seven—representing the seven
churches of Asia. For an explanation of the meaning of the symbol,
see Notes on that verse. ¶ Standing before the God of the earth. So
Zec. iv. 14, “These be the two anointed ones, that stand by the Lord
of the whole earth.” The meaning is, that they stood, as it were, in
the very presence of God—as, in the tabernacle and temple, the
golden candlestick stood “before” the ark on which was the symbol
of the divine presence, though separated from it by a veil. Comp.
Notes on ch. ix. 13. This representation, that the ministers of religion
“stand before the Lord,” is one that is not uncommon in the Bible.
Thus it is said of the priests and Levites: “The Lord separated the
tribe of Levi, to stand before the Lord, to minister unto him, and to
bless his name,” De. x. 8; comp. xviii. 7. The same thing is said of
the prophets, as in the cases of Elijah and Elisha: “As the Lord liveth,
before whom I stand,” 1 Ki. xvii. 1; also, xviii. 15; 2 Ki. iii. 14; v. 16;
comp. Je. xv. 19. The representation is, that they ministered, as it
were, constantly in his presence, and under his eye.
I. Who are meant by the witnesses, ver. 3‒6. There are several
specifications in regard to this point which it is necessary to notice.
(a) The fact that, during this long period of error, corruption, and
sin, there were those who were faithful witnesses for the truth—men
who opposed the prevailing errors; who maintained the great
doctrines of the Christian faith; and who were ready to lay down
their lives in defence of the truth. For a full confirmation of this it
would be necessary to trace the history of the church down from the
rise of the Papal power through the long lapse of the subsequent
ages; but such an examination would be far too extensive for the
purpose contemplated in these Notes, and, indeed, would require a
volume by itself. Happily, this has already been done; and all that is
necessary now is to refer to the works where the fact here affirmed
has been abundantly established. In many of the histories of the
church—Mosheim, Neander, Milner, Milman, Gïeseler—most ample
proof may be found, that amidst the general darkness and
corruption there were those who faithfully adhered to the truth as it
is in Jesus, and who, amidst many sufferings, bore their testimony
against prevailing errors. The investigation has been made, also,
with special reference to an illustration of this passage, by Mr. Elliott,
Horæ Apoca. vol. ii. pp. 193‒406; and although it must be admitted
that some of the details are of doubtful applicability, yet the main
fact is abundantly established, that during that long period there
were “witnesses” for the pure truths of the gospel, and a faithful
testimony borne against the abominations and errors of the Papacy.
These “witnesses” are divided by Mr. Elliott into (1) the earlier
Western witnesses—embracing such men, and their followers, as
Serenus, bishop of Marseilles; the Anglo-Saxon church in England;358
Agobard, archbishop of Lyons from A.D. 810 to 841, on the one side
of the Alps, and Claude of Turin on the other; Gotteschalcus,
A.D. 884; Berenger, Arnold of Brescia, Peter de Bruys, and his disciple
Henry, and then the Waldenses. (2) The Eastern, or Paulikian line of
witnesses, a sect deriving their origin, about A.D. 653, from an
Armenian by the name of Constantine, who received from a deacon,
by whom he was hospitably entertained, a present of two volumes,
very rare, one containing the Gospels, and the other the Epistles of
Paul, and who applied himself to the formation of a new sect or
church, distinct from the Manicheans, and from the Greek Church. In
token of the nature of their profession, they adopted the name by
which they were ever after distinguished, Paulikiani, Paulicians, or
“disciples of the disciple of Paul.” This sect continued to bear
“testimony” in the East from the time of its rise till the eleventh or
twelfth centuries, when it commenced a migration to the West,
where it bore the same honourable character for its attachment to
the truth. See Elliott, ii. 233‒246, 275‒315. (3) Witnesses during the
eleventh and twelfth centuries, up to the time of Peter Waldo.
Among these are to be noticed those who were arraigned for heresy
before the councils of Orleans, Arras, Thoulouse, Oxford, and
Lombers, in the years 1022, 1025, 1119, 1160, 1165, respectively,
and who were condemned by those councils for their departure from
the doctrines held by the Papacy. For a full illustration of the
doctrines held by those who were thus condemned, and of the fact
that they were “witnesses” for the truth, see Elliott, ii. 247‒275.
(4) The Waldenses and Albigenses. The nature of the testimony
borne by these persecuted people is so well known that it is not
necessary to dwell on the subject; and a full statement of their
testimony would require the entire transcription of their history. No
Protestant will doubt that they were “witnesses” for the truth, or that
from the time of their rise, through all the periods of their
persecution, they bore full and honourable testimony to the truth as
it is in Jesus. The general ground of this claim to be regarded as
Apocalyptic witnesses, will be seen from the following summary
statements of their doctrines. Those statements are found in a work
called The Noble Lesson, written within some twenty years of 1170.
The treatise begins in this manner: “O brethren, hear a Noble
Lesson. We ought always to watch and pray,” &c. In this treatise the
following doctrines are drawn out, says Mr. Elliott, “with much
simplicity and beauty: the origin of sin in the fall of Adam; its
transmission to all men, and the offered redemption from it through
the death of Jesus Christ; the union and co-operation of the three
persons of the blessed Trinity in man’s salvation; the obligation and
spirituality of the moral law under the gospel; the duties of prayer,
watchfulness, self-denial, unworldliness, humility, love, as ‘the way of
Jesus Christ;’ their enforcement by the prospect of death and
judgment, and the world’s near ending; by the narrowness, too, of
the way of life, and the fewness of those who find it; as also by the
hope of coming glory at the judgment and revelation of Jesus Christ.
Besides which we find in it a protest against the Romish system
generally, as one of soul-destroying idolatry; against masses for the
dead, and therein against the whole doctrine of purgatory; against
the system of the confessional, and asserted power of the
priesthood to absolve from sin; this last point being insisted on as
the most deadly point of heresy, and its origin referred to the
mercenariness of the priesthood, and their love of money;—the
iniquity further noticed of the Romish persecutions of good men and
teachers that wished to teach the way of Jesus Christ; and the
suspicion half-hinted, and apparently half-formed, that, though a
personal Antichrist might be expected, yet Popery itself might be one
form of Antichrist.” In another work, the Treatise of Antichrist, there
is a strong and decided identification of the Antichristian system and
the Papacy. This was written probably in the last quarter of the
fourteenth century. “From this,” says Mr. Elliott (ii. 355), “the
following will appear to have been the Waldensian views: that the
Papal or Romish system was that of Antichrist; which, from infancy
in apostolic times, had grown gradually by the increase of its
constituent parts to the stature of a full-grown man; that its
prominent characteristics were—to defraud God of the worship due
to Him, rendering it to creatures, whether departed saints, relics,
images, or Antichrist;—to defraud Christ, by attributing justification
and forgiveness to Antichrist’s authority and words, to saints’
intercession, to the merits of men’s own performances, and to the
fire of purgatory;—to defraud the Holy Spirit, by attributing
regeneration and sanctification to the opus operatum of the two
sacraments; that the origin of this Antichristian religion was the
covetousness of the priesthood; its tendency, to lead men away from
Christ; its essence, a ceremonial; its foundation, the false notion of
grace and forgiveness.” This work is so important as a “testimony”
against Antichrist, and for the truth, and is so clear as showing that
the Papacy was regarded as Antichrist, that I will copy, from the
work itself, the portion containing these sentiments—sentiments
which may be regarded as expressing the uniform testimony of the
Waldenses on the subject:—
“His first work is, that the service of latria, properly due to God
alone, he perverts unto Antichrist himself and to his doings; to the
poor creature, rational or irrational, sensible or insensible; as, for
instance, to male or female saints departed this life, and to their
images, or carcasses, or relics. His doings are the sacraments,
especially that of the Eucharist, which he worships equally with God
and Christ, prohibiting the adoration of God alone.
“His second work is, that he robs and deprives Christ of the merits
of Christ, with the whole sufficiency of grace, and justification, and
regeneration, and remission of sins, and sanctification, and
confirmation, and spiritual nourishment; and imputes and attributes
them to his own authority, or to a form of words, or to his own
performances, or to the saints and their intercession, or to the fire of
purgatory. Thus he divides the people from Christ, and leads them
away to the things already mentioned; that so they may seek not
the things of Christ, nor through Christ, but only the work of their
Welcome to our website – the perfect destination for book lovers and
knowledge seekers. We believe that every book holds a new world,
offering opportunities for learning, discovery, and personal growth.
That’s why we are dedicated to bringing you a diverse collection of
books, ranging from classic literature and specialized publications to
self-development guides and children's books.
testbankdeal.com