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Programming Logic and Design, Comprehensive 9th Edition Joyce Farrell - Ebook PDF Download

The document provides information about the 'Programming Logic and Design, Comprehensive 9th Edition' by Joyce Farrell, including links for downloading the eBook. It outlines various chapters covering topics such as computer programming, program structure, decision making, looping, and arrays. Additionally, it includes references to other related programming eBooks available for download.

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PROGRAMMING LOGIC
AND DESIGN
COMPREHENSIVE
NINTH EDITION

PROGRAMMING LOGIC
AND DESIGN
COMPREHENSIVE

JOYCE FARRELL

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Programming Logic and Design, © 2018 Cengage Learning®
Comprehensive
ALL RIGHTS RESERVED. No part of this work covered by the
Ninth Edition
copyright herein may be reproduced or distributed in any form
Joyce Farrell
or by any means, except as permitted by U.S. copyright law,
Senior Product Director: without the prior written permission of the copyright owner.
Kathleen McMahon
For product information and technology assistance, contact us at
Product Team Leader: Kristin McNary
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Unless otherwise noted all items © Cengage Learning.

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Printed in the United States of America


Print Number: 01   Print Year: 2018
Brief Contents
v

Pref ace ���������� ����� � ����� ��� � ����� ��� ��� ������ � ����� xvi

CHAPTER 1 An Over view of Computers and Programmi ng � �� 1


CHAPTER 2 Elem en t s o f Hi gh- Qual i ty Programs ����� ��� � �� ��� � 38
CHAPTER 3 U n der s t an din g Structure ��� �� ��� � ��� �� ��� ��� � �� ��� � 87
CHAPTER 4 M akin g Decis i ons ��� � �� ��� ���� �� ��� � ��� �� ��� ��� � �� �� 124
CHAPTER 5 Lo o pin g � ������ ����� ��� � �� ��� ���� �� ��� � ��� �� ��� ��� � �� �� 176
CHAPTER 6 Ar r ays ��� ������ ����� ��� � �� ��� ���� �� ��� � ��� �� ��� ��� � �� �� 227
CHAPTER 7 F ile Han dlin g and Appl i cati ons��� ��� �� ��� ��� � �� �� 272
CHAPTER 8 Advan ced Data Handl i ng Concepts  ��� � �� � �� � �� � �� 321
CHAPTER 9 Advan ced M o dul ari z ati on Techni ques ����� � �� �� 366
CHAPTER 10 Object -Or ien t ed Programmi ng ����� ��� ��� ��� ��� �� 420
CHAPTER 11 M o re Object -Ori ented Programmi ng
Co n cept s ��� ����� ��� ��� ���� ����� ������ ��� ��� ��� ��� ��� �� 464
CHAPTER 12 Even t -Dr iven G UI Programmi ng,
M u lt it h readin g, and Ani mati on����� ��� ��� ��� ��� �� 507
APPENDIX A U n der s t an din g Numberi ng Sy stems
an d Co m pu t er Codes ��� �� ��� ���� �� ������ ��� ������ �� 539
APPENDIX B So lvin g Dif f icul t Structuri ng Probl ems ��� � �� �� 547
Glo s s ar y ��� ����� ��� ��� ������ ��� ��� � �� ��� ��� � ��� �� ��� � � 556
In dex��� ������ ��� ����� ��� ��� ��� ���� �� ���� ����� � ����� ��� �� 571
Contents
vii

Pref ace ���������� ����� � ����� ��� � ����� ��� ��� ������ � ����� xvi

CHAPTER 1 An Over view of Computers and Programmi ng � �� 1


Understanding Computer Systems��������������������������������������� 2
Understanding Simple Program Logic���������������������������������� 5
Understanding the Program Development Cycle��������������������� 8
Understanding the Problem ��������������������������������������������� 8
Planning the Logic ��������������������������������������������������������10
Coding the Program �����������������������������������������������������10
Using Software to Translate the Program into Machine
Language ������������������������������������������������������������������11
Testing the Program �����������������������������������������������������12
Putting the Program into Production��������������������������������13
Maintaining the Program������������������������������������������������14
Using Pseudocode Statements and Flowchart Symbols ���������15
Writing Pseudocode ������������������������������������������������������15
Drawing Flowcharts ������������������������������������������������������17
Repeating Instructions ��������������������������������������������������19
Using a Sentinel Value to End a Program�����������������������������20
Understanding Programming and User Environments ������������23
Understanding Programming Environments�����������������������23
Understanding User Environments�����������������������������������25
Understanding the Evolution of Programming Models������������27
Chapter Summary �����������������������������������������������������������28
Key Terms�����������������������������������������������������������������������29
Exercises �����������������������������������������������������������������������32

CHAPTER 2 Elem en t s o f Hi gh- Qual i ty Programs ����� ��� � �� ��� � 38


Declaring and Using Variables and Constants�����������������������39
Understanding Data Types ���������������������������������������������39
Understanding Unnamed, Literal Constants�����������������������39
Working with Variables ��������������������������������������������������40
Understanding a Declaration’s Data Type��������������������������41
CONTENTS 

Understanding a Declaration’s Identifier ���������������������������42


Assigning Values to Variables �����������������������������������������45
Declaring Named Constants��������������������������������������������46
Performing Arithmetic Operations ��������������������������������������47
The Integer Data Type ���������������������������������������������������50
viii Understanding the Advantages of Modularization �����������������51
Modularization Provides Abstraction��������������������������������52
Modularization Helps Multiple Programmers to Work
on a Problem��������������������������������������������������������������53
Modularization Allows You to Reuse Work��������������������������53
Modularizing a Program ������������������������������������������������54
Declaring Variables and Constants within Modules�����������������58
Understanding the Most Common Configuration
for Mainline Logic�����������������������������������������������������������60
Creating Hierarchy Charts ���������������������������������������������64
Features of Good Program Design��������������������������������������66
Using Program Comments ���������������������������������������������67
Choosing Identifiers������������������������������������������������������69
Designing Clear Statements��������������������������������������������71
Writing Clear Prompts and Echoing Input��������������������������72
Maintaining Good Programming Habits��������������������������������74
Chapter Summary �����������������������������������������������������������75
Key Terms�����������������������������������������������������������������������76
Exercises �����������������������������������������������������������������������79

CHAPTER 3 U n der s t an din g Structure ��� �� ��� � ��� �� ��� ��� � �� ��� � 87
The Disadvantages of Unstructured Spaghetti Code��������������88
Understanding the Three Basic Structures ��������������������������90
The Sequence Structure ������������������������������������������������90
The Selection Structure��������������������������������������������������91
The Loop Structure ������������������������������������������������������92
Combining Structures ���������������������������������������������������93
Using a Priming Input to Structure a Program�����������������������99
Understanding the Reasons for Structure��������������������������� 106
Recognizing Structure���������������������������������������������������� 107
Structuring and Modularizing Unstructured Logic ��������������� 110
Chapter Summary ��������������������������������������������������������� 115
Key Terms��������������������������������������������������������������������� 115
Exercises ��������������������������������������������������������������������� 117
 CONTENTS

CHAPTER 4 M ak in g Decis ions ��� � �� ��� ���� �� ��� � ��� �� ��� ��� � �� �� 124
The Selection Structure�������������������������������������������������� 125
Using Relational Comparison Operators ���������������������������� 129
Avoiding a Common Error with Relational Operators��������� 133
Understanding AND Logic������������������������������������������������ 134 ix
Nesting AND Decisions for Efficiency ���������������������������� 137
Using the AND Operator ���������������������������������������������� 139
Avoiding Common Errors in an AND Selection������������������ 141
Understanding OR Logic ������������������������������������������������� 143
Writing OR Selections for Efficiency ������������������������������ 145
Using the OR Operator ������������������������������������������������ 147
Avoiding Common Errors in an OR Selection������������������� 147
Understanding NOT Logic������������������������������������������������ 153
Avoiding a Common Error in a NOT Expression ��������������� 154
Making Selections within Ranges ������������������������������������� 155
Avoiding Common Errors When Using Range Checks ������� 157
Understanding Precedence When Combining
AND and OR Operators��������������������������������������������������� 160
Understanding the case Structure ���������������������������������� 163
Chapter Summary ��������������������������������������������������������� 165
Key Terms��������������������������������������������������������������������� 166
Exercises ��������������������������������������������������������������������� 167

CHAPTER 5 Lo o pin g � ������ ����� ��� � �� ��� ���� �� ��� � ��� �� ��� ��� � �� �� 176
Appreciating the Advantages of Looping ��������������������������� 177
Using a Loop Control Variable������������������������������������������ 179
Using a Definite Loop with a Counter������������������������������ 179
Using an Indefinite Loop with a Sentinel Value ���������������� 181
Understanding the Loop in a Program’s Mainline Logic������ 183
Nested Loops ��������������������������������������������������������������� 185
Avoiding Common Loop Mistakes ������������������������������������ 190
Mistake: Failing to Initialize the Loop Control Variable ������ 190
Mistake: Neglecting to Alter the Loop Control Variable������ 191
Mistake: Using the Wrong Type of Comparison When
Testing the Loop Control Variable ������������������������������� 192
Mistake: Including Statements Inside the Loop Body
that Belong Outside the Loop ������������������������������������� 194
Using a for Loop ���������������������������������������������������������� 199
Using a Posttest Loop ��������������������������������������������������� 201
Recognizing the Characteristics Shared
by Structured Loops ���������������������������������������������������� 203
CONTENTS 

Common Loop Applications��������������������������������������������� 205


Using a Loop to Accumulate Totals ������������������������������� 205
Using a Loop to Validate Data��������������������������������������� 209
Limiting a Reprompting Loop ��������������������������������������� 209
Validating a Data Type ������������������������������������������������ 212
x Validating Reasonableness and Consistency of Data��������� 213
Comparing Selections and Loops������������������������������������� 214
Chapter Summary ��������������������������������������������������������� 218
Key Terms��������������������������������������������������������������������� 218
Exercises ��������������������������������������������������������������������� 220

CHAPTER 6 Ar r ays ��� ������ ����� ��� � �� ��� ���� �� ��� � ��� �� ��� ��� � �� �� 227
Storing Data in Arrays���������������������������������������������������� 228
How Arrays Occupy Computer Memory��������������������������� 228
How an Array Can Replace Nested Decisions��������������������� 231
Using Constants with Arrays ������������������������������������������� 238
Using a Constant as the Size of an Array������������������������ 238
Using Constants as Array Element Values ���������������������� 239
Using a Constant as an Array Subscript ������������������������� 239
Searching an Array for an Exact Match������������������������������ 240
Using Parallel Arrays������������������������������������������������������ 244
Improving Search Efficiency������������������������������������������ 248
Searching an Array for a Range Match������������������������������ 250
Remaining within Array Bounds���������������������������������������� 255
Understanding Array Size��������������������������������������������� 255
Understanding Subscript Bounds ���������������������������������� 255
Using a for Loop to Process an Array������������������������������ 258
Chapter Summary ��������������������������������������������������������� 260
Key Terms��������������������������������������������������������������������� 261
Exercises ��������������������������������������������������������������������� 261

CHAPTER 7 F ile Han dlin g and Appl i cati ons��� ��� �� ��� ��� � �� �� 272
Understanding Computer Files ���������������������������������������� 273
Organizing Files ��������������������������������������������������������� 274
Understanding the Data Hierarchy������������������������������������ 275
Performing File Operations ��������������������������������������������� 277
Declaring a File Identifier��������������������������������������������� 277
Opening a File������������������������������������������������������������ 278
Reading Data from a File and Processing It��������������������� 278
Writing Data to a File��������������������������������������������������� 281
Closing a File������������������������������������������������������������� 281
 CONTENTS

A Program that Performs File Operations������������������������ 282


Understanding Control Break Logic ���������������������������������� 285
Merging Sequential Files ������������������������������������������������ 290
Master and Transaction File Processing ���������������������������� 299
Random Access Files������������������������������������������������������ 308
Chapter Summary ��������������������������������������������������������� 309 xi
Key Terms��������������������������������������������������������������������� 310
Exercises ��������������������������������������������������������������������� 312

CHAPTER 8 Advan ced Data Handl i ng Concepts  ��� � �� � �� � �� � �� 321


Understanding the Need for Sorting Data��������������������������� 322
Using the Bubble Sort Algorithm��������������������������������������� 324
Understanding Swapping Values������������������������������������ 324
Understanding the Bubble Sort ������������������������������������� 325
Sorting Multifield Records ���������������������������������������������� 340
Sorting Data Stored in Parallel Arrays ��������������������������� 340
Sorting Records as a Whole������������������������������������������ 341
Other Sorting Algorithms ������������������������������������������������ 342
Using Multidimensional Arrays������������������������������������������ 345
Using Indexed Files and Linked Lists��������������������������������� 351
Using Indexed Files ���������������������������������������������������� 352
Using Linked Lists ������������������������������������������������������ 353
Chapter Summary ��������������������������������������������������������� 356
Key Terms��������������������������������������������������������������������� 357
Exercises ��������������������������������������������������������������������� 358

CHAPTER 9 Advan ced M o dul ari z ati on Techni ques ����� � �� �� 366
The Parts of a Method ��������������������������������������������������� 367
Using Methods with no Parameters ���������������������������������� 368
Creating Methods that Require Parameters������������������������ 371
Creating Methods that Require Multiple Parameters ��������� 377
Creating Methods that Return a Value������������������������������� 379
Using an IPO Chart������������������������������������������������������ 384
Passing an Array to a Method������������������������������������������ 386
Overloading Methods������������������������������������������������������ 394
Avoiding Ambiguous Methods ��������������������������������������� 397
Using Predefined Methods ���������������������������������������������� 400
Method Design Issues: Implementation Hiding, Cohesion,
and Coupling��������������������������������������������������������������� 402
Understanding Implementation Hiding ���������������������������� 402
Increasing Cohesion ��������������������������������������������������� 403
Reducing Coupling������������������������������������������������������ 404
Understanding Recursion������������������������������������������������ 405
CONTENTS 

Chapter Summary ��������������������������������������������������������� 410


Key Terms��������������������������������������������������������������������� 411
Exercises ��������������������������������������������������������������������� 412

CHAPTER 10 Object -Or ien t ed Programmi ng ����� ��� ��� ��� ��� �� 420
xii
Principles of Object-Oriented Programming������������������������ 421
Classes and Objects ��������������������������������������������������� 421
Polymorphism ������������������������������������������������������������ 424
Inheritance ���������������������������������������������������������������� 426
Encapsulation ������������������������������������������������������������ 426
Defining Classes and Creating Class Diagrams ������������������ 428
Creating Class Diagrams ��������������������������������������������� 430
The Set Methods��������������������������������������������������������� 433
The Get Methods��������������������������������������������������������� 434
Work Methods������������������������������������������������������������ 435
Understanding Public and Private Access��������������������������� 437
Organizing Classes��������������������������������������������������������� 440
Understanding Instance Methods ������������������������������������� 441
Understanding Static Methods������������������������������������������ 447
Using Objects ��������������������������������������������������������������� 448
Passing an Object to a Method ������������������������������������� 449
Returning an Object from a Method ������������������������������� 450
Using Arrays of Objects ���������������������������������������������� 453
Chapter Summary ��������������������������������������������������������� 455
Key Terms��������������������������������������������������������������������� 456
Exercises ��������������������������������������������������������������������� 458

CHAPTER 11 M o re Object -Ori ented Programmi ng


Co n cept s ��� ����� ��� ��� ���� ����� ������ ��� ��� ��� ��� ��� �� 464
Understanding Constructors ������������������������������������������� 465
Default Constructors��������������������������������������������������� 466
Non-default Constructors��������������������������������������������� 468
Overloading Instance Methods and Constructors ������������� 469
Understanding Destructors ��������������������������������������������� 472
Understanding Composition��������������������������������������������� 474
Understanding Inheritance ���������������������������������������������� 475
Understanding Inheritance Terminology��������������������������� 478
Accessing Private Fields and Methods
of a Parent Class������������������������������������������������������ 481
Overriding Parent Class Methods in a Child Class������������ 486
 CONTENTS

Using Inheritance to Achieve Good Software Design��������� 486


An Example of Using Predefined Classes:
Creating GUI Objects ��������������������������������������������������� 487
Understanding Exception Handling������������������������������������ 488
Drawbacks to Traditional Error-Handling Techniques��������� 489
The Object-Oriented Exception-Handling Model���������������� 491 xiii
Using Built-in Exceptions and Creating
Your Own Exceptions ������������������������������������������������ 493
Reviewing the Advantages of Object-Oriented Programming 494
Chapter Summary ��������������������������������������������������������� 495
Key Terms��������������������������������������������������������������������� 496
Exercises ��������������������������������������������������������������������� 497

CHAPTER 12 Even t -Dr iven G UI Programmi ng,


M u lt it h readin g, and Ani mati on����� ��� ��� ��� ��� �� 507
Understanding Event-Driven Programming ������������������������� 508
User-Initiated Actions and GUI Components������������������������ 511
Designing Graphical User Interfaces��������������������������������� 514
The Interface Should Be Natural and Predictable������������� 514
The Interface Should Be Attractive, Easy to Read,
and Nondistracting ��������������������������������������������������� 515
To Some Extent, It’s Helpful If the User Can Customize
Your Applications������������������������������������������������������ 516
The Program Should Be Forgiving ��������������������������������� 516
The GUI Is Only a Means to an End��������������������������������� 516
Developing an Event-Driven Application������������������������������ 517
Creating Wireframes ��������������������������������������������������� 518
Creating Storyboards��������������������������������������������������� 518
Defining the Storyboard Objects in an Object Dictionary��� 519
Defining Connections Between the User Screens������������� 520
Planning the Logic ������������������������������������������������������ 520
Understanding Threads and Multithreading ������������������������ 525
Creating Animation��������������������������������������������������������� 528
Chapter Summary ��������������������������������������������������������� 531
Key Terms��������������������������������������������������������������������� 532
Exercises ��������������������������������������������������������������������� 533
CONTENTS 

APPENDIX A U n der s t an din g Numberi ng Sy stems


an d Co m pu t er Codes ��� �� ��� ���� �� ������ ��� ������ �� 539

APPENDIX B So lvin g Dif f icul t Structuri ng Probl ems ��� � �� �� 547


xiv
Glo s s ar y ��� �������� ��� ������ ��� ��� � �� ��� ��� � ��� �� ��� � � 556
In dex��� ������ ��� ����� ��� ��� ��� ���� �� ���� ����� � ����� ��� �� 571
Preface
xvi

Programming Logic and Design, Comprehensive, Ninth Edition, provides the beginning
­programmer with a guide to developing structured program logic. This textbook assumes
no programming language experience. The writing is nontechnical and emphasizes
good programming practices. The examples are business examples; they do not assume
­mathematical background beyond high school business math.
Additionally, the examples illustrate one or two major points; they do not contain so
many features that students become lost following irrelevant and extraneous details. The
examples in this book have been created to provide students with a sound background in
logic, no matter what programming languages they eventually use to write programs. This
book can be used in a stand-alone logic course that students take as a prerequisite to a
­programming course, or as a companion book to an introductory programming text using
any programming language.

Organization and Coverage


Programming Logic and Design, Comprehensive, Ninth Edition, introduces students to
­programming concepts and enforces good style and logical thinking. General programming
concepts are introduced in Chapter 1.
Chapter 2 discusses using data and introduces two important concepts: modularization
and creating high-quality programs. It is important to emphasize these topics early so
that ­students start thinking in a modular way and concentrate on making their programs
­efficient, robust, easy to read, and easy to maintain.
Chapter 3 covers the key concepts of structure, including what structure is, how to
­recognize it, and most importantly, the advantages to writing structured programs. This
chapter’s content is unique among programming texts. The early overview of structure
­presented here provides students a solid foundation for thinking in a structured way.
Chapters 4, 5, and 6 explore the intricacies of decision making, looping, and array
­manipulation. Chapter 7 provides details of file handling so that students can create
­programs that process a significant amount of data.
In Chapters 8 and 9, students learn more advanced techniques in array manipulation and
modularization. Chapters 10 and 11 provide a thorough, yet accessible, introduction to con-
cepts and terminology used in object-oriented programming. Students learn about classes,
objects, instance and static class members, constructors, destructors, inheritance, and the
Organization and Coverage P R E FA C E

advantages of object-oriented thinking. Chapter 12 explores some additional


object-oriented programming issues: event-driven GUI programming, multithreading,
and animation.
Two appendices instruct students on working with numbering systems and providing
structure for large programs. xvii
Programming Logic and Design combines text explanation with flowcharts and ­pseudocode
examples to provide students with alternative means of expressing structured logic.
Numerous detailed, full-program exercises at the end of each chapter illustrate the concepts
explained within the chapter, and reinforce understanding and retention of the material
presented.
Programming Logic and Design distinguishes itself from other programming logic books in
the following ways:
•• It is written and designed to be non-language specific. The logic used in this book can
be applied to any programming language.
•• The examples are everyday business examples: no special knowledge of mathematics,
accounting, or other disciplines is assumed.
•• The concept of structure is covered earlier than in many other texts. Students are
exposed to structure naturally, so that they will automatically create properly designed
programs.
•• Text explanation is interspersed with both flowcharts and pseudocode so that ­students
can become comfortable with these logic development tools and understand their ­inter-
relationship. Screen shots of running programs also are included, providing s­ tudents
with a clear and concrete image of the programs’ execution.
•• Complex programs are built through the use of complete business examples. Students
see how an application is constructed from start to finish, instead of studying only
­segments of a program.
Features
This text focuses on helping students become better programmers, as well as helping them
understand the big picture in program development through a variety of features. Each
chapter begins with objectives and ends with a list of key terms and a summary; these
xviii useful features will help students organize their learning experience.

Using a Priming Input to Structure a Program

Don’t Do It
FLOWCHARTS, figures, This logic is structured,
but flawed. When the user
and illustrations provide start
inputs the eof value, it will

the reader with a visual incorrectly be doubled and


output.
105
Declarations
learning experience. num originalNumber
num calculatedAnswer

THE DON’T DO IT ICON illustrates


Yes how NOT to do something—for
not eof?
example, having a dead code
path in a program. This icon
input
No
originalNumber
stop provides a visual jolt to the student,
calculatedAnswer =
originalNumber * 2

are NOT to be emulated and making


output
calculatedAnswer students more careful to recognize
problems in existing code.

Figure 3-17 Structured but incorrect solution to the number-doubling problem

tested. Instead, a result is calculated and displayed one last time before the loop-controlling
test is made again. If the program was written to recognize eof when originalNumber is 0,
then an extraneous answer of 0 will be displayed before the program ends. Depending on
the language you are using and on the type of input being used, the results might be worse:
The program might terminate by displaying an error message or the value output might
be indecipherable garbage. In any case, this last output is superfluous—no value should be
doubled and output after the eof condition is encountered.
As a general rule, a program-ending test should always come immediately after an input
statement because that’s the earliest point at which it can be evaluated. Therefore, the best
solution to the number-doubling problem remains the one shown in Figure 3-16—the
structured solution containing the priming input statement.

C9275_Chapter03_hr.indd 105 11/15/16 2:07 PM


Another Random Scribd Document
with Unrelated Content
When Tetzel concluded his discourse he immediately left the pulpit,
ran to the money box, and, in the sight of the people, dropped into
it a coin, being very careful to make it rattle so that it could be heard
by the excited people. This was the signal that “indulgence had
established its throne in the place with due solemnity.”
Confessionals, decorated with the pope’s arms, were arranged in
convenient places. On “each of these confessionals were posted in
large letters the names, the surnames and titles of the under
commissaries and of the confessors. Men, women and children
crowded around these confessionals, all with money in their hands.
Even those who lived on alms found money to buy indulgences!”

After having privately explained to each individual the greatness of


indulgence, the confessors addressed the following question to each
penitent: “How much money can you conscientiously spare to obtain
so complete a remission?” “The demand,” said the instructions of the
archbishop of Mentz to the commissaries, “should be made at this
moment, in order that the penitents might be better disposed to
contribute.”

To all who should aid in building the cathedral of Saint Peter in


Rome, the following graces were promised: (1) The full pardon for
every sin; (2) the right of choosing a confessor, who, whenever the
hour of death appeared at hand, should give absolution for all sin,
even from the greatest crimes reserved for the apostolic see; (3) a
participation in all the blessings, works and merits of the Catholic
Church, prayers, fasts, alms, and the pilgrimages; and (4)
redemption of the souls that are in purgatory. To obtain the first of
these graces it was said to be necessary to “have contrition of heart
and confession of mouth, or at least an intention of confessing. But
as for the three others they might be obtained without contrition,
without confession, simply by paying.” The intention was to make it
appear that whoever possessed money could, by using it in 72
the purchase of indulgences, introduce souls into heaven. The
indulgence mongers said:
As for those who would deliver souls from purgatory and procure
the pardon of all their offenses, let them put money into the
chest; contrition of heart or confession of mouth is not necessary.
Let them only hasten to bring their money: for thus they will
perform a work most useful to the souls of the dead, and to the
building of the Church of Saint Peter.

The confession over, there was a rush to the trafficker, who


examined very closely the dress, manner, gait and appearance of the
applicant. The sum required was measured by his judgment of the
financial ability of the individual. If he made a mistake about the
price set, he was empowered to make the best bargain possible,
“and all was to be arranged according to the data of sound reason,
and the generosity of the donor.” For adultery, polygamy, sacrilege,
perjury, murder, witchcraft, infanticide, and fratricide he had a
particular tax. In fact, “there was no vein in the gold mine that they
did not find the means of working.” Tetzel executed the commission
with great zeal and success, but with no less indecency. He assured
the purchasers that their crimes, however enormous, would be
forgiven; that the efficacy of indulgences was so great that the most
heinous sins would be expiated and remitted by them, and the
person freed both from punishment and guilt; and that this was the
unspeakable gift of God to reconcile men to himself.

In order that my readers may understand more fully the frightful


extent of the wickedness to which the traffic led, I give the usual
form of the letters of absolution, which was as follows:

May the Lord Jesus Christ have mercy upon thee, and absolve
thee by the merits of his most holy passion. And I, by his
authority, that of his apostles Peter and Paul, and of the most holy
pope, granted and committed to me in these parts, do absolve
thee, first, from all ecclesiastical censures, in whatever manner
they may have been incurred; then from all thy sins,
transgressions and excesses, how enormous soever they may be;
even such as are reserved for the cognizance of our most holy
father the pope and for the apostolic see. I remit to thee all
punishment which thou deservest in purgatory on their account;
and I restore thee to the holy sacraments of the Church, to the
unity of the faithful, and to the innocence and purity which thou
possessedst at baptism; so that when thou diest the gates 73
of punishment shall be shut, and the gates of the paradise
of delights shall be opened; and if thou shall not die at present,
this grace shall remain in full force when thou art at the point of
death. In the name of the Father, and of the Son, and of the Holy
Ghost. Friar John Tetzel, commissary, has signed with his own
hand.

This abolished all guilt and fear of hell in the minds of the
purchasers, and inasmuch as the sale of indulgences was universally
prevalent, the Church of Rome was everywhere triumphant,
darkness covered the earth, and gross darkness the people; the
children of God were driven to caves and secret places of the earth,
hunted by armed bands at the command of the apostate Church.
The condition was appalling!

74
PART III
The Reformation in Europe

CHAPTER I.
JOHN WYCKLIFFE

The Roman Catholic Church, as we have already seen, had reached


such a degree of corruption in doctrine and practice, so deep and
widespread, that it would seem quite impossible for it to reach
further degradation. The name of Christ was everywhere professed,
but a devout believer was seldom found. The Christ was hidden that
his pretended representatives might be all in all. Justification by faith
was denounced in order to open up a trade in indulgences to enrich
the papacy by the sale of salvation. The commands of God were
openly made void by the doctrines and commandments of men.
Apostolic order and ordinances had given place to those of the “man
of sin.” “The mystery of lawlessness” stood out in full proportions.

And yet, notwithstanding all this, there were forces at work, in


different parts of Europe, moving on to conflict and reform that were
destined to break the all but universal sway of the papacy. There can
be no doubt that the invention of printing, the gradual revival of
learning, and the enlarged acquaintance with the Scriptures, all
made directly against the then existing conditions. The Reformation
was effected and the names of its chief actors have come down to
us with deserved honor, and yet how imperfect the work done and
the spirit of the doers of it. Measuring both by the doctrine and
practice of the apostles can not but compel the conclusion that the
Reformation from the first onward needed immense reformation to
bring it up to the measures of the divine standard. And still it may be
that any nearer approach to a completely scriptural work and spirit
would have been quite futile under the existing conditions.

John Wyckliffe, who flourished in the latter part of the fourteenth


century, popularly called the “Morning Star of the 75
Reformation,” was the first to distinguish himself in fighting
against the supremacy of the pope, the doctrine of
transubstantiation, and the abuses of the hierarchy. As early as 1360
he became known as the opponent of the mendicant friars who
infested England, interfering with school discipline, as well as
domestic relations. He exposed the venality and superstition of the
monkish orders with a vigor of reasoning and a keen satire. Efforts
were made by a commission appointed by the king to have the evil
abrogated, and such arrangements were finally made; but the pope
soon violated the compact and Parliament again took action against
the Roman usurpations. These developments fully opened the eyes
of Wyckliffe to the intolerant corruption of the Roman See, and he
began henceforth to argue and teach, preach and write, boldly and
without reserve against the papal system.

TRANSLATES THE BIBLE INTO ENGLISH

But the greatest work of Wyckliffe for the enlightenment of the


world was the translation of the Bible into the English language. But
in order to appreciate the difficulties of his task, we should
remember that Rome had not only utterly neglected and contemned
the Sacred writings, but had interdicted their translation into any
vernacular tongue. She claimed that it was not only unlawful, but
injurious, for the people at large to read the Scriptures. Nor was this
idea left to pass current merely as a received opinion, but it was a
subject which was considered by councils, and canons were enacted
against it. Not to mention other proofs of this, more than one
hundred and fifty years before Wyckliffe had finished his translation
of the Bible, in the year 1229, at the Council of Toulouse, forty-five
canons were passed and issued for the extinction of heresy and the
re-establishment of peace. One of these canons involved the first
court of inquisition, and another, the first canon, forbade the
Scriptures to the laity, or the translation of any portion of them into
the common tongue. The latter was expressed in the following very
pointed terms:

We also forbid the laity to possess any of the books of the Old or
New Testament, except, perhaps, the Psalter or Breviary for 76
the Divine Offices, or the Hours of the Blessed Virgin, which
some, out of devotion, wish to have; but having any of these
books translated into the vulgar tongue, we strictly forbid.

In the face of all this, and far more than I can now explain, Wyckliffe
performed his arduous task of translation. Of this great work, a
competent critic most appropriately remarks: “From an early period
of his life he had devoted his various learning, and his powerful
energies of mind, to effect this, and, at length, by intense
application on his part, and from assistance from a few of the most
learned of his followers, he had the glory to complete a book, which,
alone, would have been sufficient (or at least ought) to have
procured the veneration of his own age, and the commendation of
posterity.”

While engaged in this work, in the year 1379, he was taken violently
ill, and the friars, imagining that his course was now near its end,
contrived to visit him. Four of their ablest men had been selected, or
a friar from each of the mendicant orders, and they were admitted
to a patient hearing. After reminding him of the great injury he had
done to their order, they exhorted him, as one near to death, that he
would now, as a true penitent, bewail and revoke, in their presence,
whatever he had said to their disparagement. As soon as they had
done, Wyckliffe, calling for his servant, desired to be raised up on his
pillow; and then collecting all his strength, with a severe and
expressive countenance, and in a tone not to be misunderstood,
exclaimed:
I shall not die, but live to declare the evil deeds of the friars.

Confounded at such a reply, they immediately left him; and he


recovered, to finish in the next year his translation of the entire
Bible.

As this was before the invention of printing, the translation could


only be diffused by the laborious process of transcription; but
transcribed it was most diligently, both entire and in parts, and as
eagerly read. There were those who, at all hazards, sought wisdom
from the Book of God, and their number could not be few. A
contemporary writer, an enemy, and in the language of hatred and
fear combined, with the wish to damage the cause, affirmed that “a
man could not meet two people on the road, but one of them was a
disciple of Wyckliffe.” Certainly the opportunity was gladly 77
received by the people; and while the word of the Lord did not
have “free course,” there can be no question that it was “glorified” in
the reception given it by many. The same bitter opponent, in the
tone of deep lamentation, makes the following remarkable admission
about the wonderful progress made in the face of bitter persecution:

The soldiers, with the dukes and earls, are the chief adherents of
this sect, its most powerful defenders, and its invincible
protectors. This Master John Wyckliffe hath translated the Gospel
out of Latin into English, which Christ had entrusted with the
clergy and doctors of the Church, that they might minister it to the
laity and weaker sort, according to the state of the times and the
wants of men. So that by this means the Gospel is made vulgar,
and laid more open to the laity, and even to women who can read,
than it used to be to the most learned of the clergy and those of
the best understanding! And what was before the chief gift of the
clergy and doctors of the Church, is made forever common to the
laity!

At about the same time another papal dupe, in the same spirit, most
vehemently urged:
The prelates ought not to suffer that every one at his pleasure
should read the Scriptures, translated even into Latin; because, as
is plain from experience, this has been many ways the occasion of
falling into heresies and errors. It is not, therefore, politic that any
one, wheresoever and whensoever he will, should give himself to
the frequent study of the Scriptures.

These men just quoted referred to the period between 1380 and
1400, and it was one, though but too short, which distinguished
England from every other country in Europe. However transient, it
was one that had much to do with wresting the world from the
appalling darkness and ruin wrought by the papacy, and flooding the
world with the glorious sunlight of eternal truth. It was all in vain
that the bishops, with the primates of Canterbury at their head
bellowed and remonstrated with the people, wrote letters to and
received letters from Rome, made and executed fearful threats of
punishment; the Bible had been translated, the people transcribed
and read, and sent copies of it far and near.

In 1400 Parliament enacted a law that gave bishops the power to


hand over obstinate or relapsed heretics to sheriffs and magistrates,
who were enjoined to have them publicly burnt. In 1401 78
William Sawtre, a devout man, was burnt at Smithfield as a
heretic. Of the many victims, I have only space to mention J. Badby,
who was burnt in a barrel; and especially that generous friend of the
Reformation, Sir John Oldcastle, who frequently sheltered preachers
of reform in his castle, and devoutly did he adhere to these
doctrines, since, as he himself attested his whole life through them
had undergone a change. Henry V had made vain efforts to induce
him to change from his faith; but he refused to recant, and was
condemned as a “pernicious heretic” in 1413. But during the respite
granted him, he managed to escape into Wales, where he concealed
himself till 1417, when he was captured and executed at St. Giles’
Fields, amidst the most barbarous tortures, being roasted over a
slow fire. The escape of Oldcastle and the rumors of a Lollard
insurrection the following year were made the occasion for fresh
measures of persecution. In 1414 it was ordered that all public
officials should bind themselves by oath to aid in the extirpation of
heresy, and that the lands and possessions of those convicted of
heresy should be confiscated.

In 1416 a regular inquisition was instituted in every parish of the


diocese of Canterbury. Among the common people, however, the
desire for Biblical knowledge continued to spread; secret
conventicles were held; and though the persecution, which lasted till
1431, may have crushed the “heresy,” the principles lived and spread
worldwide, and became the influence that led to reformation in other
parts.

79

CHAPTER II.
William Tyndale

If I were to follow the strictly chronological order, I would here give


a sketch of Luther and his work, but as I have given an account of
the work of Wyckliffe, it is proper to give attention to the work of
William Tyndale, because I am now seeking the basic principle of the
return to apostolic purity and simplicity.

At the opening of the sixteenth century, a period of great interest to


all the world, were four men—Le Fevre, in France; Zwingli, in
Switzerland; Luther, in Germany, and Tyndale, in England—destined
to make a great impression on the world for all time. But they were
wholly unknown to each other. In France, Switzerland and Germany
were the living voices throughout life, of the men raised up, calling
upon their countrymen to hear and obey the truth; and so it was in
England a century and a half before, in the case of Wyclif. But in the
case of Tyndale, the procedure is entirely different, and out of the
usual course pursued in other lands. He had, it is true, lifted up his
voice with some effect, but he was driven from his native land, never
to return. In the other cases the men lived and died at home. Le
Fevre when above one hundred years old wept because he had not
felt and displayed the courage of a martyr; Zwingli, in battle for his
country; and Luther, after his noble intrepidity, expired in his sick
chamber; but Tyndale was strangled and his body burnt to ashes in
a foreign land. Englishmen, Scotchmen and Germans were gathered
together against him; yes, men of three nations at least concur to
confer upon him the martyr’s crown, so that among all his
contemporaries, in several respects, but especially as a translator of
the Scriptures, he stands alone.

The political and literary condition of England under Cardinal Wolsey


did not afford the slightest indication that the Scriptures were about
to be given to the people in their native tongue, but the reverse. In
justice to that event it is necessary to observe, also, the nature of
that connection which had existed for ages between Britain and
Rome. Indeed, under Henry VIII it reached its climax. This 80
connection sustained a peculiarly complicated character. There
were no fewer than twelve distinct sources of revenue that went
directly to Rome. These altogether were operating on the inhabitants
without exception, and with as much regularity as the rising and
setting of the sun. “It was a pecuniary connection of immense
power, made to bear upon the general conscience, which knew no
pause by day or night; falling, as it did, not merely on the living, but
on the dying and the dead!”

In no other country throughout Europe was the papal system in all


its oppressive and fearful integrity more fully maintained. Under the
unscrupulous and imperative Henry VIII, who gloried in his
knowledge of divinity and prided himself on his orthodoxy, with a
prime minister so well known in every foreign court, and who himself
yearned for the pontificate, England had become the mainstay of the
system. In Worcester diocese above every other part of England was
this power of Rome most intensely felt, yet here in about 1484 was
William Tyndale born whose labors were destined to work the
overthrow of its power in the realm.
ERASMUS ARRIVES IN ENGLAND

Erasmus arrived in England in 1498, and was delighted to find a


taste for the study of Hebrew, Greek and Latin so pronounced, and
he pursued his studies with great diligence and satisfaction. His zeal
so inspired others that the influence of his residence there may be
regarded as the opening of a new era in letters in that country. In
1516 the first edition of his Greek New Testament was published,
accompanied by a new Latin translation, and spread far and wide.
He received the hearty congratulations of his friends, but its
appearance raised up a host of enemies.

Notwithstanding the opposition during the period during 1477 to


1526, fourteen editions of the Bible in Hebrew and Greek were
published, and not one of the sacred originals had ever been
restrained by any government. In fact, at this time, so far from such
restraint being imposed in England, it was encouraged; as not a man
in high authority seems to have foreseen that the cultivation of the
knowledge of the original language would necessarily lead to a 81
translation of the sacred volume into the common tongue.
Even Henry VII transmitted to the university a royal mandate “that
study of the Scriptures in the original language should not only be
permitted, but received as a branch of the academical institution.”
And this was at the period when Tyndale resided at Cambridge and
Oxford. The advantages thus combined fully explain the source of
the superior attainments in learning which he afterward turned to
such wonderful account.

About 1504 Tyndale went to Oxford University, and took his degree
of B.A., in 1508. One of the colleges at Oxford had forbidden the
entrance of the Greek New Testament within its walls “by horse or
by boat, by wheels or on foot.” Possibly owing to this enmity Tyndale
left Oxford for Cambridge, where Erasmus was teaching Greek and
issuing his edition of the Greek New Testament. About the close of
1521 we find Tyndale as tutor in the family of Sir John Walsh, at
Little Sudbury, in Gloucestershire, twelve miles north of Bristol.
Walsh always kept a good table, and abbots, deans, archdeacons,
and divers other doctors who were fond of discussion, were often
invited to share his hospitality. In these discussions Tyndale always
bore a conspicuous and decided part. He had an uncomfortable way
of crushing his opponents by clinching his arguments with a “thus
saith the Lord.” His outspoken way caused Lady Walsh many an
uneasy hour, and she often reminded him that bishops, abbots and
others having an income of hundreds of pounds yearly held views
the very opposite of his, “and were it reason that we should believe
you before them?” Not being so skilled in the use of Scripture
knowledge as some in these days of Gospel light and liberty, this
was very embarrassing to him, a moneyless man, coming from such
a source. In order to strengthen his position with his wavering
hostess by the testimony of Erasmus, whose fame was resounding
throughout Europe, he translated his “Christian Soldier” into English
and presented it to Walsh and his wife. This won her, and they did
not invite the clergy to their table any more. This change was
attributed to Tyndale, and ever afterward they treasured a grudge
against him. Of this opposition Fox says: “These blind and 82
rude priests, flocking together to the alehouse, for that was
their preaching place, raged and railed against him; affirming that
his sayings were heresy, adding of their own heads moreover unto
his sayings more than ever he spake.”

TYNDALE RESOLVES TO TRANSLATE THE BIBLE INTO ENGLISH

Fortunately Tyndale has left on record his reflections at this period of


his life. He says:

A thousand books had they lever [rather] to be put forth against


their abominable doings and doctrines, than that the Scripture
should come to light. For as long as they may keep that down,
they will so darken the right way with the mist of their sophistry,
and so tangle them that either rebuke or despite their
abominations with arguments of philosophy, and with worldly and
apparent reasons of natural wisdom, and with wresting the
Scriptures to their own purpose, clean contrary unto the process,
order, and meaning of the text; and so delude them in descanting
upon it with allegories, and amaze them, expounding it in many
senses, whose light the owls can not hide, that though thou feel in
thy heart, and art sure, how that all is false that they saw, yet
couldst thou not solve their subtle riddles. Which thing only moved
me to translate the New Testament. Because I have proved by
experience, how that it is impossible to establish the lay people in
any truth, except the Scripture were plainly laid before their eyes
in their mother tongue, that they might see the process, order and
meaning of the text; for else, whatever truth is taught them, these
enemies of all truth quench it again—partly with the smoke of
their bottomless pit (Rev. 9), that is with apparent reasons of
sophistry, and traditions of their own making; and partly in
juggling with the text, expounding it in such a sense as it is
impossible to gather of the text itself.

The Convocation of Canterbury had expressly forbidden any man to


translate any part of the Scripture in English, or to read any such
translation without authority of the bishop, an authority not likely to
be granted. The study of the Bible was not even a part of the
preparatory study of the religious teachers of the people. Writing
against Alexander Alesius to James V of Scotland, Cochlæus, the
notorious Roman Catholic theologian, writes about the Bible as
follows:

The New Testament translated into the vulgar tongue, is in truth


the food of death, the fuel of sin, the veil of malice, the pretext of
false liberty, the protection of disobedience, the corruption 83
of discipline, the depravity of morals, the termination of
concord, the death of honesty, the well-spring of vice, the disease
of virtues, the instigation of rebellion, the milk of pride, the
nourishment of contempt, the death of peace, the destruction of
charity, the enemy of unity, the murderer of truth. (Demaus’
Biography of William Tyndale, page 358.)
With such a sentiment prominent among the clergy, there is no
surprise at the danger to which Tyndale subjected himself when in a
warm discussion he revealed his intention. Of this incident Fox says:

Communing and disputing with a certain learned man in whose


company he happened to be, he drove him to that issue, that the
learned man said, “We were better to be without God’s law than
the pope’s.” Master Tyndale hearing that, answered him, “I defy
the pope and all his laws; and if God spare my life many years, I
will cause a boy that driveth the plow to know more of the
Scripture than you do!”

After this, the murmurings of the priests increased to a fury. Such


language flew over the country as on the wings of the wind. They
branded him as a heretic, and hinted loudly of burning him.

It was now evident to Tyndale that a crisis had been reached, and
he saw too clearly that it would be impossible for him to remain
longer at Little Sudbury in the home of Walsh in peaceful
prosecution of his great purpose. This purpose he was determined to
prosecute whatever inconvenience or danger it might bring upon
him; and it seemed to him quite possible that he might find that
liberty in some other part of England. He resolved, therefore, to give
up his position which he held in the family of Walsh. So with the
good will of Walsh, he made his way to London, hoping to find in
Cuthburt Tunstal, Bishop of London, a liberal patron under whose
protection the work might be prosecuted. Tunstal accorded him an
interview, acknowledged his scholarship, but said that his house was
already full, and advised him to seek a place elsewhere. While in
London Tyndale preached at St. Dunstan’s-in-the-West, and greatly
impressed Humphrey Monmouth, a wealthy, educated, traveled cloth
merchant, who took him into his house, where he remained six
months diligently engaged in translating the New Testament. For this
kindness Monmouth was imprisoned in the Tower.
While in London, Tyndale saw men around him led to prison 84
and to death for having or reading the writings of Luther,
which were finding their way into England, and he knew well that a
Bible translation would be still a more dangerous book. At last he
“understood not only that there was no room in my lord of London’s
palace to translate the New Testament, but, also, that there was no
place to do it in all England.” But Tyndale was not the man to put his
hands to the plow and then turn back. If only a life in exile could do
the work, a life of exile he would gladly accept. As Fox remarks: “To
give the people bare text of Scriptures, he would offer his body to
suffer what pain of torture, yea, what death His Grace (Henry VIII)
would so that this be obtained.”

GOES TO HAMBURG

Having now fully decided on going abroad, he sailed direct to


Hamburg, about May, 1524, never to set foot on his native soil
again. Scarcely a year before, he entered London with bright
anticipations of success, but all his anticipations had been cruelly
disappointed, and now in sorrow and sadness he was sailing forth on
the untried dangers of solitude and exile. Had he been able to read
the future that awaited him, and which he afterwards so patiently
bewailed, “the poverty, the exile from his own native land, the bitter
absence from his friends, the hunger, the thirst, the cold, the great
danger wherewith he was everywhere compassed, the innumerable
hard and sharp fightings which he had to endure,” doubtless his
loving soul would have been melted with the spectacle, and yet, no
doubt, the stout and brave heart would have gone forward, “hoping
with his labors to do honor to God, true service to his prince,” and
bestow unspeakable blessings upon his priest-ridden people.

In Hamburg he diligently applied his whole time to translating, but


on being interrupted he moved to Cologne about the first of May,
1525, where he put his translation into the hands of the printer. Not
only was the entire sacred text then translated, but his prologue was
composed before he began to print. At this time John Cochlæus,
dean of Frankfort, the “watchdog of Romanism,” was at Cologne, an
exile from his own city on account of uprisings of the peasants 85
against the clergy. He was occupied at Cologne printing a
book. In consequence of this he became acquainted with the
printers of Cologne, whom he heard confidently boasting over their
cups that whether the king and cardinal would or not all England in
a short time would be furnished the New Testament in English. He
heard that there was “an Englishman there, learned, skilled in
languages, eloquent, whom, however, he never could see or
converse with.” Inviting, therefore, some printers to his lodging, and,
after exciting them with wine, one of them disclosed to him that the
New Testament had been translated into the English language; that
it was then in the hands of the printers, who were then printing an
edition of three thousand copies; and that the expenses were being
met by English merchants, who were to convey it secretly to England
and dispense it widely throughout the realm before the king or the
cardinal could discover or prohibit it.

Though mentally distracted between fear and wonder, Cochlæus


disguised his grief in a cheerful manner; and after having considered
sadly the magnitude of the danger, he deliberated with himself how
he might conveniently obstruct “these very wicked attempts.” So he
went to Herman Rinck, a Senator of Cologne, and a knight, well
known both to the Emperor and the King of England, to whom he
made known the whole affair. On hearing this Rinck went to the
Senate of Cologne, and procured an order interdicting the printers
from proceeding further with the work. Tyndale contrived, however,
to procure the printed sheets, and sailed up the Rhine to Worms
about October, 1525; but Rinck and Cochlæus wrote at once to the
king and cardinal and the Bishop of Rochester to take the utmost
precaution in all the seaports of England, lest that “most pernicious
article of merchandise should be introduced.” Apparently nothing
could have been more complete than the triumph of Cochlæus. He
had not only interrupted the printing of the New Testament at
Cologne, but had disclosed the secret of Tyndale’s intentions to
those who were most able to take effectual steps to prevent the
introduction of the work in England, if he should ever succeed in
getting it printed at all.

This interruption, though felt most keenly at the time by 86


Tyndale, only inflamed his zeal, and the remarkable result was
that two editions were issued by him in the same period in which he
had contemplated only one. Thus the hostility of Cochlæus, which,
as we have seen, threatened to arrest the progress of the work, only
delayed its completion for a time and enabled Tyndale to issue six
thousand copies of his translation instead of three thousand. “Early
in 1526 both editions were sent into England in cases, in barrels, in
bales of cloth, in sacks of flour, and in every other secret way that
could be thought of.” The reception in England was remarkable.
They were eagerly bought and read to the inexpressible joy and
comfort of thousands who had long walked in darkness, and as
eagerly proscribed and sought out for destruction. Sir Thomas More
fiercely attacked the translation as ignorant, dishonest and heretical.
In the autumn Tunstal and Warham issued mandates for the
collection and surrender of copies. Tunstal attacked it in a sermon at
St. Paul’s, and professed to have found three thousand errors in it.
So the cardinal and all the bishops decided that the book should be
burned, which was vigorously carried out. But this was all in vain, for
the tide was fairly flowing and it could not be checked. A formidable
organization was ready in England to welcome and circulate the
books. In proportion to the violence with which the clergy
condemned the books was the esteem in which they were held by
those in England to whom the light was breaking.

BISHOP OF LONDON SUPPLIES MONEY TO PRINT BIBLES

In 1529 Bishop Tunstal went to Antwerp to seize Tyndale’s


Testaments, and by a singular coincident Tyndale also was there and
so it happened that one Parkington, who favored Tyndale, was at
Antwerp at the same time. On being informed by the bishop that he
would be glad to buy the Testaments, Parkington told him that, as
he knew those who had them for sale, he could buy “every book of
them that is imprinted and is here unsold.” The bargain was made,
and as has been said by the quaint chronicler:

The bishop, thinking he had God by the toe, when indeed he had,
as after he thought, the devil by the fist, said: “Gentle Mr. 87
Parkington, do your diligence and get them; and with all my
heart I will pay for them whatsoever they cost you, for the books
are erroneous and nought, and I intend surely to destroy them all,
and to burn them at Paul’s Cross.” Augustus Parkington came to
William Tyndale, and said: “William, I know that thou art a poor
man, and hast a heap of New Testaments and books by thee, for
which thou hast both endangered thy friends and beggared
thyself; and I have now gotten thee a merchant, which, with
ready money, shall dispatch thee of all thou hast, if thou think it
so profitable for yourself.” “Who is this merchant?” said Tyndale.
“The Bishop of London,” said Parkington. “Oh, that is because he
will burn them,” said Tyndale. “Yea, marry,” quoth Parkington. “I
am the gladder,” said Tyndale, “for these two benefits shall come
thereof: I shall get money to bring myself out of debt, and the
whole world will cry out against the burning of God’s Word; and
the overplus of the money that shall remain to me shall make me
more studious to correct the New Testament, and so newly to
imprint the same once again, and I trust the second will much
better like you than ever did the first.” And so went forward the
bargain; the bishop had the books; Parkington had the thanks,
and Tyndale had the money.

After this, Tyndale corrected the same New Testament, and


caused them to be newly imprinted, so that they came thick and
threefold over into England. When the bishop perceived that, he
sent for Parkington, and said to him: “How cometh this, that there
are so many New Testaments abroad? You promised me that you
would buy them all.” Then said Parkington: “Surely, I bought all
that were to be had, but I perceive they have printed more since.
I see it will never be better so long as they have letters and
stamps; wherefore you were best to buy the stamps, too, and so
you shall be sure.” At which the bishop smiled and so the matter
ended.

It so happened that shortly after this that George Constantine was


apprehended by Sir Thomas More, suspected of certain heresies.
During the time he was in custody, More said to him: “There are
beyond the sea Tyndale, Joyce, and a great many of you, I know
they can not live without help, and I pray thee tell me who they are
that help them thus?” “My lord,” quoth Constantine, “I will tell you
truly, it is the Bishop of London that hath helped us, for he hath
bestowed among us a great deal of money upon New Testaments to
burn them; and that hath been, and yet is, our only succor and
comfort.” “Now my troth,” quoth More, “I think even the same, for so
much I told the bishop before he went about it.”

88
BETRAYED AND MURDERED

Tyndale’s enemies endeavored to decoy him into England, but he


was too wary to be so easily entrapped, for he well knew what
displeasure Henry VIII felt at his tract, called “The Practice of
Prelates,” and what penalty the royal indignation would speedily
inflict. But his enemies in England, whose power had been shaken
by the wide circulation of the English New Testament, were the more
enraged against him, and conspired to seize him on the Continent, in
the name of the Emperor, and through the treachery of one Henry
Philips, a smooth, treacherous villain, in the employ of Stephen
Gardiner, after having invited Tyndale to dine with him, had him
arrested and had him put in the State prison of the Castle of
Vivorde, twenty-three miles from Antwerp, May 23, 1535. The
English merchants aggrieved by the loss of an esteemed friend, and
by this treacherous assault of their rights and privileges, made every
effort to secure his release, but all in vain. The neighboring
University of Louvain thirsted for his blood. He was speedily
condemned, and on Friday, October 6, 1536, he was strangled at the
stake and his body then burned to ashes. At the stake, with a
fervent zeal and a loud voice, he cried: “Lord, open the King of
England’s eyes.”

As an apostle of liberty, Tyndale stands foremost among the writers


of his day, whose heroic fortitude and invincible love of the truth
were heard with a force superior to royal and ecclesiastical
injunctions; and “the very flames to which fanaticism and tyranny
consigned his writings burnt them into the very hearts of the people,
and made them powerful instruments in attacking and converting
multitudes to the principles of the Reformation. It is not
exaggeration to say that the noble sentiments of William Tyndale,
uttered in pure, strong, Saxon English, and steeped in the doctrines
of the Gospel, gave shape to the views of the most conspicuous
promoters of the great movement, who, like himself, sealed their
convictions with their blood.”

89

CHAPTER III.
MARTIN LUTHER

Notwithstanding the fact that the papacy had universal sway over
Europe at the beginning of the sixteenth century, it must be noted
that, from the beginning of the fourteenth century on, there were
insurgents, however varied their cries and watchwords, who were
persistent in their denunciation of the priesthood. The hatred arose
from their intolerable extortions, which were a galling burden. While
the tithing system was an intolerable yoke, the rapacity of the priests
went far beyond tithes in their exactions. In speaking of this
condition, Seebohm, a Spanish historian, says:

I see that we can scarcely get anything from Christ’s ministers but
for money; at baptism money, at marriage money, at bishoping
money, for confession money—no, not extreme unction without
money! They ring no bells without money, no burials in the Church
without money; so that it seems that Paradise is shut up from
them that have no money. The rich is buried in the church, the
poor in the churchyard. The rich man may marry his nearest kin,
but the poor not so, albeit he is ready to die for love of her. The
rich may eat meat in Lent, but the poor may not, albeit fish be
much dearer. The rich may readily get large indulgences, but the
poor none, because he wanteth money to pay for them. (“The Era
of the Protestant Revolution,” pages 57, 58.)

All the efforts at reformation had always ignominiously failed, and


the papacy with all its abuses had never been more powerful than at
the time John Tetzel was trafficking in indulgences. Just thirty-four
years before this time, Martin Luther was born. His parents were
poor, but it was their desire to give him the best education possible.
When he was fourteen years old they sent him to school at
Magdeburg, where he relied upon the liberality of well-meaning
citizens to supply his needs. The tuition was free at Magdeburg, but
the students were required to provide their own lodgings and meals.
The usual custom was for a company of poor boys to band
themselves together and sing in the front of the house of the
wealthy citizens. Sometimes they would be invited to a meal; at
other times they would receive the remnants of a repast or at 90
least some slices of bread.

After a year had gone by his father decided to send him to Eisenach,
because he hoped that some of his relatives would take a kindly
interest in him; but in this expectation he was mistaken, for as
before he was compelled to beg and sing for his bread. Many times
young Luther became so discouraged that he made up his mind to
return to his home and become a miner like his father. But a very
different life was awaiting him. When he had acquired the discipline
resulting from the long struggle with poverty, a great change took
place.
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