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April 16, 2001 15:58 sch95591_tc Sheet number 1 Page number vii black

CONTENTS

Preface xv 2.5 Implementation Phase 40

2.5.1 Implementation Phase
Testing 40
P A R T 1
2.5.2 Implementation Phase
Introduction to Software Documentation 40
Engineering 1 2.6 Integration Phase 41
2.6.1 Integration Phase Testing 41
Chapter 1 2.6.2 Integration Phase
The Scope of Software Documentation 42
Engineering 3 2.7 Maintenance Phase 42
2.7.1 Maintenance Phase Testing 43
1.1 Historical Aspects 4 2.7.2 Maintenance Phase
1.2 Economic Aspects 7 Documentation 43
1.3 Maintenance Aspects 8 2.8 Retirement 43
1.4 Specification and Design Aspects 13 2.9 Problems with Software Production:
1.5 Team Programming Aspects 15 Essence and Accidents 44
1.6 The Object-Oriented Paradigm 17 2.9.1 Complexity 45
1.7 Terminology 21 2.9.2 Conformity 47
Chapter Review 23 2.9.3 Changeability 48
For Further Reading 24 2.9.4 Invisibility 49
Problems 25 2.9.5 No Silver Bullet? 50
References 26 2.10 Improving the Software Process 51
2.11 Capability Maturity Models 51
Chapter 2 2.12 Other Software Process
The Software Process 30 Improvement Initiatives 54
2.13 Costs and Benefits of Software
2.1 Client, Developer, and User 32 Process Improvement 55
2.2 Requirements Phase 33 Chapter Review 57
2.2.1 Requirements Phase Testing 34 For Further Reading 58
2.2.2 Requirements Phase Problems 59
Documentation 35 References 60
2.3 Specification Phase 35
2.3.1 Specification Phase Testing 37 Chapter 3
2.3.2 Specification Phase Software Life-Cycle Models 64
Documentation 38
2.4 Design Phase 38 3.1 Build-and-Fix Model 64
2.4.1 Design Phase Testing 39 3.2 Waterfall Model 65
2.4.2 Design Phase 3.2.1 Analysis of the
Documentation 40 Waterfall Model 68

vii
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viii CONTENTS

3.3 Rapid Prototyping Model 70 5.4 CASE 115

3.3.1 Integrating the Waterfall and 5.5 Taxonomy of CASE 116
Rapid Prototyping Models 71 5.6 Scope of CASE 118
3.4 Incremental Model 72 5.7 Software Versions 122
3.4.1 Analysis of the 5.7.1 Revisions 122
Incremental Model 73 5.7.2 Variations 123
3.5 Extreme Programming 75 5.8 Configuration Control 124
3.6 Synchronize-and-Stabilize Model 77 5.8.1 Configuration Control during
3.7 Spiral Model 78 Product Maintenance 126
3.7.1 Analysis of the Spiral Model 82 5.8.2 Baselines 127
3.8 Object-Oriented 5.8.3 Configuration Control during
Life-Cycle Models 82 Product Development 127
3.9 Comparison of Life-Cycle Models 84 5.9 Build Tools 128
Chapter Review 86 5.10 Productivity Gains with
For Further Reading 86 CASE Technology 129
Problems 87 Chapter Review 131
References 87 For Further Reading 131
Problems 132
Chapter 4 References 133
Teams 90
Chapter 6
4.1 Team Organization 90 Testing 136
4.2 Democratic Team Approach 92
4.2.1 Analysis of the Democratic 6.1 Quality Issues 137
Team Approach 93 6.1.1 Software Quality Assurance 137
4.3 Classical Chief Programmer 6.1.2 Managerial Independence 138
Team Approach 93 6.2 Nonexecution-Based Testing 139
4.3.1 The New York Times Project 95 6.2.1 Walkthroughs 139
4.3.2 Impracticality of the 6.2.2 Managing Walkthroughs 140
Classical Chief 6.2.3 Inspections 141
Programmer Team Approach 96 6.2.4 Comparison of Inspections
4.4 Beyond Chief Programmer and Walkthroughs 143
and Democratic Teams 97 6.2.5 Strengths and Weaknesses
4.5 Synchronize-and-Stabilize Teams 101 of Reviews 144
4.6 Extreme Programming Teams 102 6.2.6 Metrics for Inspections 144
Chapter Review 103 6.3 Execution-Based Testing 145
For Further Reading 104 6.4 What Should Be Tested? 145
Problems 104 6.4.1 Utility 146
References 105 6.4.2 Reliability 147
6.4.3 Robustness 147
Chapter 5 6.4.4 Performance 148
The Tools of the Trade 106 6.4.5 Correctness 149
6.5 Testing versus Correctness Proofs 151
5.1 Stepwise Refinement 106 6.5.1 Example of a Correctness
5.1.1 Stepwise Refinement Example 107 Proof 151
5.2 Cost–Benefit Analysis 113 6.5.2 Correctness Proof
5.3 Software Metrics 114 Case Study 154
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CONTENTS ix

6.5.3 Correctness Proof and Chapter 8

Software Engineering 155 Reusability, Portability,
6.6 Who Should Perform and Interoperability 212
Execution-Based Testing? 158
6.7 When Testing Stops 160 8.1 Reuse Concepts 212
Chapter Review 160 8.2 Impediments to Reuse 214
For Further Reading 161 8.3 Reuse Case Studies 216
Problems 162 8.3.1 Raytheon Missile
References 164 Systems Division 216
8.3.2 Toshiba Software Factory 217
Chapter 7 8.3.3 NASA Software 218
From Modules to Objects 167 8.3.4 GTE Data Services 219
8.3.5 Hewlett-Packard 220
7.1 What Is a Module? 167 8.3.6 European Space Agency 221
7.2 Cohesion 171 8.4 Objects and Reuse 222
7.2.1 Coincidental Cohesion 171 8.5 Reuse during the Design and
7.2.2 Logical Cohesion 172 Implementation Phases 222
7.2.3 Temporal Cohesion 173 8.5.1 Design Reuse 222
7.2.4 Procedural Cohesion 174 8.5.2 Application Frameworks 224
7.2.5 Communicational Cohesion 174 8.5.3 Design Patterns 225
7.2.6 Functional Cohesion 175 8.5.4 Software Architecture 229
7.2.7 Informational Cohesion 175 8.6 Reuse and Maintenance 230
7.2.8 Cohesion Example 176 8.7 Portability 231
7.3 Coupling 177 8.7.1 Hardware Incompatibilities 232
7.3.1 Content Coupling 178 8.7.2 Operating Systems
7.3.2 Common Coupling 178 Incompatibilities 233
7.3.3 Control Coupling 180 8.7.3 Numerical Software
7.3.4 Stamp Coupling 180 Incompatibilities 233
7.3.5 Data Coupling 182 8.7.4 Compiler Incompatibilities 235
7.3.6 Coupling Example 182 8.8 Why Portability? 239
7.3.7 The Importance of Coupling 182 8.9 Techniques for
7.4 Data Encapsulation 184 Achieving Portability 240
7.4.1 Data Encapsulation and 8.9.1 Portable System Software 240
Product Development 186 8.9.2 Portable Application
7.4.2 Data Encapsulation and Software 241
Product Maintenance 188 8.9.3 Portable Data 242
7.5 Abstract Data Types 194 8.10 Interoperability 243
7.6 Infromation Hiding 195 8.10.1 COM 243
7.7 Objects 198 8.10.2 CORBA 244
7.8 Inheritance, Polymorphism, 8.10.3 Comparing COM
and Dynamic Binding 201 and CORBA 245
7.9 Cohesion and Coupling of Objects 203 8.11 Future Trends in
7.10 The Object-Oriented Paradigm 204 Interoperability 245
Chapter Review 207 Chapter Review 246
For Further Reading 207 For Further Reading 247
Problems 208 Problems 248
References 209 References 250
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x CONTENTS

Chapter 9 10.1.3 Other Requirements Elicitation

Planning and Estimating 257 Techniques 293
10.2 Requirements Analysis 294
9.1 Planning and the Software Process 257 10.3 Rapid Prototyping 294
9.2 Estimating Duration and Cost 259 10.4 Human Factors 296
9.2.1 Metrics for the Size 10.5 Rapid Prototyping as a
of a Product 260 Specification Technique 298
9.2.2 Techniques of Cost 10.6 Reusing the Rapid Prototype 300
Estimation 264 10.7 Management Implications of the
9.2.3 Intermediate COCOMO 267 Rapid Prototyping Model 302
9.2.4 COCOMO II 270 10.8 Experiences with Rapid
9.2.5 Tracking Duration and Prototyping 304
Cost Estimates 272 10.9 Techniques for Requirements
9.3 Components of a Software Project Elicitation and Analysis 305
Management Plan 272 10.10 Testing during the
9.4 Software Project Requirements Phase 305
Management Plan Framework 274 10.11 CASE Tools for the
9.5 IEEE Software Project Requirements Phase 306
Management Plan 274 10.12 Metrics for the
9.6 Planning Testing 278 Requirements Phase 307
9.7 Planning Object-Oriented 10.13 Object-Oriented Requirements? 308
Projects 279 10.14 Air Gourmet Case Study:
9.8 Training Requirements 280 Requirements Phase 308
9.9 Documentation Standards 281 10.15 Air Gourmet Case Study:
9.10 CASE Tools for Planning Rapid Prototype 311
and Estimating 282 10.16 Challenges of the
9.11 Testing the Software Project Requirements Phase 313
Management Plan 282 Chapter Review 315
Chapter Review 283 For Further Reading 315
For Further Reading 283 Problems 316
Problems 284 References 317
References 285
Chapter 11
Specification Phase 319

P A R T 2 11.1 The Specification Document 319

11.2 Informal Specifications 321
The Phases of the Software 11.2.1 Case Study:
Life Cycle 289 Text Processing 322
11.3 Structured Systems Analysis 323
Chapter 10 11.3.1 Sally’s Software Shop 323
Requirements Phase 290 11.4 Other Semiformal Techniques 331
11.5 Entity-Relationship Modeling 332
10.1 Requirements Elicitation 291 11.6 Finite State Machines 335
10.1.1 Interviews 291 11.6.1 Elevator Problem: Finite
10.1.2 Scenarios 292 State Machines 336
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CONTENTS xi

11.7 Petri Nets 341 12.9 Challenges of the

11.7.1 Elevator Problem: Object-Oriented Analysis Phase 390
Petri Nets 343 Chapter Review 391
11.8 Z 346 For Further Reading 391
11.8.1 Elevator Problem: Z 347 Problems 392
11.8.2 Analysis of Z 349 References 393
11.9 Other Formal Techniques 351
11.10 Comparison of
Specification Techniques 352 Chapter 13
11.11 Testing during the Design Phase 395
Specification Phase 353
11.12 CASE Tools for the 13.1 Design and Abstraction 395
Specification Phase 354 13.2 Action-Oriented Design 396
11.13 Metrics for the 13.3 Data Flow Analysis 397
Specification Phase 355 13.3.1 Data Flow Analysis
11.14 Air Gourmet Case Study: Example 398
Structured Systems Analysis 355 13.3.2 Extensions 402
11.15 Air Gourmet Case Study: 13.4 Transaction Analysis 403
Software Project Management 13.5 Data-Oriented Design 406
Plan 357 13.6 Object-Oriented Design 406
11.16 Challenges of the 13.7 Elevator Problem:
Specification Phase 358 Object-Oriented Design 407
Chapter Review 358 13.8 Formal Techniques for
For Further Reading 359 Detailed Design 415
Problems 360 13.9 Real-Time Design Techniques 416
References 362 13.10 Testing during the Design Phase 418
13.11 CASE Tools for the
Design Phase 418
Chapter 12
13.12 Metrics for the Design Phase 419
13.13 Air Gourmet Case Study:
Object-Oriented Object-Oriented Design 420
Analysis Phase 366 13.14 Challenges of the Design Phase 429
12.1 Object-Oriented Analysis 366 Chapter Review 429
12.2 Elevator Problem: For Further Reading 430
Object-Oriented Analysis 369 Problems 431
12.3 Use-Case Modeling 369 References 431
12.4 Class Modeling 371
12.4.1 Noun Extraction 372
12.4.2 CRC Cards 374 Chapter 14
12.5 Dynamic Modeling 375 Implementation Phase 434
12.6 Testing during the
Object-Oriented Analysis Phase 378 14.1 Choice of Programming Language 434
12.7 CASE Tools for the 14.2 Fourth-Generation Languages 437
Object-Oriented Analysis Phase 383 14.3 Good Programming Practice 440
12.8 Air Gourmet Case Study: 14.4 Coding Standards 445
Object-Oriented Analysis 383 14.5 Module Reuse 446
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xii CONTENTS

14.6 Module Test Case Selection 447 15.1.2 Bottom-up Implementation

14.6.1 Testing to Specifications and Integration 477
versus Testing to Code 447 15.1.3 Sandwich Implementation
14.6.2 Feasibility of Testing and Integration 478
to Specifications 447 15.1.4 Implementation and Integration
14.6.3 Feasibility of Testing of Object-Oriented Products 480
to Code 448 15.1.5 Management Issues during the
14.7 Black-Box Module-Testing Implementation and
Techniques 451 Integration Phase 480
14.7.1 Equivalence Testing and 15.2 Testing during the Implementation
Boundary Value Analysis 451 and Integration Phase 481
14.7.2 Functional Testing 452 15.3 Integration Testing of Graphical
14.8 Glass-Box Module-Testing User Interfaces 481
Techniques 454 15.4 Product Testing 482
14.8.1 Structural Testing: Statement, 15.5 Acceptance Testing 483
Branch, and Path Coverage 454 15.6 CASE Tools for the Implementation
14.8.2 Complexity Metrics 456 and Integration Phase 484
14.9 Code Walkthroughs and 15.6 CASE Tools for the Complete
Inspections 458 Software Process 484
14.10 Comparison of 15.8 Integrated Environments 485
Module-Testing Techniques 458 15.9 Environments for
14.11 Cleanroom 459 Business Applications 486
14.12 Potential Problems When 15.10 Public Tool Infrastructures 487
Testing Objects 460 15.11 Potential Problems
14.13 Management Aspects of with Environments 487
Module Testing 463 15.12 Metrics for the Implementation
14.14 When to Rewrite Rather than and Integration Phase 488
Debug a Module 463 15.13 Air Gourmet Case Study: Implementation
14.15 CASE Tools for the and Integration Phase 488
Implementation Phase 465 15.14 Challenges of the Implementation
14.16 Air Gourmet Case Study: and Integration Phase 489
Black-Box Test Cases 465 Chapter Review 489
14.17 Challenges of the For Further Reading 490
Implementation Phase 467 Problems 490
Chapter Review 467 References 492
For Further Reading 468
Problems 469 Chapter 16
References 470 Maintenance Phase 493
Chapter 15 16.1 Why Maintenance Is Necessary 493
Implementation and 16.2 What Is Required
Integration Phase 474 of Maintenance Programmers 494
16.3 Maintenance Case Study 497
15.1 Introduction to Implementation 16.4 Management of Maintenance 498
and Integration 474 16.4.1 Fault Reports 498
15.1.1 Top-down Implementation 16.4.2 Authorizing Changes
and Integration 475 to the Product 499
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CONTENTS xiii

16.4.3 Ensuring Maintainability 500 Appendix E

16.4.4 Problem of Repeated Air Gourmet Case Study:
Maintenance 500 Structured Systems Analysis 522
16.5 Maintenance of
Object-Oriented Software 501 Appendix F
16.6 Maintenance Skills versus Air Gourmet Case Study:
Development Skills 504 Software Project Management
16.7 Reverse Engineering 505 Plan 529
16.8 Testing during the
Maintenance Phase 506 Appendix G
16.9 CASE Tools for the Air Gourmet Case Study:
Maintenance Phase 507 Object-Oriented Analysis 534
16.10 Metrics for the
Maintenance Phase 507 Appendix H
16.11 Air Gourmet Case Study: Air Gourmet Case Study:
Maintenance Phase 508 Design for C++ Implementation 535
16.12 Challenges of the
Maintenance Phase 508 Appendix I
Chapter Review 509 Air Gourmet Case Study:
For Further Reading 509 Design for Java Implementation 560
Problems 510
Appendix J
References 511
Air Gourmet Case Study:
Appendix A Black-Box Test Cases 582
Broadlands Area Children’s Appendix K
Hospital 513
Air Gourmet Case Study:
Appendix B C++ Source Code 588
Software Engineering Appendix L
Resources 518
Air Gourmet Case Study:
Appendix C Java Source Code 589
Air Gourmet Case Study: Bibliography 590
C Rapid Prototype 520
Author Index 617
Appendix D
Air Gourmet Case Study: Subject Index 623
Java Rapid Prototype 521
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PREFACE
The fourth edition of this book was published in two versions, one with code examples presented in C++
and the other in Java. However, software engineering essentially is language independent, and in any event,
there are relatively few code examples in this book. Accordingly, in this edition, I made every effort to smooth
over language-dependent details and ensure that the code examples are equally clear to C++ and Java users.
For example, instead of using cout for C++ output and System.out.println for Java output, I utilized the
pseudocode instruction print. (The one exception is the new case study, where complete implementation
details are given in both C++ and Java.) Therefore, the fifth edition can be considered a unification of the
two versions of the fourth edition.
Pedagogics is the theme of the fifth edition. All through this book, I added material to highlight key
aspects of each chapter. For example, there are How to Perform boxes that summarize important techniques
such as object-oriented analysis and object-oriented design. In addition, new synopses and outlines assist both
the student and the instructor. Also, to provide additional material on how to perform the various techniques
of software engineering, the case study in this edition is presented in greater detail than in the fourth edition.
The fourth edition included a chapter entitled “Teams and the Tools of Their Trade.” As part of the stress
on pedagogics in this new edition, the material has been updated and split into two, to focus more clearly on
each of the separate underlying topics. In this edition, Chapter 4 is devoted to teams, whereas the tools used
by software engineers are described in Chapter 5.
As before, I include both classical and object-oriented material, notwithstanding the virtually unanimous
agreement that the object-oriented paradigm is superior to the classical (structured) paradigm. My decision
might surprise some readers; surely an up-to-date software engineering textbook should describe only the
object-oriented paradigm and treat the classical paradigm, at best, as a historical footnote.
This is not the case. Despite the widespread enthusiasm for the object-oriented paradigm and the rapidly
accumulating evidence of its superiority over the classical paradigm, it nevertheless is essential to include
material on the classical paradigm. There are three reasons for this. First, it is impossible to appreciate
why object-oriented technology is superior to classical technology without fully understanding the classical
approach and how it differs from the object-oriented approach.
The second reason why both the classical and object-oriented paradigms are included is that technology
transfer is a slow process. The vast majority of software organizations have not yet adopted the object-oriented
paradigm. It therefore is likely that many of the students who use this book will be employed by organizations
that still use classical software engineering techniques. Furthermore, even if an organization is using the
object-oriented approach for developing new software, existing software still has to be maintained, and this
legacy software is not object oriented. Therefore, excluding classical material would not be fair to many of
the students who use this text.
A third reason for including both paradigms is that a student who is employed at an organization con-
sidering the transition to object-oriented technology will be able to advise that organization regarding both
the strengths and the weaknesses of the new paradigm. So, as in the previous edition, the classical and
object-oriented approaches are compared, contrasted, and analyzed.
The fourth edition was the first software engineering textbook to utilize the Unified Modeling Language
(UML), which was introduced shortly before that edition was published. In the intervening three years, UML
has been formally standardized and become so widely used that any textbook that does not use UML to
xv
 April 4, 2001 09:47 sch95591_pr Sheet number 2 Page number xvi black

xvi PREFACE

describe object-oriented analysis and design immediately would be obsolete. There-

fore, I continue to use UML for object-oriented analysis and object-oriented design,
as well as wherever diagrams depict objects and their interrelationships.
Another then-new topic introduced into the fourth edition was design patterns.
As with UML, design patterns now are part of mainstream software engineering. The
material on design patterns therefore has been retained and strengthened.
A new topic in this edition is extreme programming (XP). XP still is controversial,
but I feel that students need an overview of the topic so they can decide for themselves
whether XP is merely a fad or a genuine major breakthrough in software engineering.
In the previous edition, I stressed the importance of documentation, maintenance,
reuse, portability, testing, and CASE tools. In this edition, all these concepts are
stressed equally firmly. It is no use teaching students the latest techniques unless they
appreciate the importance of the basics of software engineering.
As in the fourth edition, particular attention is paid to object-oriented life-cycle
models, object-oriented analysis, object-oriented design, management implications
of the object-oriented paradigm, and the testing and maintenance of object-oriented
software. Metrics for the object-oriented paradigm also are included. In addition, there
are many briefer references to objects, a paragraph or even only a sentence in length.
The reason is that the object-oriented paradigm is not just concerned with how the
various phases are performed but rather permeates the way we think about software
engineering. Object technology pervades this book.
The software process still is the concept that underlies the book as a whole. To
control the process, we have to be able to measure what is happening to the project.
Accordingly, the emphasis on metrics is retained. With regard to process improvement,
the material on the capability maturity model (CMM) and ISO/IEC 15504 (SPICE)
has been updated, and material on ISO/IEC 12207 has been added.
As in the fourth edition, this book contains over 600 references. I selected current
research papers as well as classic articles and books whose message remains fresh
and relevant. There is no question that software engineering is a rapidly moving field
and that students therefore need to know the latest results and where in the literature
to find them. At the same time, today’s cutting-edge research is based on yesterday’s
truths, and I see no reason to exclude an older reference if its ideas are as applicable
today as they originally were.
With regard to prerequisites, it is assumed that the reader is familiar with one
high-level programming language such as Pascal, C, C++, Ada, BASIC, COBOL,
FORTRAN, or Java. In addition, the reader is expected to have taken a course in data
structures.

HOW THE FIFTH EDITION IS ORGANIZED

Like the fourth edition of this book, the fifth edition is written for both the traditional
one-semester and the newer two-semester software engineering curriculum. In the
traditional one-semester (or one-quarter) course, the instructor has to rush through
the theoretical material to provide the students the knowledge and skills needed for
April 4, 2001 09:47 sch95591_pr Sheet number 3 Page number xvii black

PREFACE xvii

the term project as soon as possible. The need for haste is so that the students can
commence the term project early enough to complete it by the end of the semester.
To cater to a one-semester, project-based software engineering course, Part 2 of this
book covers the life cycle, phase by phase, and Part 1 contains the theoretical material
needed to understand Part 2. For example, Part 1 introduces the reader to CASE,
metrics, and testing; each chapter of Part 2 contains a section on CASE tools for
that phase, a section on metrics for that phase, and a section on testing during that
phase. Part 1 is kept short to enable the instructor to start Part 2 relatively early in
the semester. Furthermore, the last two chapters of Part 1 (Chapters 8 and 9) may be
postponed and taught in parallel with Part 2. The class then can begin developing the
term project as soon as possible.
We turn now to the two-semester software engineering curriculum. More and
more computer science and computer engineering departments are realizing that the
overwhelming preponderance of their graduates find employment as software en-
gineers. As a result, many colleges and universities introduced a two-semester (or
two-quarter) software engineering sequence. The first course is largely theoretical
(but almost always there is a small project of some sort). The second course consists
of a major team-based term project, usually a capstone project. When the term project
is in the second course, there is no need for the instructor to rush to start Part 2.
Therefore, an instructor teaching a one-semester (or one-quarter) sequence using
the fifth edition covers most of Chapters 1 through 7, then starts Part 2 (Chapters 10
through 16). Chapters 8 and 9 can then be taught in parallel with Part 2 or at the end
of the course, while the students are implementing the term project. When teaching
the two-semester sequence, the chapters of the book are taught in order; the class now
is fully prepared for the team-based term project they will develop in the following
semester.
To ensure that the key software engineering techniques of Part 2 truly are un-
derstood, each is presented twice. First, whenever a technique is introduced, it is
illustrated by means of the elevator problem. The elevator problem is the correct size
for the reader to be able to see the technique applied to a complete problem, and it
has enough subtleties to highlight both the strengths and weaknesses of the technique
being taught. Then, the relevant portion of the new case study is presented toward the
end of each chapter. This detailed solution provides the second illustration of each
technique.

THE PROBLEM SETS

As in the previous edition, there are four types of problems. First, the end of each
chapter contains a number of exercises intended to highlight key points. These exer-
cises are self-contained; the technical information for all the exercises can be found
in this book.
Second, there is a software term project. It is designed to be solved by students
working in teams of three, the smallest number of team members that cannot confer
over a standard telephone. The term project comprises 16 separate components, each
 April 4, 2001 09:47 sch95591_pr Sheet number 4 Page number xviii black

xviii PREFACE

tied to the relevant chapter. For example, design is the topic of Chapter 13, so in that
chapter the component of the term project is concerned with software design. By
breaking a large project into smaller, well-defined pieces, the instructor can monitor
the progress of the class more closely. The structure of the term project is such that
an instructor may freely apply the 16 components to any other project that he or she
chooses.
Because this book is written for use by graduate students as well as upper-class
undergraduates, the third type of problem is based on research papers in the software
engineering literature. In each chapter, an important paper has been chosen; wherever
possible, a paper related to object-oriented software engineering has been selected.
The student is asked to read the paper and answer a question relating its contents.
Of course, the instructor is free to assign any other research paper; the For Further
Reading section at the end of each chapter includes a wide variety of relevant papers.
The fourth type of problem relates to the case study. This type of problem was first
introduced in the third edition in response to instructors who feel that their students
learn more by modifying an existing product than by developing a product from
scratch. Many senior software engineers in the industry agree with that viewpoint.
Accordingly, each chapter in which the case study is presented has at least three
problems that require the student to modify the case study in some way. For example,
in one chapter the student is asked to redesign the case study using a different design
technique from the one used for the case study. In another chapter, the student is asked
what the effect would have been of performing the steps of the object-oriented analysis
in a different order. To make it easy to modify the source code of the case study, it is
available on the World Wide Web at www.mhhe.com/engcs/compsci/schach. The
web site also has transparency masters for all the figures in this book, as well as a
complete set of PowerPoint lecture notes.
The Instructor’s Solution Manual contains detailed solutions to all the exercises,
as well as to the term project. The Instructor’s Solution Manual is available from
McGraw-Hill.

ACKNOWLEDGMENTS
I am indebted to those who reviewed this edition, including:

Arvin Agah (University of Kansas)

Thaddeus R. Crews, Jr. (Western Kentucky University)
Eduardo B. Fernandez (Florida Atlantic University)
Michael Godfrey (Cornell University)
Scott Hawker (University of Alabama)
Thomas B. Horton (Florida Atlantic University)
Gail Kaiser (Columbia University)
Laxmikant V. Kale (University of Illinois)
Helene Kershner (University of Buffalo)
Chung Lee (California State Polytechnic University at Pomona)
April 4, 2001 09:47 sch95591_pr Sheet number 5 Page number xix black

PREFACE xix

Richard A. Lejk (University of North Carolina, Charlotte)

Susan A. Mengel (Texas Technological University)
David S. Rosenblum (University of California at Irvine)
Shmuel Rotenstreich (George Washington University)
Wendel Scarbrough (Azusa Pacific University)
Gerald B. Sheble (Iowa State)
Jie We (City University of New York)
David Workman (University of Central Florida)

I thank two individuals who made contributions to earlier books. First, Jeff Gray
once again made numerous insightful suggestions. In particular, I am grateful for his
many ideas regarding Chapter 8. Also, he once again is a coauthor of the Instructor’s
Solution Manual. Second, my son David has made a number of helpful contributions
to the book and again is a coauthor of the Instructor’s Solution Manual.
Since 1999, I have been involved in joint research with Dr. Amir Tomer of
RAFAEL and the Technion, Israel Institute of Technology. The papers we wrote
together are nominally on maintenance. However, the issue underlying our research
is the nature of software engineering. A direct consequence of working with Amir
is that I gained new insight into software engineering. I have incorporated many of
these ideas into this edition.
Turning now to my publisher, McGraw-Hill, I am truly grateful to executive
editor Betsy Jones and developmental editor Emily Gray for their assistance from
start to finish. I particularly appreciate their suggestions regarding giving equal stress
to both C++ and Java in an integrated volume. Rick Hecker was the ideal project
manager in every way. I was most fortunate to have Gnomi Schrift Gouldin as the
copy editor for this book. She greatly improved the readability of my manuscript, and
I am grateful for her many suggestions.
I would like to thank the many instructors from all over the world who sent me
e-mail concerning the fourth edition. I am exceedingly appreciative of their sugges-
tions, comments, and criticisms. I look forward with anticipation to receiving instruc-
tors’ feedback on this edition also. My e-mail address is srs@vuse.vanderbilt.edu.
Students, too, have been most helpful. First, I thank my students at Vanderbilt
for their many questions and comments, both inside and outside the classroom. I also
an most grateful for the provocative questions and constructive suggestions e-mailed
me by students from all over the world. I look forward keenly to student feedback on
this edition, too.
Finally, as always, I thank my family for their continual support. When I started
writing books, my limited free time had to be shared between my young children and
my current book project. Now that my children are adults and work with me on my
books, writing has become a family activity. For the tenth time, it is my privilege to
dedicate this book to my wife, Sharon, and my children, David and Lauren, with love.

Stephen R. Schach
Exploring the Variety of Random
Documents with Different Content
Pferd zog eine Rolle hervor, und verkündete nach
vorausgegangenem Trommelschlag mit strenger Stimme eine lange
Litanei; was, konnte ich nicht vernehmen. Aber ein klirrendes Johlen
und Pfeifen, welches die Verlesung des Schriftstücks begleitete, ließ
mich vermuthen, daß es auf Beschränkung der Sammellust dieses
goldenen Himmels-Brodes abgesehen war. Und in der That hörte ich
bald darauf von einigen aus dem Gedränge herauskommenden
Menschen das Wort weitergeben: "Der König verlangt die Hälfte für
sich!"—Nun machte sich auch bald die Wirkung der gegebenen
Ordre geltend. Die Infanterie ging mit quergehaltenem Gewehr
langsam vor, und schob die gröhlende, pfeifende, fluchende Masse
vor sich her. Hinten, auf dem freigewordenen Raum, sah man Diener
und Lakaien in des Königs Uniform in Sieben und Körben
aufsammeln, was noch zu holen war. Die Körner wurden dort
herumgereicht. Auch der König ließ sich welche geben. Herren in
Civilkleidung, wie es schien, eidlich bestellte Chemiker, zogen kleine
Fläschchen mit einem wässrigen Inhalt heraus, und prüften die
Substanzen. Alle Offiziere drängten sich herum, und beobachteten.
Schließlich wurden den Herren vom Gefolge, wie auch dem König,
die Probe in einem gläsernen Röhrchen hinaufgereicht. Die Sache
schien entschieden zu sein. Es war Gold.—Ein Mensch neben mir, in
blauer Blouse, die Hände in den Hosentaschen, der der ganzen
Prozedur zugesehen, lachte jetzt höhnich auf: "Jessas, des wissen
mer scho lang, daß 's Gold ist; scho vor 'er Stund war der
Sandelbeck, der Tandler aus der Gruftgassen mit sei'm Flascherl da,
und hat's g'sagt!"—Allein die zurückgestaute Menge hatte sich bald
ein neues Terrain erobert. Ein gewandter Junge, anscheinend ein
Schlosserlehrling, hatte soeben, wie man vom Platz aus sehen
konnte, das letzte Drittel einer Dachrinne eines der Häuser
erklommen, und mußte in wenigen Augenblicken das Dach selbst
erreichen. Mit einem einzigen, gellenden Schrei hatte die Masse
Menschen plötzlich diese neue Sammelquelle entdeckt. Jetzt stürzte
Alles in die Häuser zurück, wer am Platz wohnte, und bald sah man,
öffneten sich die Mezzanin-Wohnungen und Dachlucken, und
strümpfig stiegen schmale Menschen heraus, um sich langsam und
vorsichtig der gefährlichen Rinne zu nähern. Das Gerinsel war
natürlich meist von den glatten Ziegeln zurückgeprallt und bis zum
Dachrand hinabgekollert. Einige Unvorsichtige bekamen das
Uebergewicht und stürzten hinab auf's Trottoir. Ohne Laut. Niemand
hörte was. In der ungeheuren Aufregung und bei dem entsetzlichen
Lärm hörte Niemand und paßte auf solche Kleinigkeiten auf.—Der
Himmel war jetzt immer heller geworden. Aber hoch oben, sah man,
schwebten noch große Massen dieses citronengelben Wolkenstoffs.
Und konnten sich jeden Moment entladen. Darauf schienen die
Meisten auch zu warten.—Der König mit seinem Gefolge hielt hoch
zu Pferd unbeweglich auf seinem zuerst eingenommenen Platz, seine
Proviantwägen füllten sich allmählich mit den gelbglitzernden
Schroten. Aber ein vorsichtiger Beobachter konnte jetzt schon
entdecken, daß eine trübe Wolke des Mißmuths sich auf all' diese
Gesichter zu legen begann. Der König war in vollem Ornat, die Krone
auf dem Haupt. Alle Uniformen glitzerten von Gold-und Ordens-
Decorationen. Und dieses viele gelbe Metall, diese vielen gelben
Tressen, diese höchstwerthigen Decorationen, alle in gelb, schämten
sich auf einmal vor dem in Ueberfluß vom Himmel Gefallenen, und
wurden gemein. Und die Menge, die schon die Taschen voll und
nichts mehr zum Sammeln hatte, stand umher und belächelte
spöttisch die über und über mit Gelb betreßten Herrschaften.
Doch nun trat ein ganz neues Moment in Szene: Hinten, von der
langen Allee her, entgegengesetzt der Stadt, kamen mit einemmal
drei, vier Getreidebauern im plain Carriere hereingefahren; ihre
Rosse waren ganz mit Blut bedeckt; in den Halftern stacken die
Goldkörner wie hineincrustirt; die Bauern selbst im Gesicht theilweise
schwer verwundet, hatten Säcke übergebunden; und der Vorderste,
ein stämmiger Bursch, rief, gerade als er auf den Platz
hereingestürmt kam, mit lauter Stimme "Hint' bei Dingolsheim liegt
des gäl Zeug schuhhoch auf der Straßen!"—Auf diesen Ruf hin ließ
die Menge die Wägen und Getreidesäcke, die sie bereits
aufgeschnitten hatte in der Meinung, sie seien mit dem Goldstoff
gefüllt, gehen, und stürmte in der angegebenen Richtung fort.
Andere wurden stutzig. Der Platz entleerte sich etwas. Das
militärische Aufgebot, und die Anführer und Würdenträger waren
über die Meldung nicht wenig überrascht, winkten die Bauern herzu,
conferirten und gesticulirten von ihren Pferden herüber und hinüber.
Inzwischen kamen neue Menschenmassen, wie es schien aus
anderen Stadttheilen, wo der Goldhagel nicht oder nur gering
niedergegangen war, hereingefluthet, Körbchen und Schüsseln im
Arm, und begannen aufzulesen, wo noch zu holen war. Und es lag
überall noch der gelbe Stoff herum. Manche zogen Fläschchen mit
Königswasser aus der Westentasche und prüften zunächst die
Körner. Alle schienen befriedigt. Die Meisten, wie sie zuerst den Platz
betraten, machten zunächst große Augen, und begriffen nicht, wie
Militär daherkam. Einzelne, als sie des Königs ansichtig wurden,
durch die Uebung gedrillt, wollten ihr "Hoch!" loslegen. Doch es
blieb ihnen in der Kehle stecken. Meinten wohl doch im letzten
Moment, die Gelegenheit sei nicht günstig, und zu extraordinär.—
Jetzt begann vom Himmel wieder, wie vor zwei Stunden, jener
verdächtige citronengelbe Schwadem sich herabzusenken, der das
erstemal die entsetzlichen gelben Schloßen zur Folge gehabt hatte.—
Ich dachte an Deckung, und ging wie zufällig, da die vollständig
zerfetzte Allee keinen Schutz mehr bot, gegen das andere Ende des
Platzes, welches der Stadt abgewandt war, und wo eine große
Bauhütte, die eine Seite ganz offen, genügend Schutz und Raum
gewährte. Dort angekommen bemerkte ich, mit nicht geringer
Verwunderung, eine Gruppe kleiner, untersetzter, etwas nachlässig
gekleideter Leute, die offenbar alle zusammengehörten und sich
verstanden, und von denen nicht ein Einziger an dem aufgeregten
Trubel sich zu betheiligen schien. Mir kam plötzlich ein lächerlicher
Gedanke: ich meinte, die Leute da hätten das ganze Ding in Scene
gesetzt, und beobachteten, von einem geschützten Ort aus, wie
Feuerwerker, ob alles programmmäßig ablaufe; so apathisch, ruhig,
gleichgültig standen diese Menschen da. Sie waren sich alle so egal,
aus ein und derselben Masse gemacht, ja, ihr Kleiderschnitt stimmte
zusammen; da mußten die Gedanken auch gleichgerichtet gewesen
sein. Ihre Köpfe saßen tief in den Schultern, die Beine kurz und
wackelig, der Oberkörper wuchtig, breit; Grauköpfe und Graubärte;
die Lippen fleischig und um-und-um ausrasirt; Nasen pointirt; Augen
klein und vigilant; angenehm schnarrige Organe; die Rocktalljen
saßen etwa 1 Schuh tiefer als die Körpertalljen; die Schöße lang,
glänzend und abgerieben; schiefes Stiefelwerk; breitgeschwollene
Hände; die ganze Erscheinung humoristisch.—Und Folgendes etwa
konnte ich vernehmen:
"Lassen S'es geh'n! Lassen S'es geh'n! Erinnern Se sich gefälligst,
was ich Ihnen gesaagt habe: Das Silber geht noch höher!"—"Gott,
wie reden Se daher? Was helft mich das Silber? Mer brauche neue
Metallicher!"—"Nu, haben Se neue Metallicher?"—"Ob mer haben
neue Metallicher?! Mer haben das Platiin, mer haben...."—"Krause,
sehen Se mal nach, wie Platin steht?"—"Platin steht 2039 das
Kilo"—"Gott, meine Herren, es helft Ihne nix, wann Se des Platiin so
erufftreibe. Es gibteres nit genug!"—"Platin genuch, um en Mond
drauß zu mache, und Ihren dumme Kopp dazu!"—"Ka Beleidichung!
'S Gered is umasonst! Mer muß sich entschließe. Ich hab 50 Pud
Platin bei meim Schwager Salomon in Odessa liche. Ich gäb's um
zwatausend un sechzig!"—"Ich nähm's; ich nähm's."—"Gott, wie de
Leut kreische. In Paris hem se schon vor fufzig Johr Minze aus Platin
gemacht; ham 's widder aufstecke müsse; des Zeug war zu schwar;
da könnt mer sich alle Woch e nei Hosetasch mache lasse
müsse!"—"Gott, wie Se redde! Schaue Se doch de Misemaschin an!
Wie das Zeug vom Himmel runner droppt. Mer brauche neie
Metallicher, wie ich Ihne gesagt hab!"—"Herr
'Goldstein!'"—"Gehesemerewegg mit Ihrem 'Herr Goldstein'. Ich bin
ka 'Herr Goldstein' mehr. Ich will nix mehr wisse von Gold!"—"Na,
also Herr Silberstein!—Was maane Se zum Rhodium?"-->Was man
ich zum Rhodium? 'Was waß ich vom Rhodium?'—"Es is a silberichs
Metallich; is rar und gibteres doch genug; is zach; is so schwar wie
Silber; wird nix oxydirt von der Luft...."—'Herr Frank! wisse sie was
von Rhodium? Werd Rhodium gehandelt?'—"Rhodium können Sie in
Rußland kaufen, so viel sie wollen!"-Hawe Sie a Notirung—"Rhodium
stand vorige Woche 390 das Pfund"—"Gott, die werde doch in St.
Petersburg noch nix von dem Gold—G'schlamaßl da wisse?!"—"I
wo!"—'Also meine Herre, wer sich betheilige will: Zwa e halbe Million
Goldbarre verkaaf ich in Petersburg ä tout prix; und Rhodium werd
uffgekauft, was zu hawe ist.'—(Ein Depeschenbote kommt. Alles
stürzt zu Herrn Nathansohn, an den das Telegramm gerichtet ist;
fahren mit einem Gekreisch auseinander): "Kochem-Meschore! In
Frankfort wisse se nix von de ganze Misemaschine! es Silber steht
um de alte Preis!"—'He, Depe sche-Jingelche, eile Se sich, da hawe
Se a Zehn-Markstück, schicke Se mer die Depesch ab, aber aß
dringend, aß möglich!—"Kaafe Se Herr Goldstein, was Se kaafe
können. Berufe Se sich aach uf meen Schwacher, Feitel Stern, in de
Eschenheimer Gaß!"—'Hawe Se kei Angst, Herr Cohn, es wird Alles
recht; es kriecht Jeder sei Sach!'—"Meine Herre, mer habe da noch
5, 6 Platin-Metalle, es Iridium, es Ruthenium, es Palladium; di Sache
gehe eruf, wie es helle Feuer. Und wie stehts mit em Molybdän, mit
em Wolfram?"—'Es Ruthenium is zu grau, da wird sich nix mache
lasse! Und es Wolfram, da gibteres zu viel. Des is so gemein wie
Kobolt oder Nickel.—"Ei, da werd halt mit Silber legirt. Die Dinger
sein alle kostbar!—Gott, wer hat das voraussehn können! Was e Tag!
Was e Tag!"—"Gott, Herr Natansohn, schaue Se nur Ihr Bübche an,
wie des in dem Zeug rumwühlt!"—"Moritz, pfui, Gassebub, willste
den Dreck lieche lasse!"—"Vatter, des ist doch Gold! Schau doch, wie
de Leut grapse!"—"Pfui, naseweiser Bursch, schmeiß den Dreck hin,
es gibt kei Gold mehr; Gold is Dreck; siehste net, daß der ganz
Himmel voll is?!"—
In der That, der Himmel hatte sich jetzt wieder citronengelb
herabgesenkt. Viele flüchteten schon in die Häuser. Ich kehrte auf
den großen Platz zurück. Die Leute schauten sich mit großen
gläsernen Augen an. Keines wußte, was geschehen solle. Von
Dingolsheim kehrten gruppenweise die Menschen zurück, die
Taschen und Kappen bis zum Platzen gefüllt. Und vom Himmel
herunter schienen neue Massen zu drohen. Vor den Wirthshäusern
lagen die Leute besoffen; andere gröhlten und schrieen: jetzt gehe
eine neue Zeit an; das goldene Zeitalter sei zurückgekommen. Auf
der anderen Seite sah ich Weiber und Arbeiter heftig gesticulirend
aus einzelnen Läden herausstürzen; ich erkundigte mich, was Neues
los sei: die Laden-Inhaber, hieß es, nehmen weder 10- noch 20-
Markstücke mehr an; sie verkauften nur gegen Silber. Eine
fürchterliche Angst bemächtigte sich jetzt Aller. Das Militär hatte den
Platz wieder freigegeben, und ordnete sich eben zum Einrücken.
Vorne, sah ich, die Cavalcade des Königs zum Thor hineinreiten.
Oben an einem Laternenpfosten war eine Königliche
Bekanntmachung angeschlagen, des Inhalts, der König werde mit
den Ministern angesichts des unerhörten elementaren Ereignisses
und des reichen, göttlichen Segens, der vom Himmel geflossen,
sofort berathen, was zum Wohl seines geliebten Volkes zu thun sei;
der Preis für das Gold solle bekannt gegeben werden; und das
Betreffende werde heute Abend noch im Rathhaus zu erfahren sein.
—Nun ordnete sich Alles wie zum in die Stadt-Ziehen. Das Militär zog
dem König nach. Das Volk zog dem Militär nach. Der Himmel senkte
sich gelbglühend immer tiefer hernieder. Bald war der große
Springbrunn-Platz still und verwaist.—
Nur eine letzte Gruppe kam ganz hinten nach. Es waren die
Grauköpfe. Und kurzbeinig, stolpernd, mit den schlappenden, langen
Rockflügeln humpelten sie daher, und im Chor gröhlten sie mit
heiserer Stimme, sich gegenseitig vergewissernd und sich
gegenseitig befestigend: "Iridium zwahundert und einunddreißig;—
Antimon hundert und sechzig;—Rhodium zwahundert und
zwaundzwanzig;—Palladium achthundert gradaus;—Molybdän
siwehundert und in die sechzig;—Wolfram neinhundert und
siweneverzig;—Silber tausend und in die Sibzig; und Platin
zwatausend, zwahundert und achtzig!"

Ein Kapitel aus der Pastoral-Medizin

Und sahen, daß sie nackt

waren."
1. Mose 3.7.
In Innsbruck, wo ich im Jahr 1859 als blutjunger Student der
Theologie obzuliegen hatte, galt als eine der gefeiertsten Autoritäten
der dortigen Universität Professor Süpfli, Benedictiner-Pater, Haus-
Prälat Pius IX.' und Ordinarius für Pastoral-Medizin. Seine
Abhandlung "De conceptionis sexualis humanae causa
transcendentali", sowie seine scharfsinnige Untersuchung "Ueber
den sittlichen Boden bei den Fröschen" waren damals in Aller
Händen. Und die wichtige Frage, die wohl alle Gemüther
beschäftigte, über den Einfluß der Tod-Sünden auf die Blutmischung
—da die ganze Lehre von der Erbsünde von ihr beeinflußt zu werden
schien—ruhte sozusagen in Süpfli's Händen. Süpfli locutus est! hieß
es damals; und die Sache war damit entschieden.—
Ein älterer Student, dem ich mich angeschlossen hatte, veranlaßte
mich, einmal dem Colleg Süpflis über Pastoral-Medizin beizuwohnen;
"bei Süpfli zu schinden," sagte man in der Studentensprache; und
dies in doppelter Weise; denn nicht nur durfte man eine Vorlesung,
welche man nicht belegt hatte, nicht besuchen, sondern Studenten
jüngerer Semester war es überhaupt verboten, Collegs von so
vorgeschrittener Weisheit beizuwohnen.—Mit dampfendem Gehirn
und aufgesträubten Haaren kam ich heraus; und eine Woche lang
hatte ich das Gefühl, eine Kugel spanischen Pfeffers verschluckt zu
haben, die sich langsam auflöse, und Blut und Gedanken, alle
Nahrungssäfte mit ihrem penetranten Roth durchsetze, bis das
fabelhafte Gift glücklich wieder ausgeschieden war.—Ich hoffe, der
Leser ist in dieser Beziehung rüstiger und von größerer
Widerstandskraft.—
Wir kamen etwas zu spät. Das Colleg hatte bereits begonnen. Ueber
einige fünfzig kurzgeschnittene Köpfe mit der thalergroßen Tonsur in
der Mitte, alle niedergebeugt und die raschelnde Feder an der
rechten Schläfe, hinweg, sahen wir den langen hageren Süpfli hoch
auf dem Catheder thronen, mit etwas belegter Stimme, und leichten
nach rechts und links austheilenden Handbewegungen, vortragen.
Süpfli sprach ein eigenthümlich gemildertes Schweizer Deutsch. Wir
waren damals verpflichtet, jedes vorgetragene Wort des Lehrers zu
stenografiren und später reinzuschreiben. Als Zuspätgekommene
drückten wir uns schnell in eine Ecke. Der Vortrag hatte bereits
begonnen. Ich that, was alle Andern thaten: zog Bleistift und Papier
heraus, und begann zu schreiben. Das Stenogramm bringt Alles,
Dialect-Laute wie Gedankengang mit gleicher Treue. Und so bring'
ich denn auch, was ich auf dem Papier hatte, hier wieder, sine ira et
studio, Constructionsfehler und lapsus loquendi, Ungeheuerlichkeiten
und Bestialitäten durcheinander gemischt.
Süpfli loquitur:
"... a seller Zuschtand isch immer schlimmer worda; die Zahl der
Chrankheite isch schröckli groß worda; der Düfel, net dermit z'fride,
de mänschliche Körper ganz ußere materielle Subschtanz
darg'schtellt z'sehe, wellt en no weiter ruinire. Alle Chrankhite, die
de mänschliche Körper befalle, sind d'Folge vo der Erbsünde, die si
immer vermehrt, und immer vermehrt; eso daß gar kei Hoffnung uf
Beß'rung verhande z'sei scheint. Instatt gottähnlicher werda mer
immer düfelsähnlicher. Und die letzt' Ursach', zwege der die Erbsünd'
in immer größerer Menge uf uns chommen isch, isch seller
Zuschtand, ime dem wir eh'mals usem Paradies vertrieb'n worda: die
Nacktheit. Durch die Nacktheit wird in den Mänschen die Cubiditas
und die Concubiszenschia wachgerufen; selle führen zur Sünde; die
Sünde wird uf die Nachkomme in unwiderschtehlicher Gewalt
übertrage, und häuft si immer mehr; und isch bis ufem heutige Tag
zure schröckeli Gewalt worda. Zwar hat ma Chlider über die Scham
conschtruirt, um die Nacktheit zu verberge. Aber leider sind die
Chlider verschieblich. Und selle Verschieblichkeit hat in de letschte
Jahrhunderte grüseli zug'nomma. Ma verschiebt si alle Augenblick
ohne Zweck. Und leider chönna si ganz abg'nomma werda. Dadurch
chönna d'Mänsche zu jeder Zeit ihre Nacktheit inne werda und si
betrachte. Die einzige Möglichkeit us diesem sündhaften Zuschtand
heruszuchumma, war—as e Z'rückversetze i de paradiesische
Zuschtand der Sündlosigkeit zur Zit nüt denkbar,—die Verwachsung
der Chlider mit der Körper-Oberfläche. Sell sich de Zweck der
Paschtoral-Medizin. Uf wellem Weg isch aber dies zu erreiche? Do
müesse me z'rückgehe bis zur erschten Entschtehung der Nacktheit
beim Mänschen; sell isch bis zur Geburt. As die Ars obschtetrizia
aposchtolica, die paschtorale Geburtshülfe, us lehrt, isch die
Erzeugung des Mänschen zur Zeit eine sit fascht sechstausend Jahre
fortgesetzte Beschtialität; igeleitet gegen den ursprüngliche Wille
des Höchschten; entgegengesetzt em ganze urschprüngliche
Schöpfungsplan. As uns Scotus Erigena schon im neunten
Jahrhundert gezeigt het, war der Zuschtand des erschten Mänschen
im Paradies e rein göttlicher, spiritualischer, seraphischer,
immaterieller, frei von Concubiszenschia und sexualer Cognitio. Die
Vervielfältigung und Weiterzeugung wär' vor sich ganga iner rein
idealer Weise, durch Selbscht-Anschauung, wie ebba die der Engel,
und in Myriade von fleckenlose Individuen. Erscht durch de Sündefall
ging selle siderische Geschtalt verlore. De erscht Mänsch bekam e
sinnliche, materielle, fleischliche Körper, de geschlechtliche
Zwitheilung erfolgte; und de Chliderfabrik begann. As die Sach' heut'
schteht, müsseme uns gedulde, und miteme Dreck abfinde. Aber die
aposchtolische Geburtshülfe muß doch conschtatire, daß mit jedem
Kinde, das us Mutterlip usschlüpft, e Düfelsfratz uns entgegegrinzt,
in wellem der göttliche Funke fascht erloschen isch, e haarlose
Beschtie, e Gottrescht, dem zur ewigen Schande der wizengelbe
Charakter der Nacktheit zugetheilt worde. Und sit der Zit senmer
durch fortwährendes tieferes Verschtricktwerda in die Netze des
Düfels zuneme ohnmächtige, flaischliche, concubischzente G'schlecht
usgeartet.—Was isch nu z'thun? Was isch d'hütige Ufgabe der
Paschtoral-Medizin, die Ufgabe der paschtorale Geburtshülfe?
D'Nacktheit chönna mer nüt ändere. D'Nacktheit isch aber z'schame
mit der G'schlechtsverthilung uf zwe Individue die Quelle aller
Schande, aller libido, aller volubtasch, und ebbe dadurch die Quelle
der immer schröcklicher uf uns chumene Erbsünde. Die Chlider
verhülla die Nacktheit. Aber die Chlider sind verschieblich, thilbar,
ablegbar, mousselinehaft, schlüpfrig und täuschungsrich. Mit Leim
chönna merse nüt de Mönsche ufen Lib feschtkleba. Wenn'sch aber
g'linget, d'Män sche in Chlider gebore werda z'lasse, war allem Uebel
a'g'holfe! In Chlider, diene Anschauung der Nacktheit unmöglich
mache! Dann war e Vermehrung der Erbsünde nimmer möglich.
Welches Wunder! Ma söll's nüt für möglich halte. Und doch isch sell
Wunder amol vor sich gange:
In Verona isch im siebezehnte Jahrhundert e frommes Ehepaar g'si,
die händ kei Chinder gha. Er stammte usere vornehme Familie. Sie
isch e armes frommes Mädla gsi. Durch's Loos isch si si Frau worda.
Zerscht welletse e christlichs, gottseligs, chinderloses Leba führe.
Aberne Stimme hat ihn an sine Pflicht erinnert. E Conzeptschio is
sine ulla libidine necne cubiditate z'schtand chumme. As die Schtund
der Wehen isch näher chumme, sen sechs Priester Dach und Nacht
an's Bett der Wöchneri hi gechniet, und händ ihr heißes Flehen ebba
im Sinn von sellem ideale Ziel vereinigt, von dem ich oba g'sprochn
hab, und das unschre Disciplin, die ars obschtetrizia aposchtolica
verfolgt. Es verganga bange, schwer Schtunde. D'Hebam isch
g'weiht gsi, und hat d' Communion z'vor empfange gha. Ändli gegen
Oba, as sich's Leibesthor öffnet, was meinad er, isch chumma?! E
Menschle, e Büeble isch usi chomma, inema Frack, in braune,
runzliche Hösli, e Schilee het's ang'het mit schöne, gliche, glanzige
Knöpfli, Cylinder Manschette, und sehr zarte Stiefeli, die erscht an
der Luft hart worda sind; g'lacht hat's mit rothi Bäckli, mit freundlich
blinzelnde Äugli, hat sie gruseli g'freut, und isch mit sime feine
Schpazierstöckli usi stapft ufem wiße Leintuch....
In diesem Augenblick machte es: "Tim, Tim, Tim, Tim, Tim...." zehn
Mal. Es war zehn Uhr. Professor Süpfli schlug einen großen Folianten
zu, und sagte: "s nächschte Mol Mehres über selle Materie!"—
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