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 Preface vii

each method is presented along with a precondition/postcondition contract that

completely specifies the behavior of the method. At this level, it’s important for
the students to realize that the specification is not tied to any particular choice of
implementation techniques. In fact, this same specification may be used several
times for several different implementations of the same data type.

Step 3: Use the Data Type. With the specification in place, students can write
small applications or applets to show the data type in use. These applications are
based solely on the data type’s specification because we still have not tied down
the implementation.

Step 4: Select Appropriate Data Structures and Proceed to Design and

Implement the Data Type. With a good abstract understanding of the data
type, we can select an appropriate data structure, such as an array, a linked list of
nodes, or a binary tree of nodes. For many of our data types, a first design and
implementation will select a simple approach, such as an array. Later, we will
redesign and reimplement the same data type with a more complicated underly-
ing structure.
Because we are using Java classes, an implementation of a data type will have
the selected data structures (arrays, references to other objects, etc.) as private
instance variables of the class. In my own teaching, I stress the necessity for a
clear understanding of the rules that relate the private instance variables to the
abstract notion of the data type. I require each student to write these rules in clear
English sentences that are called the invariant of the abstract data type. Once the
invariant is written, students can proceed to implementing various methods. The
invariant helps in writing correct methods because of two facts: (a) Each method
(except the constructors) knows that the invariant is true when the method begins
its work; and (b) each method is responsible for ensuring that the invariant is
again true when the method finishes.

Step 5: Analyze the Implementation. Each implementation can be analyzed

for correctness, flexibility, and time analysis of the operations (using big-O
notation). Students have a particularly strong opportunity for these analyses
when the same data type has been implemented in several different ways.

Where Will the Students Be at the End of the Course?

At the end of our course, students understand the data types inside out. They
know how to use the data types and how to implement them in several ways.
They know the practical effects of the different implementation choices. The
students can reason about efficiency with a big-O analysis and can argue for the
correctness of their implementations by referring to the invariant of the ADT.
viii Preface

the data types in One of the lasting effects of the course is the specification, design, and imple-
this book are mentation experience. The improved ability to reason about programs is also
cut-down important. But perhaps most important of all is the exposure to classes that are
versions of the easily used in many situations. The students no longer have to write everything
Java Class from scratch. We tell our students that someday they will be thinking about a
Libraries problem, and they will suddenly realize that a large chunk of the work can be
done with a bag, a stack, a queue, or some such. And this large chunk of work is
work that they won’t have to do. Instead, they will pull out the bag or stack or
queue that they wrote this semester—using it with no modifications. Or, more
likely, they will use the familiar data type from a library of standard data types,
such as the proposed Java Class Libraries. In fact, the behavior of some data
types in this text is a cut-down version of the JCL, so when students take the step
to the real JCL, they will be on familiar ground—from the standpoint of how to
use the class and also having a knowledge of the considerations that went into
building the class.

Other Foundational Topics

Throughout the course, we also lay a foundation for other aspects of “real pro-
gramming,” with coverage of the following topics beyond the basic data struc-
tures material.

Object-Oriented Programming. The foundations of object-oriented pro-

gramming are laid by giving students a strong understanding of Java classes.
The important aspects of classes are covered early: the notion of a method, the
separation into private and public members, the purpose of constructors, and a
small exposure to cloning and testing for equality. This is primarily covered in
Chapter 2, some of which can be skipped by students with a good exposure to
Java classes in the CS1 course.
Further aspects of classes are introduced when the classes first use dynamic
arrays (Chapter 3). At this point, the need for a more sophisticated clone method
is explained. Teaching this OOP method with the first use of dynamic memory
has the effect of giving the students a concrete picture of how an instance vari-
able is used as a reference to a dynamic object such as an array.
Conceptually, the largest innovation of OOP is the software reuse that occurs
via inheritance. There are certainly opportunities for introducing inheritance
right from the start of a data structures course (such as implementing a set class
as a descendant of a bag class). However, an early introduction may also result
in students juggling too many new concepts at once, resulting in a weaker under-
standing of the fundamental data structures. Therefore, in my own course, I intro-
duce inheritance at the end as a vision of things to come. But the introduction to
inheritance (Sections 13.1 and 13.2) could be covered as soon as classes are
understood. With this in mind, some instructors may wish to cover Chapter 13
earlier, just before stacks and queues, so that stacks and queues can be derived
from another class.
 Preface ix

Another alternative is to identify students who already know the basics of

classes. These students can carry out an inheritance project (such as the ecosys-
tem of Section 13.3), while the rest of the students first learn about classes.

Java Objects. The Java Object type lies at the base of all the other Java
types—or at least almost all the other types. The eight primitive types are not
Java objects, and for many students, the CS1 work has been primarily with the
eight primitive types. Because of this, the first few data structures are collec-
tions of primitive values, such as a bag of integers or a sequence of double num-
bers.

Iterators. Iterators are an important part of the Java Class Libraries, allowing
a programmer to easily step through the elements in a collection class. The
Iteratable interface is introduced in Chapter 5. Throughout the rest of the
text, iterators are not directly used, although they provide a good opportunity for
programming projects, such as using a stack to implement an iterator for a
binary search tree (Chapter 9).

Recursion. First-semester courses often introduce students to recursion. But

many of the first-semester examples are tail recursion, where the final act of the
method is the recursive call. This may have given students a misleading impres-
sion that recursion is nothing more than a loop. Because of this, I prefer to avoid
early use of tail recursion in a second-semester course.
So, in our second-semester course, we emphasize recursive solutions that use
more than tail recursion. The recursion chapter provides four examples along
these lines. Two of the examples—generating random fractals and traversing a
maze—are big hits with the students. The fractal example runs as a graphical
applet, and although the maze example is text based, an adventurous student can
convert it to a graphical applet. These recursion examples (Chapter 8) appear just
before trees (Chapter 9) since it is within recursive tree algorithms that recursion
becomes vital. However, instructors who desire more emphasis on recursion can
move that topic forward, even before Chapter 2.
In a course that has time for advanced tree projects (Chapter 10), we analyze
the recursive tree algorithms, explaining the importance of keeping the trees
balanced—both to improve worst-case performance and to avoid potential
execution stack overflow.

Searching and Sorting. Chapters 11 and 12 provide fundamental coverage of

searching and sorting algorithms. The searching chapter reviews binary search
of an ordered array, which many students will have seen before. Hash tables are
also introduced in the search chapter by implementing a version of the JCL hash
table and also a second hash table that uses chaining instead of open addressing.
The sorting chapter reviews simple quadratic sorting methods, but the majority
of the chapter focuses on faster algorithms: the recursive merge sort (with
worst-case time of O(n log n)), Tony Hoare’s recursive quicksort (with average-
time O(n log n)), and the tree-based heapsort (with worst-case time of O(n log n)).
x Preface

Advanced Projects, Including Concurrency

The text offers good opportunities for optional projects that can be undertaken
by a more advanced class or by students with a stronger background in a large
class. Particular advanced projects include the following:
• Interactive applet-based test programs for any of the data structures (out-
lined in Appendix I).
• Implementing an iterator for the sequence class (see Chapter 5 Program-
ming Projects).
• Writing a deep clone method for a collection class (see Chapter 5 Pro-
gramming Projects).
• Writing an applet version of an application program (such as the maze tra-
versal in Section 8.2 or the ecosystem in Section 13.3).
• Using a stack to build an iterator for the binary search tree (see Chapter 9
Programming Projects).
• A priority queue implemented as an array of ordinary queues (Section
7.4) or implemented using a heap (Section 10.1).
• A set class implemented with B-trees (Section 10.2). I have made a partic-
ular effort on this project to provide sufficient information for students to
implement the class without need of another text. Advanced students have
successfully completed this project as independent work.
• Projects to support concurrent sorting in the final section of Chapter 12.
• An inheritance project, such as the ecosystem of Section 13.3.
• A graph class and associated graph algorithms in Chapter 14. This is
another case in which advanced students may do work on their own.

Java Language Versions

All the source code in the book has been tested to work correctly with Java 2
Standard Edition Version 7.0, including new features such as generics and new
concurrency support. Information on all of the Java products from Sun Micro-
systems is available at http://java.sun.com/products/index.html.
Flexibility of Topic Ordering
This book was written to give instructors latitude in reordering the material to
meet the specific background of students or to add early emphasis to selected
topics. The dependencies among the chapters are shown on the next page. A line
joining two boxes indicates that the upper box should be covered before the
lower box.
Here are some suggested orderings of the material:
Typical Course. Start with Chapters 1–9, skipping parts of Chapter 2 if the
students have a prior background in Java classes. Most chapters can be covered
in a week, but you may want more time for Chapter 4 (linked lists), Chapter 8
(recursion), or Chapter 9 (trees). Typically, I cover the material in 13 weeks,
 Preface xi

Chapter Dependencies

At the start of the course, students should be comfortable writing

application programs and using arrays in Java.

Chapter 1
Introduction

Chapters 2–3
Classes
Reference variables
Collection classes Chapter 8
Recursion
Chapter 2 can be skipped by students
with a good background in Java classes.

Section 11.1
Chapter 4
Binary search
Linked lists
Chapter 13
Extended classes
Sections 5.1–5.4 Sec. 11.2–11.3
Generic programming Hash tables
(Also requires
Chapter 5)
Sections 5.5–5.7 Chapter 6
The Java API Stacks
Chapter 12
Iterators Sorting
Java collections (Heapsort also
Java maps Chapter 7 Chapter 9
needs Section
Queues Trees
10.1)

Section 10.1 Section 10.2 Section 10.3

Heaps B-trees Java trees

The shaded boxes provide

Section 10.4 Chapter 14
good opportunities for
Detailed tree analysis Graphs
advanced work.
xii Preface

including time for exams and extra time for linked lists and trees. Remaining
weeks can be spent on a tree project from Chapter 10 or on binary search (Sec-
tion 11.1) and sorting (Chapter 12).
Heavy OOP Emphasis. If students will cover sorting and searching else-
where, then there is time for a heavier emphasis on object-oriented program-
ming. The first three chapters are covered in detail, and then derived classes
(Section 13.1) are introduced. At this point, students can do an interesting OOP
project, perhaps based on the ecosystem of Section 13.3. The basic data struc-
tures (Chapters 4 –7) are then covered, with the queue implemented as a derived
class (Section 13.4). Finish up with recursion (Chapter 8) and trees (Chapter 9),
placing special emphasis on recursive methods.
Accelerated Course. Assign the first three chapters as independent reading in
the first week and start with Chapter 4 (linked lists). This will leave two to three
extra weeks at the end of the term so that students can spend more time on
searching, sorting, and the advanced topics (shaded in the chapter dependencies
list).
I also have taught the course with further acceleration by spending no lecture
time on stacks and queues (but assigning those chapters as reading).
Early Recursion / Early Sorting. One to three weeks may be spent at the
start of class on recursive thinking. The first reading will then be Chapters 1 and
8, perhaps supplemented by additional recursive projects.
If the recursion is covered early, you may also proceed to cover binary search
(Section 11.1) and most of the sorting algorithms (Chapter 12) before introduc-
ing collection classes.

Supplements Via the Internet

The following materials are available to all readers of this text at cssup-
port.pearsoncmg.com (or alternatively at www.cs.colorado.edu/~main/
dsoj.html):
• Source code
• Errata
In addition, the following supplements are available to qualified instructors.
Visit Addison-Wesley’s Instructor Resource Center (www.aw.com/irc) or con-
tact your local Addison-Wesley representative for access to these:
• PowerPoint® presentations
• Exam questions
• Solutions to selected programming projects
• Speaker notes
• Sample assignments
• Suggested syllabi
 Preface xiii

Acknowledgments
This book grew from joint work with Walter Savitch, who continues to be an
ever-present and enthusiastic supporter, colleague, and friend. My students from
the University of Colorado at Boulder serve to provide inspiration and joy at
every turn, particularly the spring seminars in Natural Computing and Ideas in
Computing. During the past few years, the book has also been extensively
reviewed by J.D. Baker, Philip Barry, Arthur Crummer, Herbert Dershem, Greg
Dobbins, Zoran Duric, Dan Grecu, Scott Grissom, Bob Holloway, Rod Howell,
Danny Krizanc, Ran Libeskind-Hadas, Meiliu Lu, Catherine Matthews, Robert
Moll, Robert Pastel, Don Slater, Ryan Stansifer, Deborah Trytten, and John
Wegis. I thank these colleagues for their excellent critique and their encourage-
ment.
At Addison-Wesley, I thank Tracy Dunkelberger, Michael Hirsch, Bob
Engelhardt, and Stephanie Sellinger, who have provided continual support and
knowledgeable advice.
I also thank my friends and colleagues who have given me daily
encouragement and friendship during the writing of this fourth edition: Andrzej
Ehrenfeucht, Marga Powell, Grzegorz Rozenberg, and Allison Thompson-
Brown, and always my family: Janet, Tim, Hannah, Michelle, and Paul.

Michael Main ([email protected])

Boulder, Colorado
xiv Preface

Chapter List

Chapter 1 THE PHASES OF SOFTWARE DEVELOPMENT 1

Chapter 2 JAVA CLASSES AND INFORMATION HIDING 38
Chapter 3 COLLECTION CLASSES 103
Chapter 4 LINKED LISTS 175
Chapter 5 GENERIC PROGRAMMING 251
Chapter 6 STACKS 315
Chapter 7 QUEUES 360
Chapter 8 RECURSIVE THINKING 409
Chapter 9 TREES 453
Chapter 10 TREE PROJECTS 520
Chapter 11 SEARCHING 567
Chapter 12 SORTING 614
Chapter 13 SOFTWARE REUSE WITH EXTENDED CLASSES 675
Chapter 14 GRAPHS 728

APPENDIXES 775
INDEX 815
 Contents xv

Contents
CHAPTER 1 THE PHASES OF SOFTWARE DEVELOPMENT 1
1.1 Specification, Design, Implementation 4
Design Technique: Decomposing the Problem 5
How to Write a Specification for a Java Method 6
Pitfall: Throw an Exception to Indicate a Failed Precondition 9
Temperature Conversion: Implementation 10
Programming Tip: Use Javadoc to Write Specifications 13
Programming Tip: Use Final Variables to Improve Clarity 13
Programming Tip: Make Exception Messages Informative 14
Programming Tip: Format Output with System.out.printf 14
Self-Test Exercises for Section 1.1 15
1.2 Running Time Analysis 16
The Stair-Counting Problem 16
Big-O Notation 21
Time Analysis of Java Methods 23
Worst-Case, Average-Case, and Best-Case Analyses 25
Self-Test Exercises for Section 1.2 26
1.3 Testing and Debugging 26
Choosing Test Data 27
Boundary Values 27
Fully Exercising Code 28
Pitfall: Avoid Impulsive Changes 29
Using a Debugger 29
Assert Statements 29
Turning Assert Statements On and Off 30
Programming Tip: Use a Separate Method for Complex Assertions 32
Pitfall: Avoid Using Assertions to Check Preconditions 34
Static Checking Tools 34
Self-Test Exercises for Section 1.3 34
Chapter Summary 35
Solutions to Self-Test Exercises 36

CHAPTER 2 JAVA CLASSES AND INFORMATION HIDING 38

2.1 Classes and Their Members 40
Defining a New Class 41
Instance Variables 41
Constructors 42
No-Arguments Constructors 43
Methods 43
Accessor Methods 44
Programming Tip: Four Reasons to Implement Accessor Methods 44
Pitfall: Division Throws Away the Fractional Part 45
Programming Tip: Use the Boolean Type for True or False Values 46
Modification Methods 46
Pitfall: Potential Arithmetic Overflows 48
Complete Definition of Throttle.java 48
Methods May Activate Other Methods 51
Self-Test Exercises for Section 2.1 51
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xvi Contents

2.2 Using a Class 52

Creating and Using Objects 52
A Program with Several Throttle Objects 53
Null References 54
NullPointerException 55
Assignment Statements with Reference Variables 55
Clones 58
Testing for Equality 58
Terminology Controversy: “The Throttle That t Refers To” 59
Self-Test Exercises for Section 2.2 59
2.3 Packages 60
Declaring a Package 60
The Import Statement to Use a Package 63
The JCL Packages 63
More about Public, Private, and Package Access 63
Self-Test Exercises for Section 2.3 65
2.4 Parameters, Equals Methods, and Clones 65
The Location Class 66
Static Methods 72
Parameters That Are Objects 73
Methods May Access Private Instance Variables of Objects in Their Own Class 74
The Return Value of a Method May Be an Object 75
Programming Tip: How to Choose the Names of Methods 76
Java’s Object Type 77
Using and Implementing an Equals Method 77
Pitfall: ClassCastException 80
Every Class Has an Equals Method 80
Using and Implementing a Clone Method 81
Pitfall: Older Java Code Requires a Typecast for Clones 81
Programming Tip: Always Use super.clone for Your Clone Method 85
Programming Tip: When to Throw a Runtime Exception 85
A Demonstration Program for the Location Class 85
What Happens When a Parameter Is Changed Within a Method? 86
Self-Test Exercises for Section 2.4 89
2.5 The Java Class Libraries 90
Chapter Summary 92
Solutions to Self-Test Exercises 93
Programming Projects 95
 Contents xvii

CHAPTER 3 COLLECTION CLASSES 103

3.1 A Review of Java Arrays 104
Pitfall: Exceptions That Arise from Arrays 106
The Length of an Array 106
Assignment Statements with Arrays 106
Clones of Arrays 107
The Arrays Utility Class 108
Array Parameters 110
Programming Tip: Enhanced For-Loops for Arrays 111
Self-Test Exercises for Section 3.1 112
3.2 An ADT for a Bag of Integers 113
The Bag ADT—Specification 114
OutOfMemoryError and Other Limitations for Collection Classes 118
The IntArrayBag Class—Specification 118
The IntArrayBag Class—Demonstration Program 122
The IntArrayBag Class—Design 125
The Invariant of an ADT 126
The IntArrayBag ADT—Implementation 127
Programming Tip: Cloning a Class That Contains an Array 136
The Bag ADT—Putting the Pieces Together 137
Programming Tip: Document the ADT Invariant in the Implementation File 141
The Bag ADT—Testing 141
Pitfall: An Object Can Be an Argument to Its Own Method 142
The Bag ADT—Analysis 142
Self-Test Exercises for Section 3.2 144
3.3 Programming Project: The Sequence ADT 145
The Sequence ADT—Specification 146
The Sequence ADT—Documentation 150
The Sequence ADT—Design 150
The Sequence ADT—Pseudocode for the Implementation 156
Self-Test Exercises for Section 3.3 158
3.4 Programming Project: The Polynomial 159
Self-Test Exercises for Section 3.4 162
3.5 The Java HashSet and Iterators 162
The HashSet Class 162
Some of the HashSet Members 162
Iterators 163
Pitfall: Do Not Access an Iterator’s next Item When hasNext Is False 164
Pitfall: Changing a Container Object Can Invalidate Its Iterator 164
Invalid Iterators 164
Self-Test Exercises for Section 3.5 165
Chapter Summary 165
Solutions to Self-Test Exercises 166
Programming Projects 169
xviii Contents

CHAPTER 4 LINKED LISTS 175

4.1 Fundamentals of Linked Lists 176
Declaring a Class for Nodes 177
Head Nodes, Tail Nodes 177
The Null Reference 178
Pitfall: NullPointerExceptions with Linked Lists 179
Self-Test Exercises for Section 4.1 179
4.2 Methods for Manipulating Nodes 179
Constructor for the Node Class 180
Getting and Setting the Data and Link of a Node 180
Public Versus Private Instance Variables 181
Adding a New Node at the Head of a Linked List 182
Removing a Node from the Head of a Linked List 183
Adding a New Node That Is Not at the Head 185
Removing a Node That Is Not at the Head 188
Pitfall: NullPointerExceptions with removeNodeAfter 191
Self-Test Exercises for Section 4.2 191
4.3 Manipulating an Entire Linked List 192
Computing the Length of a Linked List 193
Programming Tip: How to Traverse a Linked List 196
Pitfall: Forgetting to Test the Empty List 197
Searching for an Element in a Linked List 197
Finding a Node by Its Position in a Linked List 198
Copying a Linked List 200
A Second Copy Method, Returning Both Head and Tail References 204
Programming Tip: A Method Can Return an Array 205
Copying Part of a Linked List 206
Using Linked Lists 207
Self-Test Exercises for Section 4.3 214
4.4 The Bag ADT with a Linked List 215
Our Second Bag—Specification 215
The grab Method 219
Our Second Bag—Class Declaration 219
The Second Bag—Implementation 220
Programming Tip: Cloning a Class That Contains a Linked List 223
Programming Tip: How to Choose between Different Approaches 225
The Second Bag—Putting the Pieces Together 229
Self-Test Exercises for Section 4.4 232
4.5 Programming Project: The Sequence ADT with a Linked List 232
The Revised Sequence ADT—Design Suggestions 232
The Revised Sequence ADT—Clone Method 235
Self-Test Exercises for Section 4.5 238
4.6 Beyond Simple Linked Lists 239
Arrays Versus Linked Lists and Doubly Linked Lists 239
Dummy Nodes 240
Java’s List Classes 241
ListIterators 242
Making the Decision 243
Self-Test Exercises for Section 4.6 244
Chapter Summary 244
Solutions to Self-Test Exercises 245
Programming Projects 248
 Contents xix

CHAPTER 5 GENERIC PROGRAMMING 251

5.1 Java’s Object Type and Wrapper Classes 252
Widening Conversions 253
Narrowing Conversions 254
Wrapper Classes 256
Autoboxing and Auto-Unboxing Conversions 256
Advantages and Disadvantages of Wrapper Objects 257
Self-Test Exercises for Section 5.1 257
5.2 Object Methods and Generic Methods 258
Object Methods 259
Generic Methods 259
Pitfall: Generic Method Restrictions 260
Self-Test Exercises for Section 5.2 261
5.3 Generic Classes 262
Writing a Generic Class 262
Using a Generic Class 262
Pitfall: Generic Class Restrictions 263
Details for Implementing a Generic Class 263
Creating an Array to Hold Elements of the Unknown Type 263
Retrieving E Objects from the Array 264
Warnings in Generic Code 264
Programming Tip: Suppressing Unchecked Warnings 265
Using ArrayBag as the Type of a Parameter or Return Value 266
Counting the Occurrences of an Object 266
The Collection Is Really a Collection of References to Objects 267
Set Unused References to Null 269
Steps for Converting a Collection Class to a Generic Class 269
Deep Clones for Collection Classes 271
Using the Bag of Objects 279
Details of the Story-Writing Program 282
Self-Test Exercises for Section 5.3 282
5.4 Generic Nodes 283
Nodes That Contain Object Data 283
Pitfall: Misuse of the equals Method 283
Other Collections That Use Linked Lists 285
Self-Test Exercises for Section 5.4 285
5.5 Interfaces and Iterators 286
Interfaces 286
How to Write a Class That Implements an Interface 287
Generic Interfaces and the Iterable Interface 287
How to Write a Generic Class That Implements a Generic Interface 288
The Lister Class 289
Pitfall: Don’t Change a List While an Iterator Is Being Used 291
The Comparable Generic Interface 292
Parameters That Use Interfaces 293
Using instanceof to Test Whether a Class Implements an Interface 294
The Cloneable Interface 295
Self-Test Exercises for Section 5.5 295
xx Contents

5.6 A Generic Bag Class That Implements the Iterable Interface (Optional Section) 296
Programming Tip: Enhanced For-Loops for the Iterable Interface 297
Implementing a Bag of Objects Using a Linked List and an Iterator 298
Programming Tip: External Iterators Versus Internal Iterators 298
Summary of the Four Bag Implementations 299
Self-Test Exercises for Section 5.6 299
5.7 The Java Collection Interface and Map Interface (Optional Section) 300
The Collection Interface 300
The Map Interface and the TreeMap Class 300
The TreeMap Class 302
The Word Counting Program 305
Self-Test Exercises for Section 5.7 306
Chapter Summary 309
Solutions to Self-Test Exercises 310
Programming Projects 312

CHAPTER 6 STACKS 315

6.1 Introduction to Stacks 316
The Stack Class—Specification 317
We Will Implement a Generic Stack 319
Programming Example: Reversing a Word 319
Self-Test Exercises for Section 6.1 320
6.2 Stack Applications 320
Programming Example: Balanced Parentheses 320
Programming Tip: The Switch Statement 324
Evaluating Arithmetic Expressions 325
Evaluating Arithmetic Expressions—Specification 325
Evaluating Arithmetic Expressions—Design 325
Implementation of the Evaluate Method 329
Evaluating Arithmetic Expressions—Testing and Analysis 333
Evaluating Arithmetic Expressions—Enhancements 334
Self-Test Exercises for Section 6.2 334
6.3 Implementations of the Stack ADT 335
Array Implementation of a Stack 335
Linked List Implementation of a Stack 341
Self-Test Exercises for Section 6.3 344
6.4 More Complex Stack Applications 345
Evaluating Postfix Expressions 345
Translating Infix to Postfix Notation 348
Using Precedence Rules in the Infix Expression 350
Correctness of the Conversion from Infix to Postfix 353
Self-Test Exercises for Section 6.4 354
Chapter Summary 354
Solutions to Self-Test Exercises 355
Programming Projects 356
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difficulty.
Both felt relieved now that they had a chance to fly once more. First
of all it was their policy to mount to a high level, where they could
hope to pass unnoticed over the numerous towns and villages that
still lay in the route to the fighting front beyond the border.
Of course everything looked strange to them below. They could
make out roads, and lines of rails over which laden trains were
passing back and forth; but though Tom had a map of Western
Germany with him he could not recognize a thing.
They were heading right, at any rate, and if allowed to proceed a
certain distance would surely strike their objective, the line where
the rival armies lay in their trenches.
Jack had also managed to stop the tiny leak in their tank before they
arose, which would help them greatly in conserving their store of
fuel. Neither of them knew how many miles they must fly before
reaching a friendly zone. It might be fifty, and it might only be
fifteen; but as long as a drop of gasolene remained in their tank they
meant to push steadily on.
Fortune was again kind to them, for in time they realized that they
were nearing the scene of warfare. The dense clouds of smoke in
the distance told them this, in the first place, and later on they
occasionally caught the dull concussion of the big guns that rocked
the earth every time they were discharged.
Now came the most critical time of all for the two young aviators. If
their arrival on the scene of action chanced to be noticed in time, a
flock of eager Fokker pilots would rise to intercept them. It would be
hard indeed if, after surmounting all the difficulties that had beset
their way thus far, they should be shot down when in sight of their
goal.
Tom exercised due vigilance. At the same time he found himself
gripped in a constant state of anxiety the nearer they drew to the
battlelines.
Planes were in sight, many of them, and the sausage-shaped
observation balloons swayed to and fro in double lines well back of
the front. Tom endeavored to pick his way along carefully. He had
Jack using the glass and searching the heavens to make out the
identity of every machine in sight.
As before, it turned out that the nimble Nieuports were the ones
doing “ceiling work,” while far below a German, defended by a flock
of aviatiks, was pushing forward, evidently intending to take a look
at what the French were doing.
The strain was soon over. Down came several of the guard planes,
after recognizing one of their own machines in the clumsy Caudron.
Tom saw that the entire trio had the familiar Indian head painted on
the body of the machines, showing that they were Americans. They
knew of the absence of the two young airmen and were delighted to
see them turn up after they had been given over as lost.
And so in due time Tom made as neat a landing in his own field as
any veteran could have done, amid the cheers of scores and scores
of pilots, mechanicians and French soldiers, who came running like
mad when they saw who was dropping from the skies.
Although utterly exhausted and almost frozen after their bitter
experience, Tom and Jack could not retreat until they had shaken
hands with dozens of the noisy throng that surrounded them. After
that they were at least no longer cold, for their fingers had been
squeezed, and hearty slaps laid on their backs by the excited
aviators.
When later on they told their story, modestly enough, to be sure,
and Tom held up the precious paper which he had recovered in such
a miraculous fashion, they received a perfect ovation from the
crowd.
Then, one day later on, the boys discovered to their great
astonishment, and delight as well, that they had been cited in the
Orders of the Day, each being awarded the coveted Croix de Guerre,
and Tom being advanced to the grade of corporal in the French
service, which for one so young was a very high honor indeed.
Of course, Tom took advantage of the first opportunity that arose to
write a long account of their adventure and send it home, also
enclosing the precious paper, after taking a copy of it to hold in case
the original was lost in the mails. It may be said in passing that in
due time Mr. Raymond received this letter with its welcome
enclosure, and never ceased to marvel at the remarkable manner in
which his son had recovered the lost document.
After they had recovered from their strenuous journey the two
young aviators were more than ever anxious for continued service.
The taste of peril had sharpened their appetites, it seemed, and
made them eager to meet with further exciting experiences in their
chosen work.
All the members of the famous escadrille were very fond of the boys,
and each seemed to deem it a privilege to coach them in the
thousand and one problems that daily confront a war aviator.
Jack sometimes was seen to muse, as though his thoughts had
taken a backward flight. Tom imagined he might be thinking of those
at home, and once even exhibited more or less sympathy for his
chum, when, to his surprise, and also amusement, Jack unblushingly
admitted that the one he was thinking of chanced to be pretty little
Bessie Gleason.
“It’s a queer thing, Tom,” he remarked, when the other chuckled,
“but somehow I find myself wondering whether I’ll ever run across
that girl and her stern guardian again. Since you played in such
great luck and pounced on Adolph Tuessig in such a remarkable way,
perhaps, who knows, I may find myself face to face with Bessie one
of these days. Anyhow, I hope so.”
“You never can tell,” was all Tom would say in reply; and yet, if you
read the second volume of this series, entitled “The Air Service Boys
Over the Enemy’s Lines; or, The German Spy’s Secret,” you will find
that not only did Jack have his wish realized, but that a fresh and
most astonishing array of thrilling happenings overtook the two
chums while they were still “flying for France.”
THE END.
 Up-to-date Juveniles at the
popular price of 50c. each

AIR SERVICE BOYS FLYING FOR FRANCE By Chas. A. Beach

or The Young Heroes of the Lafayette Escadrille.
AIR SERVICE BOYS OVER THE ENEMY’S
By Chas. A. Beach
LINES
or The German Spy’s Secret.
AIR SERVICE BOYS OVER THE RHINE By Chas. A. Beach
or Fighting Above the Clouds.
ANDY AT YALE By Roy Eliot Stokes
or The Great Quadrangle Mystery.
ARMY BOYS IN FRANCE By Homer Randall
or From Training Camp to Trenches.
ARMY BOYS IN THE FRENCH TRENCHES By Homer Randall
or Hand to Hand Fights with the Enemy.
ARMY BOYS ON THE FIRING LINE By Homer Randall
or Holding Back the German Drive.
BERT WILSON AT THE WHEEL By J. W. Duffield
BERT WILSON’S FADEAWAY BALL By J. W. Duffield
BERT WILSON WIRELESS OPERATOR By J. W. Duffield
BERT WILSON MARATHON WINNER By J. W. Duffield
BERT WILSON AT PANAMA By J. W. Duffield
BERT WILSON’S TWIN CYLINDER RACER By J. W. Duffield
BERT WILSON ON THE GRIDIRON By J. W. Duffield
BERT WILSON IN THE ROCKIES By J. W. Duffield
 By Captain Taylor
BOB SPENCER, THE LIFE SAVER
Armitage
or Guarding the Coast for Uncle Sam.
DAVE FEARLESS AFTER A SUNKEN
By R. Rockwood
TREASURE
or The Rival Ocean Divers.
DAVE FEARLESS ON A FLOATING ISLAND By R. Rockwood
or The Cruise of the Treasure Ship.
DAVE FEARLESS AND THE CAVE OF
By R. Rockwood
MYSTERY
or Adrift on the Pacific.
HIRAM, THE YOUNG FARMER By Burbank L. Todd
or Making the Soil Pay.
JOE STRONG, THE BOY WIZARD By Vance Barnum
or Mysteries of Magic Exposed.
JOE STRONG ON THE TRAPEZE By Vance Barnum
or The Daring Feats of a Young Circus Performer.
JOE STRONG, THE BOY-FISH By Vance Barnum
or The Marvelous Doings of a Boy-Fish.
JOE STRONG ON THE HIGH WIRE By Vance Barnum
or A Motorcycle of the Air.
JOE STRONG AND HIS WINGS OF STEEL By Vance Barnum
or A Young Acrobat in the Clouds.
NAVY BOYS AFTER A SUBMARINE By Halsey Davidson
or Protecting the Giant Convoy.
NAVY BOYS CHASING A SEA RAIDER By Halsey Davidson
or Landing a Million Dollar Prize.
NAVY BOYS BEHIND THE BIG GUNS By Halsey Davidson
or Sinking the German U-Boats.
 GEORGE SULLY & COMPANY
373 FOURTH AVENUE NEW YORK
 TRANSCRIBER’S NOTES:
Obvious typographical errors have been corrected.
Inconsistencies in hyphenation have been
standardized.
Archaic or variant spelling has been retained.
*** END OF THE PROJECT GUTENBERG EBOOK AIR SERVICE BOYS
FLYING FOR FRANCE ***

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