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■ Use arithmetic operators.
■ Learn the precedence of
arithmetic operators.
■ Write decision-making
statements.
■ Use relational and equality
operators.
jhtp_02_IntroToApplications.FM Page 2 Sunday, May 18, 2014 9:41 PM

Self-Review Exercises 2

Self-Review Exercises
2.1 Fill in the blanks in each of the following statements:
a) A(n) begins the body of every method, and a(n) ends the body of
every method.
ANS: left brace ({), right brace (} ).
b) You can use the statement to make decisions.
ANS: if.
c) begins an end-of-line comment.
ANS: //.
d) , and are called white space.
ANS: Space characters, newlines and tabs.
e) are reserved for use by Java.
ANS: Keywords.
f) Java applications begin execution at method .
ANS: main.
g) Methods , and display information in a command win-
dow.
ANS: System.out.print, System.out.println and System.out.printf.
2.2 State whether each of the following is true or false. If false, explain why.
a) Comments cause the computer to print the text after the // on the screen when the pro-
gram executes.
ANS: False. Comments do not cause any action to be performed when the program exe-
cutes. They’re used to document programs and improve their readability.
b) All variables must be given a type when they’re declared.
ANS: True.
c) Java considers the variables number and NuMbEr to be identical.
ANS: False. Java is case sensitive, so these variables are distinct.
d) The remainder operator (%) can be used only with integer operands.
ANS: False. The remainder operator can also be used with noninteger operands in Java.
e) The arithmetic operators *, /, %, + and - all have the same level of precedence.
ANS: False. The operators *, / and % are higher precedence than operators + and -.
2.3 Write statements to accomplish each of the following tasks:
a) Declare variables c, thisIsAVariable, q76354 and number to be of type int.
ANS: int c, thisIsAVariable, q76354, number;
or
int c;
int thisIsAVariable;
int q76354;
int number;
b) Prompt the user to enter an integer.
ANS: System.out.print("Enter an integer: ");
c) Input an integer and assign the result to int variable value. Assume Scanner variable
input can be used to read a value from the keyboard.
ANS: value = input.nextInt();
d) Print "This is a Java program" on one line in the command window. Use method
System.out.println.
ANS: System.out.println("This is a Java program");
jhtp_02_IntroToApplications.FM Page 3 Sunday, May 18, 2014 9:41 PM

3 Chapter 2 Introduction to Java Applications; Input/Output and Operators

e) Print "This is a Java program" on two lines in the command window. The first line
should end with Java. Use method System.out.printf and two %s format specifiers.
ANS: System.out.printf("%s%n%s%n", "This is a Java", "program");
f) If the variable number is not equal to 7, display "The variable number is not equal to 7".
ANS: if (number != 7)
System.out.println("The variable number is not equal to 7");

2.4 Identify and correct the errors in each of the following statements:
a) if (c < 7);
System.out.println("c is less than 7");
ANS: Error: Semicolon after the right parenthesis of the condition (c < 7) in the if.
Correction: Remove the semicolon after the right parenthesis. [Note: As a result, the
output statement will execute regardless of whether the condition in the if is true.]
b) if (c => 7)
System.out.println("c is equal to or greater than 7");
ANS: Error: The relational operator => is incorrect. Correction: Change => to >=.
2.5 Write declarations, statements or comments that accomplish each of the following tasks:
a) State that a program will calculate the product of three integers.
ANS: // Calculate the product of three integers
b) Create a Scanner called input that reads values from the standard input.
ANS: Scanner input = new Scanner(System.in);
c) Declare the variables x, y, z and result to be of type int.
ANS: int x, y, z, result;
or
int x;
int y;
int z;
int result;
d) Prompt the user to enter the first integer.
ANS: System.out.print("Enter first integer: ");
e) Read the first integer from the user and store it in the variable x.
ANS: x = input.nextInt();
f) Prompt the user to enter the second integer.
ANS: System.out.print("Enter second integer: ");
g) Read the second integer from the user and store it in the variable y.
ANS: y = input.nextInt();
h) Prompt the user to enter the third integer.
ANS: System.out.print("Enter third integer: ");
i) Read the third integer from the user and store it in the variable z.
ANS: z = input.nextInt();
j) Compute the product of the three integers contained in variables x, y and z, and assign
the result to the variable result.
ANS: result = x * y * z;
k) Use System.out.printf to display the message "Product is" followed by the value of
the variable result.
ANS: System.out.printf("Product is %d%n", result);
jhtp_02_IntroToApplications.FM Page 4 Sunday, May 18, 2014 9:41 PM

Exercises 4

2.6 Using the statements you wrote in Exercise 2.5, write a complete program that calculates
and prints the product of three integers.
ANS:

1 // Ex. 2.6: Product.java

2 // Calculate the product of three integers.
3 import java.util.Scanner; // program uses Scanner
4
5 public class Product
6 {
7 public static void main(String[] args)
8 {
9 // create Scanner to obtain input from command window
10 Scanner input = new Scanner(System.in);
11
12 int x; // first number input by user
13 int y; // second number input by user
14 int z; // third number input by user
15 int result; // product of numbers
16
17 System.out.print("Enter first integer: "); // prompt for input
18 x = input.nextInt(); // read first integer
19
20 System.out.print("Enter second integer: "); // prompt for input
21 y = input.nextInt(); // read second integer
22
23 System.out.print("Enter third integer: "); // prompt for input
24 z = input.nextInt(); // read third integer
25
26 result = x * y * z; // calculate product of numbers
27
28 System.out.printf("Product is %d%n", result);
29 } // end method main
30 } // end class Product

Enter first integer: 10

Enter second integer: 20
Enter third integer: 30
Product is 6000

Exercises
NOTE: Solutions to the programming exercises are located in the ch02solutions folder.
Each exercise has its own folder named ex02_## where ## is a two-digit number represent-
ing the exercise number. For example, exercise 2.14’s solution is located in the folder
ex02_14.
2.7 Fill in the blanks in each of the following statements:
a) are used to document a program and improve its readability.
ANS: Comments.
b) A decision can be made in a Java program with a(n) .
ANS: if statement.
c) Calculations are normally performed by statements.
ANS: assignment statements.
d) The arithmetic operators with the same precedence as multiplication are and
.
jhtp_02_IntroToApplications.FM Page 5 Sunday, May 18, 2014 9:41 PM

5 Chapter 2 Introduction to Java Applications; Input/Output and Operators

ANS: division (/), remainder (%)

e) When parentheses in an arithmetic expression are nested, the set of paren-
theses is evaluated first.
ANS: innermost.
f) A location in the computer’s memory that may contain different values at various times
throughout the execution of a program is called a(n) .
ANS: variable.
2.8 Write Java statements that accomplish each of the following tasks:
a) Display the message "Enter an integer: ", leaving the cursor on the same line.
ANS: System.out.print( "Enter an integer: " );
b) Assign the product of variables b and c to variable a.
ANS: a = b * c;
c) Use a comment to state that a program performs a sample payroll calculation.
ANS: // This program performs a simple payroll calculation.
2.9 State whether each of the following is true or false. If false, explain why.
a) Java operators are evaluated from left to right.
ANS: False. Some operators (e.g., assignment, =) evaluate from right to left.
b) The following are all valid variable names: _under_bar_, m928134, t5, j7, her_sales$,
his_$account_total, a, b$, c, z and z2.
ANS: True.
c) A valid Java arithmetic expression with no parentheses is evaluated from left to right.
ANS: False. The expression is evaluated according to operator precedence.
d) The following are all invalid variable names: 3g, 87, 67h2, h22 and 2h.
ANS: False. Identifier h22 is a valid variable name.
2.10 Assuming that x = 2 and y = 3, what does each of the following statements display?
a) System.out.printf("x = %d%n", x);
ANS: x = 2
b) System.out.printf("Value of %d + %d is %d%n", x, x, (x + x));
ANS: Value of 2 + 2 is 4
c) System.out.printf("x =");
ANS: x =
d) System.out.printf("%d = %d%n", (x + y), (y + x));
ANS: 5 = 5
2.11 Which of the following Java statements contain variables whose values are modified?
a) p = i + j + k + 7;
b) System.out.println("variables whose values are modified");
c) System.out.println("a = 5");
d) value = input.nextInt();
ANS: (a), (d).
2.12 Given that y = ax3 + 7, which of the following are correct Java statements for this equation?
a) y = a * x * x * x + 7;
b) y = a * x * x * (x + 7);
c) y = (a * x) * x * (x + 7);
d) y = (a * x) * x * x + 7;
e) y = a * (x * x * x) + 7;
f) y = a * x * (x * x + 7);
ANS: (a), (d), (e)
2.13 State the order of evaluation of the operators in each of the following Java statements, and
show the value of x after each statement is performed:
jhtp_02_IntroToApplications.FM Page 6 Sunday, May 18, 2014 9:41 PM

Exercises 6

a) x = 7 + 3 * 6 / 2 - 1;
ANS: *, /, +, -; Value of x is 15.
b) x = 2 % 2 + 2 * 2 - 2 / 2;
ANS: %, *, /, +, -; Value of x is 3.
c) x = (3 * 9 * (3 + (9 * 3 / (3))));
ANS: x = ( 3 * 9 * ( 3 + ( 9 * 3 / ( 3 ) ) ) );
4 5 3 1 2
Value of x is 324.
2.19 What does the following code print?
System.out.printf("*%n**%n***%n****%n*****%n");

ANS:

*
**
***
****
*****

2.20 What does the following code print?

System.out.println("*");
System.out.println("***");
System.out.println("*****");
System.out.println("****");
System.out.println("**");

ANS:

*
***
*****
****
**

2.21 What does the following code print?

System.out.print("*");
System.out.print("***");
System.out.print("*****");
System.out.print("****");
System.out.println("**");

ANS:

***************

2.22 What does the following code print?

System.out.print("*");
System.out.println("***");
jhtp_02_IntroToApplications.FM Page 7 Sunday, May 18, 2014 9:41 PM
jhtp_02_IntroToApplications.FM Page 8 Sunday, May 18, 2014 9:41 PM

7 Chapter 2 Introduction to Java Applications; Input/Output and Operators

System.out.println("*****");
System.out.print("****");
System.out.println("**");

ANS:

****
*****
******

2.23 What does the following code print?

System.out.printf("%s%n%s%n%s%n", "*", "***", "*****");

ANS:

*
***
*****
Other documents randomly have
different content
frightened voice crying out, “Monsieur, you are wanted; you are
wanted.” He sprang from table, saw the smoke rolling in volumes
from the top of the rock, ran up the steep ascent, reached the
seminary, and found an excited crowd making a prodigious outcry.
He shouted for carpenters. Four men came to him, and he set them
at work with such tools as they had to tear away planks and beams,
and prevent the fire from spreading to the adjacent parts of the
building; but, when he went to find others to help them, they ran
off. He set new men in their place, and these too ran off the moment
his back was turned. A cry was raised that the building was to be
blown up, on which the crowd scattered for their lives. Vasseur now
gave up the seminary for lost, and thought only of cutting off the fire
from the rear of the church, which was not far distant. In this he
succeeded, by tearing down an intervening wing or gallery. The walls
of the burning building were of massive stone, and by seven o’clock
the fire had spent itself. We hear nothing of the Dutch pump, nor
does it appear that the soldiers of the garrison made any effort to
keep order. Under cover of the confusion, property was stolen from
the seminary to the amount of about two thousand livres, which is
remarkable, considering the religious character of the building, and
the supposed piety of the people. “There were more than three
hundred persons at the fire," says Yasseur; “but thirty picked men
would have been worth more than the whole of them.” *
August, September, and October were the busy months at
Quebec. Then the ships from France discharged their lading, the
shops and warehouses of the Lower Town were filled with goods,
and the habitants came to town to make their purchases. When the
frosts began, the vessels sailed away, the harbor was deserted, the
streets were silent again, and like ants or squirrels the people set at
work to lay in their winter stores. Fathers of families packed their
cellars with beets, carrots, potatoes, and cabbages; and, at the end
of autumn, with meat, fowls, game, fish, and eels, all frozen to stony
hardness. Most of the shops closed, and the long season of leisure
and amusement began. New Year’s day brought visits and mutual
gifts. Thence till Lent dinner parties were frequent, sometimes
familiar and sometimes ceremonious. The governor’s little court at
the chateau was a standing example to all the aspiring spirits of
Quebec, and forms and orders of precedence were in some houses
punctiliously observed. There were dinners to the military and civic
dignitaries and their wives, and others, quite distinct, to prominent
citizens. The wives and daughters of the burghers of Quebec are
said to have been superior in manners to women of the
corresponding

* Vasseur au Ministre, 2-4 Nov., 1701. Like Denonville

before him, he urges the need of fire-buckets.

class in France. “They have wit,” says La Potherie, “delicacy, good

voices, and a great fondness for dancing. They are discreet, and not
much given to flirting; but when they undertake to catch a lover it is
not easy for him to escape the bands of Hymen.” *
So much for the town. In the country parishes, there was the
same autumnal stowing away of frozen vegetables, meat, fish, and
eels, and unfortunately the same surfeit of leisure through five
months of the year. During the seventeenth century, many of the
people were so poor that women were forced to keep at home from
sheer want of winter clothing. Nothing, however, could prevent their
running from house to house to exchange gossip with the neighbors,
who all knew each other, and, having nothing else to do, discussed
each other’s affairs with an industry which often bred bitter quarrels.
At a later period, a more general introduction of family weaving and
spinning served at once to furnish clothing and to promote domestic
peace.
The most important persons in a parish were the curé, the
seignior, and the militia captain. The seignior had his bench of honor
in the church. Immediately behind it was the bench of the militia
captain, whose duty it was to drill the able-bodied men of the
neighborhood, direct road-making and other public works, and serve
as deputy to the intendant, whose ordinances he was required to
enforce. Next in honor came the local judge any there was, and the
church-wardens.
 * La Potherie. I. 279.

The existence of slavery in Canada dates from the end of the

seventeenth century. In 1688, the attorney-general made a visit to
Paris, and urged upon the king the expediency of importing negroes
from the West Indies as a remedy for the scarcity and dearness of
labor. The king consented, but advised caution, on the ground that
the rigor of the climate would make the venture a critical one. * A
number of slaves were brought into the colony; but the system
never flourished, the climate and other circumstances being hostile
to it. Many of the colonists, especially at Detroit and other outlying
posts, owned slaves of a remote Indian tribe, the Pawnees. The fact
is remarkable, since it would be difficult to find another of the wild
tribes of the continent capable of subjection to domestic servitude.
The Pawnee slaves were captives taken in war and sold at low prices
to the Canadians. Their market value was much impaired by their
propensity to run off.
It is curious to observe the views of the Canadians taken at
different times by different writers. La Hontan says, “They are
vigorous, enterprising, and indefatigable, and need nothing but
education. They are presumptuous and full of self-conceit, regard
themselves as above all the nations of the earth, and, unfortunately,
have not the veneration for their parents that they ought to have.
The women are generally pretty; few of them are

* Instruction au Sr. de Frontenac, 1689. On Canadian

slavery, see a long paper, l'Esclavage en Canada, published
by the Historical Society of Montreal.

brunettes; many of them are discreet, and a good number are

lazy. They are fond to the last degree of dress and show, and each
tries to outdo the rest in the art of catching a husband.” *
Fifty years later, the intendant Hocquart writes, “The Canadians
are fond of distinctions and attentions, plume themselves on their
courage, and are extremely sensitive to slights or the smallest
corrections. They are self-interested, vindictive, prone to
drunkenness, use a great deal of brandy, and pass for not being at
all truthful. This portrait is true of many of them, particularly the
country people: those of the towns are less vicious. They are all
attached to religion, and criminals are rare. They are volatile, and
think too well of themselves, which prevents their succeeding as
they might in farming and trade. They have not the rude and rustic
air of our French peasants. If they are put on their honor and
governed with justice, they are tractable enough; but their natural
disposition is indocile.” *
The navigator Bougainville, in the last years of the French rule,
describes the Canadian habitant as essentially superior to the French
peasant, and adds, “He is loud, boastful, mendacious, obliging, civil,
and honest; indefatigable in hunting, travelling, and bush-ranging,
but lazy in tilling the soil.” ***
The Swedish botanist, Kalm, an excellent observer, was in Canada
a few years before Bougainville,

* La Hontan, II. 81 (ed. 1709).

** Mémoire de 1736.

*** Mémoire de 1757, printed in Margry, Relations Inédites.

and sketches from life the following traits of Canadian manners.

The language is chat of the old English translation. “The men here
(at Montreal) are extremely civil, and take their hats off to every
person indifferently whom they meet in the streets. The women in
general are handsome; they are well bred and virtuous, with an
innocent and becoming freedom. They dress out very fine on
Sundays, and though on the other days they do not take much pains
with the other parts of their dress, yet they are very fond of
adorning their heads, the hair of which is always curled and
powdered and ornamented with glittering bodkins and aigrettes.
They are not averse to taking part in all the business of
housekeeping, and I have with pleasure seen the daughters of the
better sort of people, and of the governor (of Montreal) himself, not
too finely dressed, and going into kitchens and cellars to look that
every thing be done as it ought. What I have mentioned above of
their dressing their heads too assiduously is the case with all the
ladies throughout Canada. Their hair is always curled even when
they are at home in a dirty jacket, and short coarse petticoat that
does not reach to the middle of their legs. On those days when they
pay or receive visits they dress so gayly that one is almost induced
to think their parents possess the greatest honors in the state. They
are no less attentive to have the newest fashions, and they laugh at
each other when they are not dressed to each other’s fancy. One of
the first questions they propose to a stranger is, whether he is
married; the next, how he likes the ladies of the country, and
whether he thinks them handsomer than those of his own country;
and the third, whether he will take one home with him. The behavior
of the ladies seemed to me somewhat too free at Quebec, and of a
more becoming modesty at Montreal. Those of Quebec are not very
industrious. The young ladies, especially those of a higher rank, get
up at seven and dress till nine, drinking their coffee at the same
time. When they are dressed, they place themselves near a window
that opens into the street, take up some needlework and sew a
stitch now and then, but turn their eyes into the street most of the
time. When a young fellow comes in, whether they are acquainted
with him or not, they immediately lay aside their work, sit down by
him, and begin to chat, laugh, joke, and invent double-entendres,
and this is reckoned being very witty. In this manner they frequently
pass the whole day, leaving their mothers to do the business of the
house. They are likewise cheerful and content, and nobody can say
that they want either wit or charms. Their fault is that they think too
well of themselves. However, the daughters of people of all ranks
without exception go to market and carry home what they have
bought. The girls at Montreal are very much displeased that those at
Quebec get husbands sooner than they. The reason of this is that
many young gentlemen who come over from France with the ships
are captivated by the ladies at Quebec and marry them; but, as
these gentlemen seldom go up to Montreal, the girls there are not
often so happy as those of the former place." *
 Long before Kalm’s visit, the Jesuit Charlevoix, a traveller and a
man of the world, wrote thus of Quebec in a letter to the Duchesse
de Lesdiguières: “There is a select little society here which wants
nothing to make it agreeable. In the salons of the wives of the
governor and of the intendant, one finds circles as brilliant as in
other countries.” These circles were formed partly of the principal
inhabitants, but chiefly of military officers and government officials,
with their families. Charlevoix continues, “Everybody does his part to
make the time pass pleasantly, with games and parties of pleasure;
drives and canoe excursions in summer, sleighing and skating in
winter. There is a great deal of hunting and shooting, for many
Canadian gentlemen are almost destitute of any other means of
living at their ease. The news of the day amounts to very little
indeed, as the country furnishes scarcely any, while that from
Europe comes all at once. Science and the fine arts have their turn,
and conversation does not fail. The Canadians breathe from their
birth an air of liberty, which makes them very pleasant in the
intercourse of life, and our language is nowhere more purely spoken.
One finds here no rich persons whatever, and this is a great pity; for
the Canadians like to get the credit of their money, and scarcely
anybody

* Kalm, Travels into North America, translated into English

by John Reinold Forster (London, 1771), 56, 282, etc.

amuses himself with hoarding it. They say it is very different with
our neighbors the English, and one who knew the two colonies only
by the way of living, acting, and speaking of the colonists would not
hesitate to judge ours the more flourishing. In New England and the
other British colonies, there reigns an opulence by which the people
seem not to know how to profit; while in New France poverty is
hidden under an air of ease which appears entirely natural. The
English colonist keeps as much and spends as little as possible: the
French colonist enjoys what he has got, and often makes a display
of what he has not got. The one labors for his heirs: the other leaves
them to get on as they can, like himself. I could push the
comparison farther; but I must close here: the king’s ship is about to
sail, and the merchant vessels are getting ready to follow. In three
days perhaps, not one will be left in the harbor.” * And now we, too,
will leave Canada. Winter draws near, and the first patch of snow lies
gleaming on the distant mountain of Cape Tourmente. The sun has
set in chill autumnal beauty, and the sharp spires of fir-trees on the
heights of Sillery stand stiff and black against the pure cold amber of
the fading west. The ship sails in the morning; and, before the old
towers of Rochelle rise in sight, there will be time to smoke many a
pipe, and ponder what we have seen on the banks of the St
Lawrence.

* Charlevoix. Journal Historique 80 (ed. 1744).

 CHAPTER XXI. 1663-1763.
CANADIAN ABSOLUTISM.
Formation op Canadian Character.—The Rival Colonies.—England
and France.—New England.—Characteristics op Race.—Military
Qualities.—The Church.—The English Conquest.

N
ot institutions alone, but geographical position, climate, and
many other conditions unite to form the educational
influences that, acting through successive generations, shape
the character of nations and communities.
It is easy to see the nature of the education, past and present,
which wrought on the Canadians and made them what they were.
An ignorant population, sprung from a brave and active race, but
trained to subjection and dependence through centuries of feudal
and monarchical despotism, was planted in the wilderness by the
hand of authority, and told to grow and flourish. Artificial stimulants
were applied, but freedom was withheld. Perpetual intervention of
government, regulations, restrictions, encouragements sometimes
more mischievous than restrictions, a constant uncertainty what the
authorities would do next, the fate of each man resting less with
himself than with another, volition enfeebled, self-reliance paralyzed,
—the condition, in short, of a child held always under the rule of a
father, in the main well-meaning and kind, sometimes generous,
sometimes neglectful, often capricious, and rarely very wise,—such
were the influences under which Canada grew up. If she had
prospered, it would have been sheer miracle. A man, to be a man,
must feel that he holds his fate, in some good measure, in his own
hands.
But this was not all. Against absolute authority there was a
counter influence, rudely and wildly antagonistic. Canada was at the
very portal of the great interior wilderness. The St. Lawrence and
the Lakes were the highway to that domain of savage freedom; and
thither the disfranchised, half-starved seignior, and the discouraged
habitant who could find no market for his produce, naturally enough
betook themselves. Their lesson of savagery was well learned, and
for many a year a boundless license and a stiff-handed authority
battled for the control of Canada. Nor, to the last, were church and
state fairly masters of the field. The French rule was drawing
towards its close when the intendant complained that though
twenty-eight companies of regular troops were quartered in the
colony, there were not soldiers enough to keep the people in order. *
One cannot but remember that in a neighboring colony, far more
populous, perfect order prevailed, with no other

* Mémoire de 1736 (printed by the Historical Society of

Quebec).

guardians than a few constables chosen by the people themselves.

Whence arose this difference, and other differences equally
striking, between the rival colonies? It is easy to ascribe them to a
difference of political and religious institutions; but the explanation
does not cover the ground. The institutions of New England were
utterly inapplicable to the population of New France, and the
attempt to apply them would have wrought nothing but mischief.
There are no political panaceas, except in the imagination of political
quacks. To each degree and each variety of public development
there are corresponding institutions, best answering the public
needs; and what is meat to one is poison to another. Freedom is for
those who are fit for it. The rest will lose it, or turn it to corruption.
Church and state were right in exercising authority over a people
which had not learned the first rudiments of self-government. Their
fault was not that they exercised authority, but that they exercised
too much of it, and, instead of weaning the child to go alone, kept
him in perpetual leading-strings, making him, if possible, more and
more dependent, and less and less fit for freedom.
In the building up of colonies, England succeeded and France
failed. The cause lies chiefly in the vast advantage drawn by England
from the historical training of her people in habits of reflection,
forecast, industry, and self-reliance,—a training which enabled them
to adopt and maintain an invigorating system of self-rule, totally
inapplicable to their rivals.
The New England colonists were far less fugitives from oppression
than voluntary exiles seeking the realization of an idea. They were
neither peasants nor soldiers, but a substantial Puritan yeomanry,
led by Puritan gentlemen and divines in thorough sympathy with
them. They were neither sent out by the king, governed by him, nor
helped by him. They grew up in utter neglect, and continued neglect
was the only boon they asked. Till their increasing strength roused
the jealousy of the Crown, they were virtually independent; a
republic, but by no means a democracy. They chose their governor
and all their rulers from among themselves, made their own
government and paid for it, supported their own clergy, defended
themselves, and educated themselves. Under the hard and repellent
surface of New England society lay the true foundations of a stable
freedom,—conscience, reflection, faith, patience, and public spirit.
The cement of common interests, hopes, and duties compacted the
whole people like a rock of conglomerate; while the people of New
France remained in a state of political segregation, like a basket of
pebbles held together by the enclosure that surrounds them.
It may be that the difference of historical antecedents would alone
explain the difference of character between the rival colonies; but
there are deeper causes, the influence of which went far to
determine the antecedents themselves. The Germanic race, and
especially the Anglo-Saxon branch of it, is peculiarly masculine, and,
therefore, peculiarly fitted for self-government. It submits its action
habitually to the guidance of reason, and has the judicial faculty of
seeing both sides of a question. The French Celt is cast in a different
mould. He sees the end distinctly, and reasons about it with an
admirable clearness; but his own impulses and passions continually
turn him away from it. Opposition excites him; he is impatient of
delay, is impelled always to extremes, and does not readily sacrifice
a present inclination to an ultimate good. He delights in abstractions
and generalizations, cuts loose from unpleasing facts, and roams
through an ocean of desires and theories.
While New England prospered and Canada did not prosper, the
French system had at least one great advantage. It favored military
efficiency. The Canadian population sprang in great part from
soldiers, and was to the last systematically reinforced by disbanded
soldiers. Its chief occupation was a continual training for forest war;
it had little or nothing to lose, and little to do but fight and range the
woods. This was not all. The Canadian government was essentially
military. At its head was a soldier nobleman, often an old and able
commander, and those beneath him caught his spirit and emulated
his example. In spite of its political nothingness, in spite of poverty
and hardship, and in spite even of trade, the upper stratum of
Canadian society was animated by the pride and fire of that gallant
noblesse which held war as its only worthy calling, and prized honor
more than life. As for the habitant, the forest, lake, and river were
his true school; and here, at least, he was an apt scholar. A skilful
woodsman, a bold and adroit canoe-man, a willing fighter in time of
need, often serving without pay, and receiving from government
only his provisions and his canoe, he was more than ready at any
time for any hardy enterprise; and in the forest warfare of skirmish
and surprise there were few to match him. An absolute government
used him at will, and experienced leaders guided his rugged valor to
the best account.
The New England man was precisely the same material with that
of which Cromwell formed his invincible “Ironsides;” but he had very
little forest experience. His geographical position cut him off
completely from the great wilderness of the interior. The sea was his
field of action. Without the aid of government, and in spite of its
restrictions, he built up a prosperous commerce, and enriched
himself by distant fisheries, neglected by the rivals before whose
doors they lay. He knew every ocean from Greenland to Cape Horn,
and the whales of the north and of the south had no more
dangerous foe. But he was too busy to fight without good cause,
and when he turned his hand to soldiering it was only to meet some
pressing need of the hour. The New England troops in the early wars
were bands of raw fishermen and farmers, led by civilians decorated
with military titles, and subject to the slow and uncertain action of
legislative bodies. The officers had not learned to command, nor the
men to obey. The remarkable exploit of the capture of Louisburg,
the strongest fortress in America, was the result of mere audacity
and hardihood, backed by the rarest good luck.
One great fact stands out conspicuous in Canadian history,—the
Church of Rome. More even than the royal power she shaped the
character and the destinies of the colony. She was its nurse and
almost its mother; and, wayward and headstrong as it was, it never
broke the ties of faith that held it to her. It was these ties which, in
the absence of political franchises, formed under the old regime the
only vital coherence in the population. The royal government was
transient; the church was permanent. The English conquest
shattered the whole apparatus of civil administration at a blow, but it
left her untouched. Governors, intendants, councils, and
commandants, all were gone; the principal seigniors fled the colony;
and a people who had never learned to control themselves or help
themselves were suddenly left to their own devices. Confusion, if not
anarchy, would have followed but for the parish priests, who in a
character of double paternity, half spiritual and half temporal,
became more than ever the guardians of order throughout Canada.
This English conquest was the grand crisis of Canadian history. It
was the beginning of a new life. With England came Protestantism,
and the Canadian church grew purer and better in the presence of
an adverse faith. Material growth, an increased mental activity, an
education real though fenced and guarded, a warm and genuine
patriotism, all date from the peace of 1763. England imposed by the
sword on reluctant Canada the boon of rational and ordered liberty.
Through centuries of striving she had advanced from stage to stage
of progress, deliberate and calm, never breaking with her past, but
making each fresh gain the base of a new success, enlarging popular
liberties while bating nothing of that height and force of individual
development which is the brain and heart of civilization; and now,
through a hard-earned victory, she taught the conquered colony to
share the blessings she had won. A happier calamity never befell a
people than the conquest of Canada by the British arms.
 *** END OF THE PROJECT GUTENBERG EBOOK FRANCE AND
ENGLAND IN NORTH AMERICA, PART IV: THE OLD RÉGIME IN
CANADA ***

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