Processing an introduction to programming 1st Edition Nyhoff
- 1. Processing an introduction to programming 1st Edition Nyhoff download https://textbookfull.com/product/processing-an-introduction-to- programming-1st-edition-nyhoff/ Download full version ebook from https://textbookfull.com
- 2. We believe these products will be a great fit for you. Click the link to download now, or visit textbookfull.com to discover even more! An Introduction to C GUI Programming Simon Long https://textbookfull.com/product/an-introduction-to-c-gui- programming-simon-long/ Bite Size Python An Introduction to Python Programming 1st Edition April Speight https://textbookfull.com/product/bite-size-python-an- introduction-to-python-programming-1st-edition-april-speight/ An Introduction to Signal Processing for Non-Engineers 1st Edition Afshin Samani (Author) https://textbookfull.com/product/an-introduction-to-signal- processing-for-non-engineers-1st-edition-afshin-samani-author/ Python Programming An Introduction to Computer Science John M. Zelle https://textbookfull.com/product/python-programming-an- introduction-to-computer-science-john-m-zelle/
- 3. Effective C An introduction to professional C programming 1st Edition Robert C. Seacord https://textbookfull.com/product/effective-c-an-introduction-to- professional-c-programming-1st-edition-robert-c-seacord/ How to Design Programs An Introduction to Programming and Computing Matthias Felleisen https://textbookfull.com/product/how-to-design-programs-an- introduction-to-programming-and-computing-matthias-felleisen/ Second Language Processing an Introduction First Edition Jiang https://textbookfull.com/product/second-language-processing-an- introduction-first-edition-jiang/ Introduction to Programming in Java An Interdisciplinary Approach 2nd Edition Robert Sedgewick https://textbookfull.com/product/introduction-to-programming-in- java-an-interdisciplinary-approach-2nd-edition-robert-sedgewick/ Python Programming An Introduction to Computer Science 3rd Edition John M. Zelle https://textbookfull.com/product/python-programming-an- introduction-to-computer-science-3rd-edition-john-m-zelle/
- 5. Processing: An Introduction to Programming
- 7. Processing: An Introduction to Programming by Jeffrey L. Nyhoff Larry R. Nyhoff
- 8. CRC Press Taylor & Francis Group 6000 Broken Sound Parkway NW, Suite 300 Boca Raton, FL 33487-2742 © 2017 by Taylor & Francis Group, LLC CRC Press is an imprint of Taylor & Francis Group, an Informa business No claim to original U.S. Government works Printed on acid-free paper International Standard Book Number-13: 978-1-4822-5595-9 (Paperback) This book contains information obtained from authentic and highly regarded sources. Reasonable efforts have been made to pub- lish reliable data and information, but the author and publisher cannot assume responsibility for the validity of all materials or the consequences of their use. The authors and publishers have attempted to trace the copyright holders of all material reproduced in this publication and apologize to copyright holders if permission to publish in this form has not been obtained. If any copyright material has not been acknowledged please write and let us know so we may rectify in any future reprint. Except as permitted under U.S. Copyright Law, no part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. For permission to photocopy or use material electronically from this work, please access www.copyright.com (http://www.copy- right.com/) or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400. CCC is a not-for-profit organization that provides licenses and registration for a variety of users. For organizations that have been granted a photocopy license by the CCC, a separate system of payment has been arranged. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Names: Nyhoff, Jeffrey, author. | Nyhoff, Larry R., author. Title: Processing : an introduction to programming / Jeffrey L. Nyhoff, Larry R. Nyhoff. Description: Boca Raton : CRC Press, 2017. Identifiers: LCCN 2016041238 | ISBN 9781482255959 (pbk. : alk. paper) Subjects: LCSH: Processing (Computer program language) | Computer programming--Study and teaching. Classification: LCC QA76.73.P75 N94 2017 | DDC 005.1071--dc23 LC record available at https://lccn.loc.gov/2016041238 Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and the CRC Press Web site at http://www.crcpress.com
- 9. To Sharlene, Rebecca, Megan, and SaraKate.
- 11. vii Contents Foreword, xv Preface: Why We Wrote This Book and For Whom It Is Written, xvii Acknowledgments, xxi Introduction: Welcome to Computer Programming, xxiii Chapter 1 ▪ Basic Drawing in Processing 1 Starting a New Program 1 Saving a Program 2 Retrieving a Program 3 Entering Code into the Text Editor 4 Basic Drawing with Graphical Elements 8 Setting the “Canvas” Size: A Closer Look at the size() Function 8 Drawing Points: The point() Function 10 Drawing Line Segments: The line() Function 11 Drawing Rectangles: The rect() Function 13 Drawing Ellipses: The ellipse() Function 17 Drawing Triangles: The triangle() Function 20 Drawing Quadrilaterals: The quad() Function 22 Drawing Arcs: The arc() Function 26 Summary 29 The Processing Reference 31 More about Graphical Elements 31 Stacking Order 32 Changing Line Thickness: The strokeWeight() Function 33 Working with Color: RGB 35 Resetting the Canvas: The background() Function 37
- 12. viii ◾ Contents Changing the Fill Color: The fill() and noFill() Functions 38 Changing the Stroke Color: The stroke() and noStroke() Functions 41 Inline Comments 43 Grayscale 43 Transparency 45 Summary 46 Exercises 47 Chapter 2 ▪ Types, Expressions, and Variables 53 Values 53 Numeric Values 53 Integers: The int Type 54 Numbers with Decimal Points: The float Type 54 Arithmetic with int Values and float Values 54 int Arithmetic 55 Integer Division 56 Calculating the Remainder with the Modulo Operator: % 57 float Arithmetic 58 float Fractions 59 The Trouble with Fractions on Computers 60 Evaluating Expressions 63 Order of Operations 63 Using Parentheses 65 Variables 65 Predefined Variables: width and height 67 Benefits of Using Variables 72 Creating and Using Our Own Variables 73 Variable Names 74 Variable Types 75 Declaring a Variable 76 Assigning a Value to a Variable 77 Combining Declaration and Initialization 80 Reusing a Variable 80 Type Mismatches 83 Why Not Use Only the float Type? 87 Expressions in Assignment Statements 88
- 13. Contents ◾ ix Using a Variable on the Right-Hand Side of an Assignment Statement 91 Being Careful with Integer Division 95 Reassigning a New Value to a Variable 98 Constants 106 Predefined Constants 106 Defining Our Own Constants 108 Nonnumeric Types 110 Individual Characters: The char Type 110 Multiple Characters: The String Type 114 String Concatenation 116 Summary 118 Exercises 119 Chapter 3 ▪ More about Using Processing’s Built-In Functions 125 More about Console Output: The print()and println() Functions 125 Displaying Multiple Items to the Console 126 Graphical Text in Processing 127 The text()Function 128 The textsize() Function 128 The textAlign()Function 129 Matching the Type of an Argument to the Type of a Parameter 130 Two Kinds of Functions 132 void Functions 132 Functions That Return a Value 134 Determining a Function’s Return Type Using Processing’s Reference 137 Example: Calculating a Hypotenuse with the sqrt()Function 138 The pow()Function 140 Calculating the Area of a Square Using the pow()Function 141 Calculating the Hypotenuse with the pow()Function 144 The random()Function 145 The round() Function 146 Using the round() Function 147 More Conversion Functions: int() and float() 147 int() and random() Example: Choosing a Random Integer to Simulate Rolling a Die 148 int() and random() Example: Random Side Length for a Square 149
- 14. x ◾ Contents Example: Randomly Choosing a Pixel Location for a Circle 152 Random Color 156 The float() Function 158 Using the float() Function: Dividing Two int Variables Accurately 159 Converting to Nonnumeric Types: The char() and str() Functions 162 The char() Function 162 The str() Function 163 Simulating an Analog Thermometer 164 Special Functions for Input and Output with Dialog Boxes 167 Input Using a Dialog Box: The showInputDialog()Function 168 Inputting an int or float() Value 170 Output Using a Dialog Box: The showMessageDialog()Function 172 Interactive Example: Drawing an Angle 174 Summary 177 Exercises 178 Chapter 4 ▪ Conditional Programming with if 187 Recipe Analogy 187 The Basic if Statement 188 Basic if Statement Example: Rolling a Die Game 189 Caution: No Semicolon at the End of the First Line of an if Statement 191 Checking Equality: int Values 192 Basic if Statement: A Graphical Example 193 The if–else Statement 196 Using the if-else Statement: Classifying Ages 199 Using the if-else Statement: A Graphical Example 200 The if-else-if-else Statement 202 Rock–Paper–Scissors Example: if-else-if-else 203 Using the if-else-if-else Statement: A Graphical Example 209 Using the if-else-if-else Statement: Updating the Thermometer Example 211 Using the if-else-if-else Statement: Types of Angles 217 Logical Operations: AND ( ), OR (| |) 220 Using Logical AND ( ) : Rolling Two Dice 220 Using Logical OR (| |) : Rolling a Die 222 Logical OR (| |) Example: Rolling Two Dice 223
- 15. Contents ◾ xi Nested if Statements 225 Using Nested if Statements: Classifying Ages 226 boolean Variables 229 Using a boolean Variable to Store a Condition 230 The switch Statement 235 Using the switch Statement: Revisiting the Rock–Paper–Scissors Example 235 Combining switch Cases: Rolling a One or a Six 239 Another switch Statement Example: Days of the Month 240 Checking Equality: float Values 243 Checking Equality: String Objects 243 The equals() Method of a String Object 246 Summary 247 Exercises 248 Chapter 5 ▪ Repetition with a Loop: The while Statement 255 Repetition as Long as a Certain Condition Is True 255 Repetition with the while Statement 256 Using the while Statement: Rolling a Die Repeatedly 256 Avoiding Infinite Loops 262 Watch Out for the Extra Semicolon! 263 Using the while Statement: A Graphical Example 264 Using the while Statement: Gift Card Simulation 273 Using the while Statement: A Counting Loop to Draw Concentric Circles 279 Commenting/Uncommenting 284 Using the while Statement: An Interactive Guessing Game 284 The Logical NOT (!) Operator 291 Using Logical NOT (!) With a while Loop’s Stop Condition 291 Repeating With the do-while Statement 293 Summary 296 Exercises 296 Chapter 6 ▪ Creating Counting Loops Using the for Statement 301 Uses of a Counting Loop 301 Requirements of a Counting Loop 301 Creating a Counting Loop with a while Statement 302 Creating a Counting Loop with a for Statement 305
- 16. xii ◾ Contents Tracing the Action of the for Statement 307 Caution: Only Two Semicolons! 310 Avoiding Infinite Loops 310 Incrementing and Decrementing the for Loop Counter Variable 311 Using Equals in the Loop Condition 313 Repeating Actions with a Counting Loop 314 Scope of the for Statement’s Counting Variable 316 Counting through a Sequence with a for Statement: Grayscale Example 318 Counting through a Sequence with a for Statement: Revisiting an Example 321 Performing Actions a Specified Number of Times with a for Statement: Coin Flip Simulation Example 324 Performing Actions a Specified Number of Times with a for Statement: Starry Night Example 329 Counting Through a Sequence with a for Statement: Calculating a Factorial 332 Nested for Loops 338 Nested for Statements and Pixels: A Graphical Example 341 Summary 346 Exercises 346 Chapter 7 ▪ Creating void Functions 355 void Functions 355 Active Mode: Introducing the setup() Function 356 A Closer Look at the setup() Function 358 Creating Our Own void Function 360 Graphical Example of a void Function 366 Reusing a Function 374 Function Parameters and Arguments 378 Example: Adding a Parameter to a Function 379 Supplying an Argument to a Function 381 Adding Multiple Parameters to a Function 385 Other Special void Functions in Processing 390 A Special void Function: The draw() Function 391 The draw() Function: A Graphical Example 394 Animating the Balloon with the draw() Function 396 Special void Functions in Processing Related to the Mouse and Keyboard 399
- 17. Contents ◾ xiii Summary 401 Exercises 402 Chapter 8 ▪ Creating Functions That Return a Value 409 (Non-void) Functions 409 Creating Our Own Function That Returns a Value 411 Multiple Function Calls 418 Adding a Parameter to a Function That Returns a Value 420 Revisiting the Right Triangle Example 427 Multiple Functions in the Same Program 434 Another Example: Rounding to Decimal Places 441 Summary 447 Exercises 448 Chapter 9 ▪ Arrays 453 About Arrays 453 Declaring an Array 455 Initializing an Array with Specific Values 456 Displaying an Array: The printArray() Function 458 Accessing an Array Element 458 Storing a Value in an Array 459 Processing an Array 460 Choosing Loop Conditions Carefully When Processing an Array 464 The length Property of an Array 465 Processing an Array: Calculating the Average Temperature 472 Graphical Example: Graphing an Array 480 Declaring and Creating an Array with the new Operator 485 Yahtzee Example: Filling an Array with Random Numbers 488 Shorter Loop Counter Variable Names 492 Increment (++) and Decrement (--) Operators 493 Interactive Example: Inputting Names 494 Searching an Array: Linear Search 497 Summary 501 Exercises 502
- 18. xiv ◾ Contents Chapter 10 ▪ Introduction to Objects 505 Understanding an Object 505 Defining a New Type of Object By Creating a New Class 506 Instantiating an Object 509 Setting Attributes 511 Using Methods 512 Defining a Constructor 513 Multiple Objects 518 Interacting with Objects 520 Arrays of Objects 527 Object-Oriented Programming (OOP) 529 Summary 529 Exercises 530 INDEX, 533
- 19. xv Foreword In the summer of 2008, I was invited to present at an NSF-sponsored CPATH workshop at La Salle University in Philadelphia. The title of the workshop was Revitalizing Computer Science Education through the Science of Digital Media. My first book on Processing had been recently published, and my talk introduced the Processing language and environ- ment. I also discussed my own journey from painter to coder. One workshop attendee seemed especially animated during my talk, and his enthusiasm led to a very lively group discussion. This was my first encounter with Jeff Nyhoff. Jeff like me is a hybrid, with a background in the arts (theater) and computing. Clearly, what excited Jeff during my talk was discovering another kindred spirit; at the time there were far less of us in academia (at least out in the open). Jeff and I are both fascinated by the connections we see between coding and arts practice; this intersection is now com- monly referred to as “creative coding.” Rather than seeing two radically disparate dis- ciplines—sometimes generalized as extreme opposite, bifurcated left and right brain activities—we see a beautiful integration. But we also understand most (and probably far saner) people won’t come to this conclusion on their own. Thus, we both work to spread the creative coding gospel, which has led to our common mission, and the ultimate purpose of this wonderful new book: radically change how computing is taught. I’m not sure if the workshop was Jeff’s initial exposure to Processing, but he instantly recognized its elegance and ultimate usefulness, especially for introductory computing education—something that its originators, Ben Fry and Casey Reas, didn’t really consider outside of the arts context. Jeff and I remained in email contact after the workshop, and a few years later, at the annual computer science educators’ conference (SIGCSE), we met again in person. It was there, wandering around the SIGCSE book publishers’ exhibit, that I met Larry Nyhoff, Jeff’s father. Larry was warm, cordial, and humble, and at first I didn’t realize Jeff and Larry’s professional connection beyond father and son. Through Jeff, Larry knew of me and my work, and too seemed excited by the possibilities Processing offered for the classroom. I left that encounter clueless that I had been speaking to a true computing educator legend. Learning more about Larry gave me much greater insight into how Jeff, the theater major, became a computer science professor. Larry taught computer science for over 40 years at Calvin College and is the author or co-author of over 30 books, spanning many facets of computer science, as well as related (and seemingly unrelated) disciplines. Larry’s books teach numerous programming languages and the aggregate of his publishing efforts
- 20. xvi ◾ Foreword literally represents the history of modern computing education. The Processing literature has gotten a lot more respectable thanks to Larry’s participation. Jeff and Larry are deeply committed educators who have been willing to bring a critical, albeit loving, eye to their own discipline, especially around issues of programming peda- gogy. I remember receiving many impassioned emails from Jeff discussing his excitement about Processing and CS pedagogy, but also his frustration with the established CS com- munity’s initial hesitancy adopting Processing and ultimately embracing change. It was inspiring for me to find someone so committed to helping students, literally all students, learn to code. This is why I was especially excited to learn Jeff and Larry were writing their own book on Processing. The Nyhoffs’ book arrives as Processing enters a very stable and mature form. This was certainly not the case for me when I began my book, back in 2004 when Processing was still a messy work in progress. Processing 3 is now a very stable, professional-grade code library and programming environment that is perfectly suited for use within the CS class- room and beyond. Yet, in spite of Processing’s success and growing mainstream aware- ness, there are still very few Processing books designed specifically for the CS classroom. Processing’s legacy is the arts and design community, and most of the existing Processing literature supports this population. The book Creative Coding and Generative Art 2, of which I am a co-author, was designed for the CS classroom, with a concentration on visual and graphic examples. This approach works well for some populations, but not all. And this is where Jeff and Larry’s book comes to the rescue. The Nyhoffs’ new book directly targets the CS classroom in a way that no other Processing book does. The other books, including my own, unabashedly depart from tra- ditional text-based examples found in almost all other introductory programming texts. In our defense, initiating change sometimes requires a small revolution. However, Jeff and Larry present a much less reactionary approach, integrating many of the wonderful things about Processing with traditional approaches that have worked well in CS pedagogy. Not only is their approach sensible and efficient, it’s also likely to offer greater comfort to exist- ing CS instructors (who perhaps don’t have degrees in theater or painting). It is this effort of considerate integration—of the old tried and true and new and improved—that I believe has the greatest chance of tipping the balance for Processing’s use in the computing classroom. Ira Greenberg Dallas, Texas
- 21. xvii Preface: Why We Wrote This Book and For Whom It Is Written This book is based on our belief that Processing is an excellent language for beginners to learn the fundamentals of computer programming. What Is Processing? Processing was originally developed in 2001 at the MIT Media Lab by two graduate stu- dents, Ben Fry and Casey Reas, who wanted to make it simpler to use computer pro- gramming to produce visual art. Fry and Reas have since been joined by a community of developers who have continued to update and improve Processing. As an open-source software project, Processing is free for anyone to download, and versions are available for Windows, MacOS, and Linux computers. Because Processing is based on Java, Processing is quite powerful. For example, if you explore such websites as https://processing.org and https://www.openprocessing.org, you’ll see a wide variety of works that have been created using Processing: drawings, interactive art, scientific simulations, computer games, music videos, data visualizations, and much more. Some of these creations are remarkably complex. Because Processing is based on Java, it has many similarities to Java. However, Processing is much easier to learn than Java. In fact, we believe that Processing might well be the best language currently available for teaching the basics of computer programming to beginners. Why Not Java? One of the most important features of Processing is that it enables us to begin the process of learning to program by building our programs out of simple statements and functions. Unlike strictly object-oriented languages such as Java, Processing does not require us to start with the more complex concepts and structures of “objects.” This makes for what we believe is a much gentler introduction to programming. At the same time, because Processing is based on Java, we have the full capability to move on to object-oriented
- 22. xviii ◾ Preface: Why We Wrote This Book and For Whom It Is Written programming whenever we are ready to do so. In fact, this book includes a basic introduc- tion to objects.* At the same time, because Processing is based on Java, it is usually very similar (and often identical) to Java in terms of much of its syntax and many of its structures, at least in regard to the topics typically covered in an introductory programming course. Thus, we have found that students proceed very smoothly from programming in Processing in a first course to programming in Java in a second course. In general, Processing’s syntax and structures carry over readily to the learning of such programming languages as Java, C++, C#, and JavaScript, should you wish to learn any of these programming languages after learning Processing. What about Python? Python is becoming increasingly popular as an introductory programming language. However, Python often uses syntax and structures that are somewhat untraditional in comparison with other programming languages that a student might also wish to learn. We have also found that the dynamic typing of variables in languages like Python is actually easier for students to understand after they have learned the static typing of vari- ables in a language like Processing.† Why This Book? There are a number of very good books about Processing that have already been written. However, many of them seem to us to be geared first and foremost toward the creation of visual art. Processing certainly provides powerful capabilities for doing this, yet the sophistication of such impressive digital art sometimes comes at the cost of increased com- plexity in the code, potentially confusing a beginning programmer. In this book, we focus on using Processing as a language to teach the basics of pro- gramming to beginners who may have any of a variety of reasons for wanting to learn to program. Thus, we do not attempt to do a wide survey of Processing’s vast capabilities for graphical and interactive works. Rather, we use its capabilities for graphics and inter- activity in order to create examples that we hope you will find to be simple, illustrative, interesting, and perhaps even fun. If your goal in learning to program is to create digital art, we believe that the foundation this book provides is an excellent place for you to begin and will prepare you well for other Processing books that are more oriented toward digital art. However, if you are seeking to learn to program for reasons other than the creation of digital art, rest assured that this book has also been written with you in mind. It might seem surprising to some that a book about such a graphics-oriented program- ming language as Processing includes many examples that use numbers or text as the primary output. However, these are used for a variety of reasons. First, numerical and textual examples are sometimes easier to understand than graphical ones. Second, most * Chapter 10 introduces objects. † Processing does have a Python mode, Processing.py, for those who would like to learn to program in Python through Processing. There is also P5.js, a JavaScript “interpretation” of Processing.
- 23. Preface: Why We Wrote This Book and For Whom It Is Written ◾ xix graphical programs in Processing have a numerical basis that is often easier to understand in the form of text and numerical output. Third, some readers are likely to be learning to program for the purpose of being able to process numerical information (e.g., if they are interested in math, science, or business) and/or to process data that is likely to include tex- tual information. Fourth, we hope that a combination of simple graphical examples with simple examples that use numbers and/or text will appeal to a broader range of learners. In our own experience, it is sometimes a visual example that first connects with a student, but at other times, it is a numerical and/or textual example that a student finds to be more illustrative. In still other cases, it might be a combination of these types of examples that successfully connects with a student. We have followed what might be said to be a fairly traditional sequence of topics, one that wehavefoundtoworkwellforintroducingprogramming.Also,wehopethatsuchasequence might seem comfortably familiar to instructors and to students who have undertaken some computer programming before. We have tried to introduce the key computer science con- cepts associated with introductory programming without going into such detail that risks being overwhelming. Supplementary materials will be available to instructors looking to introduce even more computer science concepts associated with the topics (e.g., in a “CS1” course). Processing’s capabilities for animation and interactivity are not explored extensively in this book and are not touched upon until Chapter 7. However, additional examples using animation and interactivity are available for instructors who wish to provide more cover- age of these features and introduce them earlier. In addition, several online chapters are provided that introduce slightly more advanced topics in Processing, such as two-dimen- sional arrays, manipulation of strings, and file input and output (processingnyhoff.com). Additional exercises for most of the chapters are also available. Throughout the writing of this text, one of our primary concerns has been the pace of the material. Some might find it to be slower in comparison with most programming texts. However, in our experience, it can be easy to forget just how gradual a process is required for most beginners to learn to program. Our pace in this book is based on our experiences in teaching programming to a wide variety of beginners in a classroom. No prior program- ming experience is expected. We hope that you will find the pace of this book to be a good match to the rate at which you learn as well. It is our hope that this text will be useful to students and instructors in a first programming class, but we have tried to write this book in such a way that it will also be useful to persons teaching themselves to program.
- 25. xxi Acknowledgments Many thanks to Randi Cohen at CRC Press/Taylor Francis Group for her support of this book and her expert guidance throughout the writing process. Thanks also to Todd Perry at CRC Press/Taylor Francis Group and Michelle van Kampen and her colleagues at Deanta Publishing Services for their production work on the editing, layout, and typesetting of this text and for their advice during our proofreading. Thanks to Ira Greenberg for his Foreword and for his encouraging influence. It was one of his demonstrations of Processing that first convinced us of the enormous instructional potential of this programming language. Thanks to the reviewers, who provided such helpful feedback in response to drafts of this book. Thanks to faculty colleagues at Trinity for their encouragement and to the many Trinity students who have served as test subjects for most of the material in this book. Thanks to our families and friends for supporting us in this venture. Thanks to God for all blessings, including the opportunity to write this book.
- 27. xxiii Introduction: Welcome to Computer Programming Congratulations on your decision to try computer programming! Why Learn to Program? It may be that programming a computer is something that you aren’t sure you are able to do or even want to be able to do. If so, then we hope that this book changes your mind by provid- ing you with a friendly, straightforward, and solid introduction to computer programming. Being a computer “user” once meant writing programs for the computer. However, the emergence of personal computers beginning in the late 1970s was accompanied by a growth in the availability of “application” software, such as word processors and spread- sheet programs. Such software is written for “end users,” who do not need to be computer programmers. Thus, the concept of a computer user as a programmer gradually shifted to that of someone who uses software written by others. However, there are still some very good reasons for learning about computer program- ming in the current era of computing. • Learning computer programming teaches you about what software really is. Computer software programs may seem complicated and mysterious. However, as you gain experience with simpler examples of computer software, you will start to understand the fundamental nature of computer software. This is important knowl- edge, given that more and more areas of our lives are affected by computer software. • Learning computer programming gives insight into what a programmer does. Someday, you may find yourself working on a team that includes a computer pro- grammer. Knowing something about what is involved in programming is likely to help you communicate and collaborate better with programmers. • Instead of changing to fit the software, you can design how the software works. When we use software that other people have written, we are often forced to adapt our ways of thinking and working to the way that the software has been designed. In contrast, when you write your own software, you get to decide what the software does and how it works.
- 28. xxiv ◾ Introduction: Welcome to Computer Programming • You cannot always count on someone else to create your software. Computer software is needed by so many people and in so many ways that there can never be enough people with programming abilities to develop all the software that users would like to have. Thus, knowing enough about computer programming to create or customize software may help you to provide software that you or others need and would not otherwise be available. • Even a little knowledge of computer programming is better than none at all. Many people have no experience at all with programming. Thus, having even a little knowl- edge of computer programming puts you a step ahead in terms of understanding computing. • Computer programming might already be, or turn out to be, something that you need to learn. Many areas of study and careers are enriched by a basic knowl- edge of computer programming, and a growing number are starting to require it. Traditionally, programming has paired well with math, science, and business. But in the present era, interests and skills in arts and media also are excellent pairings with computer programming. Today, computer programs are used to solve a very wide range of problems and serve a wide variety of purposes in nearly every area of human society. • Computer programming is a creative activity. Computer programs are often used to solve problems, but computer programming is also a creative activity. Thus, you might find yourself writing a program as a means of expressing yourself or simply out of an urge to create something new. More and more artists and designers are learning to program, especially those who work in electronic media. • Computer programming might turn out to be something that you are good at and enjoy doing. You will never know this without giving programming a try! These are just a few of the many good reasons for learning about computer programming. What Is Programming? Consider a “program” that you might be given at a band, orchestra, or choir concert. This program simply lists the order in which the musical numbers are performed. This notion of putting things in a certain sequence is one of the fundamental concepts of computer programming. Another useful analogy is that of a recipe, where certain actions with various ingredi- ents are performed in a certain order to achieve a certain result. A computer program is much like a recipe, involving the performance of a specific sequence of actions using cer- tain “ingredients” (items of information) for the purpose of producing certain desired results. In computing, such a recipe is also known as an algorithm.
- 29. Introduction: Welcome to Computer Programming ◾ xxv A Tour of Processing We will give a more detailed introduction to Processing in the first chapter, but let’s start here with a brief tour of Processing that will give you a little taste of what it’s like and where we’re headed in this book. Do not worry if you do not understand all the details that are presented in this tour; everything in this introduction will be explained more fully in the coming chapters. Processing is an open-source project. It can be downloaded for free from https://processing.org and is available for Windows, Mac, and Linux computers.* When you open Processing, what you see is Processing’s integrated development envi- ronment or IDE: An IDE is simply a software environment in which you can develop and test programs. Compared with most IDEs, the Processing IDE is much simpler to use. Officially, the Processing IDE is known as the “Processing development environment” or PDE. Here in the PDE, you can enter programs and have Processing execute them. “Hello, World!” Example It is traditional in computer programming to begin with a program that simply displays the words “Hello, World!” Let’s create such a program in Processing. In the Text Editor section of the Processing window, * As of this writing, the latest official release is version 3.3.
- 30. Another Random Scribd Document with Unrelated Content
- 31. discovered the crouching savages, they fled precipitately to their boat and escaped, leaving one of their number, George Cassen, a prisoner. Him the Indians compelled to show the direction taken by Smith, after which he was put to death in a barbarous manner. Smith's party was overtaken among the Chickahominy swamps or slashes, as they are called in Virginia, Robinson and Emry were killed and Smith himself captured, but only after a terrible resistance. He fought like a lion at bay, tied one of the Indian guides to his left arm for a shield, killed three Indians, wounded several others and would have escaped had he not stepped backward into a deep quagmire. He now surrendered to the Indian sachem Ope-chan-ca-nough, who conducted him in triumph through the Indian villages on the Potomac and the Rappahannock, thence to his own town, Pamunkey. At this place the medicine men practiced incantations and ceremonies for the space of three days, hoping to obtain some insight into the mysterious character and designs of the captive in order to determine his fate. By this time Smith had so overawed his captors that they feared to inflict the death penalty without the concurrence of their great werowance, Powhatan. Accordingly he was conveyed to We-ro-wo-co-mo-co, the favorite home of this chieftain of the chiefs, on the York river, a few miles from the historic field of Yorktown. Arriving at We-ro-wo-co-mo-co, Captain Smith was detained near the town until preparations had been made to receive him in state. When Powhatan and his train had time to array themselves in all their greatest braveries the noted prisoner was admitted to the great chief's presence. Powhatan looked every inch a king as he sat on a kind of throne in the longhouse, covered with a robe of raccoon skin, and with a coronet of immense gaily colored plumes on his head. His two favorite daughters sat on right and left while files of warriors and women of rank, his favorite wives or sisters, were ranged around the hall. On Smith's entrance into the hall of state a great shout arose from those present. At a signal a handsome Indian woman, perhaps a sister of the great chief, whom Smith styles the Queen of Appamatuck, brought water in a copper basin to wash the prisoner's hands, while her companion presented a bunch of feathers with which to dry them.
- 32. Powhatan now proceeded to question Smith closely as to where he was from, where he was going, what brought the whites to his country, what were their intentions, what kind of a country they lived in and how many warriors they had. No doubt the captain was equal to the occasion, but it is quite probable that the grim old savage regarded him as a liar. Again quoting Smith, A long consultation was held, but the conclusion was, two great stones were brought before Powhatan, then as many savages as could, layd hands on him, dragged him to them and thereon layd his head, in position to be crushed with a war club. A stalwart warrior was appointed executioner. The signal was given, the grim executioner raised his heavy war club and another moment had decided the fate both of the illustrious captive and his colony. But that uplifted bludgeon was not destined to fall upon the head of Smith. Matoaka, or Pocahontas, the eldest daughter of Powhatan, sprang from her seat, and rushing between the big warrior and his intended victim, she clasped his head in her arms and laid her own upon his to save him from death. She held on with the resolution of despair until her father, yielding to her frantic appeals, lifted them up and ordered Smith to be released. The Emperor was contented; he should live to make him hatchets (like the one Newport had presented) and her beads and copper trinkets. Ridpath well says, There is no reason in the world for doubting the truth of this affecting and romantic story, one of the most marvelous and touching in the history of any nation. Bancroft also records the incident as a historical fact and moralizes on it by saying, The gentle feelings of humanity are the same in every race and in every period of life; they bloom, though unconsciously, even in the bosom of a young Indian maiden. The truth of this beautiful story was never doubted until 1866, when the eminent antiquarian, Dr. Charles Deane, of Cambridge, Massachusetts, in reprinting Smith's first book, The True Relation of 1609, pointed out that it contains no reference to this hair-breadth escape. Since then many American historians and scholars have concluded that it never happened at all, and in order to be consistent they have tried to prove that Smith was a blustering braggadocio, which is the very last thing that could in truth be
- 33. said of him. The rescue of a captive doomed to death, by a woman, is not such an unheard-of thing in Indian stories. If the truth of this deliverance be denied, how then did Smith come back to Jamestown loaded with presents when the other three men were killed, George Cassen, in particular, in a most horrible manner? And how is it, supposing Smith's account of it to be false, that Pocahontas afterward frequently came to Jamestown with her attendants bringing baskets of corn and was, next to Smith himself, the salvation of the colony? She was also sent by her father to intercede with Smith for the release of prisoners. The fact is, nobody doubted the story in Smith's life time and he had enemies enough. Pocahontas never visited Jamestown after Smith went to England in October, 1609, until she was kidnapped and taken there in April, 1613, by the infamous Captain Argall, with the aid of Japazaws, the chief sachem of the Patawomekes or Potomacs.
- 37. It is true there is no mention of Pocahontas saving the life of Smith in the True Relation, but it must not be forgotten that it is confessed that the editor came upon his copy at second or third hand; that is, we suppose that it had been copied in MS. He also confesses to selecting what he thought fit to be printed. Can any one doubt, says Eggleston, that the 'True Relation' was carefully revised, not to say corrupted, in the interest of the company and the colony? And, if so, what more natural than that the hostility of so great a chief as Powhatan would be concealed? For the great need of the colony was a fresh supply of colonists. Nothing would have so much tended to check emigration to Virginia (especially women) as a belief that the most powerful neighboring prince was at war with the settlement. But Smith does mention the thrilling incident in his letter to Queen Anne, on behalf of his protege, and rings the changes on it. Said he, Pocahontas, the King's most dear and well-beloved daughter, being but a child of twelve or thirteen years of age, whose compassionate, pitiful heart, of desperate estate, gave me much cause to respect her. . . . For at the minute of my execution she hazarded the beating out of her own brains to save mine; and not only that, but so prevailed with her father that I was safely conducted to Jamestown. The amiable young princess, Pocahontas, became the first Christian convert in Virginia, as well as the first bride, when she married John Rolfe, in 1613. At her baptism she received the name Lady Rebecca, no doubt in allusion to Rebekah, the wife of Isaac, who became the mother of two distinct nations and two manner of people. In 1616 she and her husband went to England. Here the Lady Rebecca received great attentions at court and was entertained by the Bishop of London. Pocahontas remained in England about a year; and when, with her husband and son, she was about to return to Virginia, with her father's counselor, Tomocomo, she was seized with smallpox at Gravesend and died in June,1617, aged twenty-two. It may assist the reader to remember the place by recalling that at Gravesend her beautiful life came to an end and she found a grave under the chancel of the parish church.
- 38. John Rolfe returned to Virginia and became a prominent official of the colony. His son, Thomas Rolfe, was taken to London, where he was brought up by an uncle. When he was a young man he came to Virginia, and, as Lieutenant Rolfe, commanded Fort James, on the Chickahominy. In 1644, when about twenty-six, he petitioned the Governor for permission to visit his great uncle, Ope-chan-ca-nough, and his aunt, Cleopatre, who still lived in the woods on the York river. He married a young lady of England, became a gentleman of note and fortune in Virginia, and some of the most prominent families of that State are descended from him. John Randolph, of Roanoke, was the best known of his descendants and was proud of his Indian blood. His manner of walking and the peculiar brightness of his eyes are said to have shown his origin, and he once said he came of a race who never forgot a kindness or forgave an injury. Randolph was sixth in descent from Pocahontas, through Jane Rolfe, her grand- daughter. And, as John Esten Cook says, the blood of Powhatan mingled with that of his old enemies. Dead for many years, and asleep in his sepulcher at Orapax, the savage old Emperor still spoke in the voice of his great descendant, the orator of Roanoke. The crafty Powhatan, seeing how much superior the English weapons were to his own, determined to possess some of them. Accordingly, after sparing the life of Captain Smith, he told him that they were now friends and that he would presently send him home, and when he arrived at Jamestown he must send him two great guns and a grindstone. He also promised to consider him his son and give him the country of Capahowosick. Smith was shortly afterward sent to Jamestown with twelve guides and arrived safely after seven weeks' captivity. Here he treated his savage guides with great hospitality and showed Rawhunt, their leader, two demi- culverins (long cannon carrying a nine-pound shot) and a millstone to carry to Powhatan. The Indians, however, found them somewhat too heavy. To give them a wholesome fright, Smith caused a cannon to be loaded with stone and fired among the boughs of trees filled with icicles. The effect may easily be imagined.
- 39. Presents of various toys and trinkets were now given the Indians for Powhatan and his family and they went away satisfied. During the same winter Smith visited Powhatan in company with Newport. Attended by a guard of thirty or forty men they sailed as far as We-ro-wo-co-mo-co the first day. Here Newport's courage failed him. But Smith, with twenty men, went on and visited the chief at his town. Powhatan exerted himself to the utmost to give his adopted son a royal entertainment. The warriors shouted for joy to see Smith; orations were addressed to him and a plentiful feast provided to refresh him after his journey. The great sachem received him, reclining upon his bed of mats, his pillow of dressed skin lying beside him with its brilliant embroidery of shells and beads, and his dress consisting chiefly of a handsome fur robe. Along the sides of the house sat twenty comely females, each with her head and shoulders painted red and a great chain of white beads about her neck. Before these sat his chiefest men in like order, and more than fortie platters of fine bread stood in two piles on each side of the door. Foure or five hundred people made a guard behind them for our passage; and Proclamation was made, none upon paine of death to presume to doe us any wrong or discourtesie. With many pretty discourses to renew their old acquaintance, this great king and our captain spent the time, till the ebbe left our barge aground. Then renewing their feast with feates, dauncing and singing, and such like mirth, we quartered that night with Powhatan. The next day Captain Newport came ashore and was received with savage pomp, Smith taking the part of interpreter. Newport presented Powhatan with a boy named Thomas Salvage. In return the chief gave him a servant of his named Namontack, and several days were spent in feasting, dancing and trading, during which time the old sachem manifested so much dignity and so much discretion as to create a high admiration of his talents in the minds of his guests. Newport had brought with him a variety of articles for barter, such as he supposed would command a high price in corn. Not finding the lower class of Indians profitable, as they dealt on a small scale and had but little corn to spare, he was anxious to drive a bargain with Powhatan himself. This, however, the haughty chief affected to decline and despise.
- 40. Captain Newport, said he, it is not agreeable to my greatness to truck in this peddling manner for trifles. I am a great werowance and I esteem you the same. Therefore lay me down all your commodities together; what I like I will take and in return you shall have what I conceive to be a fair value. Newport fell into the trap. He did as requested, contrary to Smith's advice. Powhatan selected the best of his goods and valued his corn so high that Smith says it might as well have been purchased in old Spain. They did not get four bushels, where they expected twenty hogsheads. It was now Smith's turn to try his skill; and he made his experiment not upon the sagacity of Powhatan but upon his simplicity. Picking up a string of large brilliant blue beads he contrived to glance them as if by accident, so that their glint attracted the eye of the chief, who at once became eager to see them. Smith denied having them, then protested he could not sell them as they were made of the same stuff as the sky and only to be worn by the greatest kings on earth. Powhatan immediately became half-mad to own such strange jewels. It ended by Smith securing two or three hundred bushels of corn for a pound or two of blue beads. Having loaded their barges, they floated with the next tide. They also visited Ope-chan-ca-nough before their return and fitted this chief with blue beads on the same terms. On September 10, 1608, Smith was made President of the colony and things had begun to run smoothly when the marplot Newport returned with several wild schemes. He brought with him orders from King James for a coronation of Powhatan as Emperor, together with elaborate presents for the old chief. A more foolish thing was never perpetrated. Smith, with his usual hard sense, protested against it. He well knew that it would tend to increase the haughty chief's notions of his own importance and make it impossible to maintain friendly relations with him. Finding his opposition in vain he insisted on at least trying to get Powhatan to come to Jamestown for the ceremony, and even offered to go himself and extend the invitation to the chief.
- 41. Smith took with him four companions only and went across the woods by land, about twelve miles, to We-ro-wo-co-mo-co. Powhatan was then absent at a distance of twenty or thirty miles. Pocahontas immediately sent for him and he arrived the following day. Smith now delivered his message desiring him to visit his father Newport at Jamestown for the purpose of receiving the newly arrived presents and also concerting a campaign in common against the Monacans. But this proud representative in the American forest of the divine right of kings haughtily replied, If your King has sent me a present, I also am a King and this is my land; eight days I will stay to receive them. Your father is to come to me, not I to him, nor yet to your fort neither will I bite at such a bait; as for the Monacans I can revenge my own injuries. This is the lofty potentate, says a charming writer, whom Smith could have tickled out of his senses with a glass bead and who would have infinitely preferred a big shining copper kettle to the misplaced honor intended to be thrust upon him, but the offer of which puffed him up beyond the reach of negotiation. After some further general conversation Smith returned with his answer. If the mountain would not come to Mahomet, then Mahomet must go to the mountain. The presents were sent by water around to We-ro-wo- co-mo-co and the two captains with a guard of fifty men went by land. Smith describes the ridiculous ceremony of the coronation, the last act of which shows that the old sachem himself saw the size of the joke. The presents were brought him, his basin and ewer, bed and furniture setup, his scarlet cloak and apparel with much adoe put on him, being assured they would not hurt him. But a foule trouble there was to make him kneel to receive his crown; he not knowing the majesty, nor wearing of a crown, nor bending of the knee, endured so many persuasions, examples and instructions as tyred them all. At last by bearing hard on his shoulders, he a little stooped, and three having the crown in their hands, put it on his head, when by the warning of a pistoll the boats were prepared with such a volly of shot, that the king started up in a horrible feare, till he saw all was well. Then, remembering himself, to congratulate their kindness, he gave his old shoes (moccasins) and his mantell (of raccoon skins) to Captain Newport. The mountain labored and brought forth a mouse.
- 42. Little was heard of Powhatan for some time after this, except occasionally through the medium of some of his tribes, who refused to trade with the English in consequence of his orders to that effect. He had evidently become jealous, but appearances were still kept up, and in December, 1608, the Emperor (for he is now one of the crowned heads) invited the captain to visit him. He wanted his assistance in building a house, and if he would bring with him a grindstone, fifty swords, a few muskets, a cock and hen, with a quantity of beads and copper, he might depend upon getting a ship load of corn. Smith accepted the invitation and set off with a pinnace and two barges manned by forty-six volunteers. It was on this occasion that a severe storm drove Smith and his men to seek shelter and spend Christmas with friendly Indians, where they enjoyed the good cheer and hospitality mentioned elsewhere in this narrative. They reached We-ro-wo-co-mo-co January 12, quartered without much ceremony at the first house they found, and sent to Powhatan for a supply of provisions. The wily old chief furnished them with plenty of bread, venison and turkeys, but pretended not to have sent for them at all. In reply Smith asked if he had forgotten his own invitation thus suddenly, and then produced the messengers who had carried it, and who happened to be near at hand. Powhatan affected to regard the whole affair as a mere joke and laughed heartily. Smith reproached him with deceit and hostility. The chief replied by wordy evasions and seemed very indifferent about his new house. He demanded guns and swords in exchange for corn, which Smith, of course, refused. By this time the captain was provoked and gave the chief to understand that necessity might force him to use disagreeable expedients in relieving his own wants and the need of the colony. Powhatan listened to this declaration with cool gravity and replied with corresponding frankness. Said he, I will spare you what I can and that within two days. But, Captain Smith, I have some doubts as to your object in this visit. I am informed that you wish to conquer more than to trade, and at all events you know my people must be afraid to come near you with their corn so long as you go armed and with such a retinue. Lay aside your weapons then. Here they are needless. We are all friends, all Powhatans. The information here alluded
- 43. to was probably gained from the two Dutchmen who had deserted the colony and gone among the Indians. A great contest of ingenuity now ensued between the Englishman and the savage, the latter endeavoring to temporize only for the purpose of putting Smith and his men off their guard. He especially insisted on the propriety of laying aside their arms. Captain Smith, he continued, I am old and I know well the difference between peace and war. I wish to live quietly with you and I wish the same for my successors. Now, rumors which reach me on all hands make me uneasy. What do you expect to gain by destroying us who provide you with food? And what can you get by war if we escape you and hide our provisions in the woods? We are unarmed, too, you see. Do you believe me such a fool as not to prefer eating good meat, sleeping quietly with my wives and children, laughing and making merry with you, having copper and hatchets and anything else—as your friend—to flying from you as your enemy, lying cold in the woods, eating acorns and roots, and being so hunted by you meanwhile that if but a twig break, my men will cry out, 'There comes Captain Smith.' Let us be friends, then. Do not invade us with such an armed force. Lay aside these arms. But Smith was proof against this eloquence, which, it will be conceded, was of a high order. Believing the chief's purpose was to disarm the English and then massacre them, he ordered the ice broken and the pinnace brought nearer shore. More men were then landed preparatory to an attack. The white man and the Indian were well matched in general intelligence, insight into character and craftiness. No diplomacy inferior to that of the Indian Emperor could have so long retained the upper hand of Smith. No leader of less courage and resources than John Smith could so long have maintained a starving colony in the hostile dominions of the great Powhatan. While waiting until the re-enforcements could land. Smith tried to keep Powhatan engaged in a lengthy conversation. But the Indian outwitted him. Leaving three of his handsomest and most entertaining wives to
- 44. occupy Smith's attention, Powhatan slipped through the rear of his bark dwelling and escaped, while his warriors surrounded the house. When Smith discovered the danger he rushed boldly out. Flourishing his sword and firing his pistol at the nearest savage he escaped to the river, where his men had just landed. The English had already traded a copper kettle to Powhatan for eighty bushels of corn. This was now delivered, and with loaded muskets they forced the Indians to fill the boat. By the time this was done night had come on, but the loaded vessel could not be moved until high tide. Smith and his men must remain ashore until morning. Powhatan and his warriors plotted to attack them while at their supper. Once again Pocahontas saved Smith. Slipping into the camp she hurriedly warned him of his danger and revealed the whole plot. The captain offered her handsome presents and rewards, but with tears in her eyes she refused them all, saying it would cost her her life to be seen to have them.
- 48. Presently ten lusty warriors came bearing a hot supper for the English and urging them to eat. But Smith compelled the waiters first to taste their own food as an assurance against poison. He then sent them back to tell Powhatan the English were ready for him. No one was permitted to sleep that night, but all were ordered to be ready to fight any moment, as large numbers of Indians could be seen lurking around. Their vigilance saved them, and with the high tide of the morning the homeward trip was commenced. Such benefits resulted from the marriage of Rolfe and Pocahontas that Governor Dale piously ascribed it to the divine approval resting on the conversion of the heathen, and reflecting that another daughter of Powhatan would form an additional pledge of peace, sent Ralph Hamer and the interpreter, Thomas Savage, to Powhatan to procure a second daughter for himself. They found the aged chief at Matchcat, further up the river than We-ro- wo-co-mo-co, and after a pipe of tobacco had been passed around Powhatan inquired anxiously about his daughter's welfare, her marriage, his unknown son, and how they liked, lived and loved together. Hamer answered that they lived civilly and lovingly together, and that his daughter was so well content that she would not change her life to return and live with him, whereat he laughed heartily and said he was very glad of it. Powhatan now asked the particular cause of Mr. Hamer's visit. On being told it was private, the Emperor ordered the room cleared of all except the inevitable pair of queens, who sat on either side of the monarch. Hamer began by saying that he was the bearer of a number of presents from Governor Dale, consisting of coffee, beads, combs, fish hooks and knives, and a promise of the much-talked-of grindstone whenever Powhatan would send for it. He then added that the Governor, hearing of the fame of the Emperor's youngest daughter, was desirous of making her his nearest companion and wife. He conceived there could not be a finer bond of
- 49. union between the two people than such a connection; and, besides, Pocahontas was exceedingly anxious for her sister's companionship at Jamestown. He hoped that Powhatan would at least suffer her to visit the colony when he should return. Powhatan more than once came very near interrupting the delivery of this message. But he controlled himself, and when Hamer had finished, the Emperor gracefully acknowledged the compliment, but protested that his daughter had been three days married to a certain young chief. To this the brazen Hamer replied that this was nothing; that the groom would readily relinquish her for the ample presents which Governor Dale would make, and further that a prince of his greatness might easily exert his authority to reclaim his daughter on some pretext. To this base proposition the old sachem made an answer of which the nobility and purity might have put to shame the unscrupulous Hamer. He confessed that he loved his daughter as his life and though he had many children he delighted in her most of all. He could not live without seeing her every day and that would be impossible if she went among the colonists, for he had resolved upon no account to put himself in their power or to visit them. He desired no other pledge of friendship than the one already existing in the marriage of his Pocahontas, unless she should die, in which case he would give up another child. He concluded with the following pathetic eloquence: I hold it not a brotherly part for your King to endeavor to bereave me of my two darling children at once. Give him to understand that if he had no pledge at all, he need not distrust any injury from me or my people. There has already been too much of blood and war; too many of my people and of his have already fallen in our strife, and by my occasion there shall never be any more. I, who have power to perform it, have said it; no, not though I should have just occasion offered, for I am now grown old and would gladly end my few remaining days in peace and quiet. Even if the English should offer me injury, I would not resent it. My country is large enough and I would remove myself further from you. I hope this will give satisfaction to my brother, he can not have my daughter. If he is not satisfied, I will move three days' journey from him and never see Englishmen more. His speech was ended. The barbarian's hall of state was silent. The council fire unreplenished had burned low during the interview and the
- 50. great crackling logs lay reduced to a dull heap of embers—fit symbol of the aged chieftain who had just spoken. As Mason well says, Call him a savage, but remember that his shining love for his daughter only throws into darker shadow the infamous proposition of the civilized Englishman to tear away the three days' bride from the arms of her Indian lover and give her to a man who had already a wife in England. Call him a barbarian, but forget not that when his enemies hungered he gave them food. When his people were robbed, whipped and imprisoned by the invaders of his country, he had only retaliated and had never failed to buy the peace to which he was entitled without money and without price. Call him a heathen, but do not deny that when he said that, if the English should do him an injury, he would not resent it but only move further from them, he more nearly followed the rule of the Master, of whom he was ignorant, than did the faithless, pilfering adventurers at the fort, who rolled their eyes heavenward and called themselves Christians. No candid person can read the history of this famous Indian with an attentive consideration of the circumstances under which he was placed without forming a high estimate of his character as a warrior, statesman and a patriot. His deficiencies were those of education and not of genius. His faults were those of the people whom he governed and of the period in which he lived. His great talents, on the other hand, were his own and these are acknowledged even by those historians who still regard him with prejudice. Smith calls him a prince of excellent sense and parts, and a great master of all the savage arts of government and policy. He died in 1618, just one year after the untimely death of Pocahontas, full of years and satiated with fightings, and the delights of savage life. He is a prominent character in the early history of our country and well does he deserve it. In his prime he was as ambitious as Julius Cæsar and not less successful, considering his surroundings. He and Pocahontas were the real F. F. V.'s, for, beyond controversy, they were of the First Families of Virginia.
- 52. CHAPTER III MASSASOIT. THE FRIEND OF THE PURITANS. Welcome, Englishmen! A terrific peal of thunder from a cloudless sky would not have astonished the Plymouth Fathers as did these startling words. It was March 16, 1621, a remarkably pleasant day, and they had assembled in town meeting to plan and discuss ways and means for the best interests of the colony. So engrossed were they with the matter under consideration they did not notice the approach of a solitary Indian as he stalked boldly through the street of this village until he advanced towards the astonished group, and with hand outstretched in a friendly gesture and with perfectly intelligible English addressed them with the words, Welcome, Englishmen! The astonished settlers started to their feet and grasped their ever ready weapons. But reassured by his friendly gestures and hearty repetition of the familiar English phrase in which only kindness lurked, the settlers cordially returned his greeting and reciprocated his welcome, which is the only one the Pilgrims ever received. He who would have friends must show himself friendly. This their dusky guest had done and it paved the way for a pleasant interview, which resulted in mutual good. Knowing that the way to the heart lies through the stomach, they at once gave their visitor strong water, biscuit, butter, cheese and some pudding, with a piece of mallard. The heart of the savage was gained: the taciturnity characteristic of his race gave way and he imparted valuable information, much of it pertaining to things they had long desired to know. They ascertained that his name was Samoset, that he was a subordinate chief of the Wampanoag tribe, and his hunting-grounds were near the island of Monhegan, which is at the mouth of Penobscot Bay. With a strong wind it was but a day's sail eastward, but it required five days to make the journey by land. This was a noted fishing
- 53. place and he had learned something of the English language from crews of fishing vessels which frequented his coast. He told them the country in their vicinity was called Pawtuxet; that four years previous a terrible pestilence had swept off the tribes that inhabited the district, so that none remained to claim the soil. He also informed them that a powerful sachem named Massasoit was their nearest neighbor. He lived about Montaup (afterward corrupted by the English into Mount Hope), and was chief of the Wampanoag tribe as well as head sachem of the Pokanoket confederacy of thirty tribes. Massasoit, he said, was disposed to be friendly. But another tribe, called the Nausets, were greatly incensed against the English, and with just cause. Samoset was able to define this cause, which also served to explain the fierce attack the Pilgrims received from the savages in their memorable First Encounter. It seems that a captain by the name of Hunt who had been left in charge of a vessel by Captain John Smith, while exploring the coast of New England in 1614, had exasperated the Indians beyond endurance. Captain Smith thus records this infamous crime in his Generale Historie of New England. He (Hunt) betraied foure and twentie of these poore salvages aboord his ship, and most dishonestly and inhumanely for their kind usage of me and all our men, carried them with him to Maligo, and there for a little private gaine sold those silly salvages for Rials of eight; but this vilde act kept him ever after from any more emploiement to these parts. Samoset had heard from his red brothers all about this kidnapping, as well as the attack on the Pilgrims in revenge for it. The sequel of Hunt's outrageous crime is quite interesting. He sold his victims, as we have seen, at Malaga, for eighty pounds each, but some of them, including an Indian by the name of Squanto, were ransomed and liberated by the monks of that island. Squanto now went first to Cornhill, England, afterward to London. Here he acquired some knowledge of the English language and obtained the friendship and sympathy of Mr. John Slaney, a merchant of that city, who protected him and determined to send the poor exile back to his native land.
- 54. About this time (1619) Sir F. Gorges was preparing to send a ship to New England under the command of Captain Thomas Dermer, and it was arranged for Squanto to embark on board this ship. When I arrived, says Dermer in his letter to Purchas, at my savage's native country, finding all dead (because of the pestilence), I traveled along a day's journey to a place called Nummastaquyt, where, finding inhabitants, I dispatched a messenger a day's journey further west, to Pacanokit, which bordereth on the sea; whence came to see me two kings, attended with a guard of fifty armed men, who being well satisfied with that my savage and I discoursed unto them (being desirous of novelty) gave me content in whatsoever I demanded. Here I redeemed a Frenchman and afterwards another at Masstachusitt, who three years since escaped shipwreck at the northeast of Cape Cod. One of these two kings, as the sachems were frequently entitled by the early writers, must have been Massasoit, the other was probably his brother, Quadepinah. The good Captain Dermer was faithful to his trust and delivered the poor exile Squanto to his native land, but not to his own people at Plymouth, as they had been swept off by the pestilence in his absence. He, however, became a loyal subject of Massasoit. He was introduced to the English settlers at Plymouth by Samoset on his third visit. Squanto was disposed to return good for evil, and forgetting the outrage of the knave who had kidnapped him and remembering only the great kindness which he had received from his benefactor, Mr. Slaney, and from the people generally in London, in generous requital now attached himself cordially to the Pilgrims and became their firm friend. His residence in England, as we have stated, had rendered him quite familiar with the English language, and he proved invaluable, not only as an interpreter, but also in instructing them respecting fishing, woodcraft, planting corn and other modes of obtaining support in the wilderness. Squanto brought the welcome intelligence that his sovereign chief, the great Massasoit, had heard of the arrival of the Pilgrims and was approaching to pay them a friendly visit, attended by a retinue of sixty warriors. An hour later Massasoit and his warriors, accompanied by his
- 55. Welcome to our website – the ideal destination for book lovers and knowledge seekers. With a mission to inspire endlessly, we offer a vast collection of books, ranging from classic literary works to specialized publications, self-development books, and children's literature. Each book is a new journey of discovery, expanding knowledge and enriching the soul of the reade Our website is not just a platform for buying books, but a bridge connecting readers to the timeless values of culture and wisdom. With an elegant, user-friendly interface and an intelligent search system, we are committed to providing a quick and convenient shopping experience. Additionally, our special promotions and home delivery services ensure that you save time and fully enjoy the joy of reading. Let us accompany you on the journey of exploring knowledge and personal growth! textbookfull.com