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 CONTENTS

Preface page xiii

1 Introduction 1
1.1 Signals 2
1.2 Systems 9
1.3 Analog, digital, and mixed signal processing 13
1.4 Applications of digital signal processing 16
1.5 Book organization 18
Learning summary 20
Terms and concepts 20
Further reading 21
Review questions 21

2 Discrete-time signals and systems 23

2.1 Discrete-time signals 24
2.2 Signal generation and plotting in MATLAB 27
2.3 Discrete-time systems 31
2.4 Convolution description of linear time-invariant systems 37
2.5 Properties of linear time-invariant systems 45
2.6 Analytical evaluation of convolution 50
2.7 Numerical computation of convolution 55
2.8 Real-time implementation of FIR filters 57
2.9 FIR spatial filters 59
2.10 Systems described by linear constant-coefficient
difference equations 61
2.11 Continuous-time LTI systems 69
Learning summary 75
Terms and concepts 75
Further reading 78
Review questions 78
Problems 79

3 The z -transform 89
3.1 Motivation 90
3.2 The z-transform 91
3.3 The inverse z-transform 99
3.4 Properties of the z-transform 103
3.5 System function of LTI systems 106
viii Contents

3.6 LTI systems characterized by linear constant-coefficient

difference equations 110
3.7 Connections between pole-zero locations
and time-domain behavior 114
3.8 The one-sided z-transform 118
Learning summary 121
Terms and concepts 122
Further reading 123
Review questions 123
Problems 124

4 Fourier representation of signals 134

4.1 Sinusoidal signals and their properties 135
4.2 Fourier representation of continuous-time signals 142
4.3 Fourier representation of discrete-time signals 157
4.4 Summary of Fourier series and Fourier transforms 169
4.5 Properties of the discrete-time Fourier transform 171
Learning summary 188
Terms and concepts 189
Further reading 191
Review questions 191
Problems 192

5 Transform analysis of LTI systems 201

5.1 Sinusoidal response of LTI systems 202
5.2 Response of LTI systems in the frequency domain 210
5.3 Distortion of signals passing through LTI systems 215
5.4 Ideal and practical filters 221
5.5 Frequency response for rational system functions 224
5.6 Dependence of frequency response on poles and zeros 231
5.7 Design of simple filters by pole-zero placement 237
5.8 Relationship between magnitude and phase responses 247
5.9 Allpass systems 249
5.10 Invertibility and minimum-phase systems 254
5.11 Transform analysis of continuous-time LTI systems 258
Learning summary 274
Terms and concepts 275
Further reading 276
Review questions 277
Problems 278

6 Sampling of continuous-time signals 292

6.1 Ideal periodic sampling of continuous-time signals 293
6.2 Reconstruction of a bandlimited signal from its samples 297
6.3 The effect of undersampling: aliasing 300
ix Contents

6.4 Discrete-time processing of continuous-time signals 311

6.5 Practical sampling and reconstruction 318
6.6 Sampling of bandpass signals 327
6.7 Image sampling and reconstruction 333
Learning summary 339
Terms and concepts 340
Further reading 341
Review questions 342
Problems 343

7 The Discrete Fourier Transform 353

7.1 Computational Fourier analysis 354
7.2 The Discrete Fourier Transform (DFT) 357
7.3 Sampling the Discrete-Time Fourier Transform 363
7.4 Properties of the Discrete Fourier Transform 374
7.5 Linear convolution using the DFT 392
7.6 Fourier analysis of signals using the DFT 396
Learning summary 418
Terms and concepts 419
Further reading 421
Review questions 422
Problems 423

8 Computation of the Discrete Fourier

Transform 434
8.1 Direct computation of the Discrete Fourier Transform 435
8.2 The FFT idea using a matrix approach 436
8.3 Decimation-in-time FFT algorithms 440
8.4 Decimation-in-frequency FFT algorithms 450
8.5 Generalizations and additional FFT algorithms 454
8.6 Practical considerations 456
8.7 Computation of DFT for special applications 459
Learning summary 470
Terms and concepts 470
Further reading 472
Review questions 473
Problems 474

9 Structures for discrete-time systems 485

9.1 Block diagrams and signal flow graphs 486
9.2 IIR system structures 488
9.3 FIR system structures 501
9.4 Lattice structures 511
9.5 Structure conversion, simulation, and verification 519
Learning summary 522
x Contents

Terms and concepts 522

Further reading 524
Review questions 525
Problems 526

10 Design of FIR filters 537

10.1 The filter design problem 538
10.2 FIR filters with linear phase 544
10.3 Design of FIR filters by windowing 556
10.4 Design of FIR filters by frequency sampling 573
10.5 Chebyshev polynomials and minimax approximation 582
10.6 Equiripple optimum Chebyshev FIR filter design 586
10.7 Design of some special FIR filters 601
Learning summary 608
Terms and concepts 608
Further reading 610
Review questions 610
Problems 612

11 Design of IIR filters 624

11.1 Introduction to IIR filter design 625
11.2 Design of continuous-time lowpass filters 627
11.3 Transformation of continuous-time filters
to discrete-time IIR filters 653
11.4 Design examples for lowpass IIR filters 668
11.5 Frequency transformations of lowpass filters 673
11.6 Design examples of IIR filters using MATLAB 680
Learning summary 687
Terms and concepts 687
Further reading 689
Review questions 689
Problems 691

12 Multirate signal processing 705

12.1 Sampling rate conversion 706
12.2 Implementation of multirate systems 727
12.3 Filter design for multirate systems 736
12.4 Two-channel filter banks 746
12.5 Multichannel filter banks 759
Learning summary 764
Terms and concepts 764
Further reading 766
Review questions 766
Problems 768
xi Contents

13 Random signals 777

13.1 Probability models and random variables 778
13.2 Jointly distributed random variables 786
13.3 Covariance, correlation, and linear estimation 792
13.4 Random processes 796
13.5 Some useful random process models 809
Learning summary 815
Terms and concepts 816
Further reading 818
Review questions 818
Problems 820

14 Random signal processing 829

14.1 Estimation of mean, variance, and covariance 830
14.2 Spectral analysis of stationary processes 834
14.3 Optimum linear filters 858
14.4 Linear prediction and all-pole signal modeling 866
14.5 Optimum orthogonal transforms 877
Learning summary 884
Terms and concepts 885
Further reading 886
Review questions 887
Problems 888

15 Finite wordlength effects 902

15.1 Number representation 903
15.2 Statistical analysis of quantization error 909
15.3 Oversampling A/D and D/A conversion 919
15.4 Quantization of filter coefficients 928
15.5 Effects of finite wordlength on digital filters 936
15.6 Finite wordlength effects in FFT algorithms 950
Learning summary 952
Terms and concepts 953
Further reading 954
Review questions 955
Problems 956

References 968
Index 977
PREFACE

During the last three decades Digital Signal Processing (DSP) has evolved into a core area
of study in electrical and computer engineering. Today, DSP provides the methodology
and algorithms for the solution of a continuously growing number of practical problems in
scientific, engineering, and multimedia applications.
Despite the existence of a number of excellent textbooks focusing either on the theory
of DSP or on the application of DSP algorithms using interactive software packages, we
feel there is a strong need for a book bridging the two approaches by combining the best
of both worlds. This was our motivation for writing this book, that is, to help students and
practicing engineers understand the fundamental mathematical principles underlying the
operation of a DSP method, appreciate its practical limitations, and grasp, with sufficient
details, its practical implementation.

Objectives
The principal objective of this book is to provide a systematic introduction to the basic
concepts and methodologies for digital signal processing, based whenever possible on fun-
damental principles. A secondary objective is to develop a foundation that can be used by
students, researchers, and practicing engineers as the basis for further study and research in
this field. To achieve these objectives, we have focused on material that is fundamental and
where the scope of application is not limited to the solution of specialized problems, that
is, material that has a broad scope of application. Our aim is to help the student develop
sufficient intuition as to how a DSP technique works, be able to apply the technique, and
be capable of interpreting the results of the application. We believe this approach will
also help students to become intelligent users of DSP techniques and good critics of DSP
techniques performed by others.

Pedagogical philosophy
Our experience in teaching undergraduate and graduate courses in digital signal process-
ing has reaffirmed the belief that the ideal blend of simplified mathematical analysis and
computer-based reasoning and simulations enhances both the teaching and the learning of
digital signal processing. To achieve these objectives, we have used mathematics to support
underlying intuition rather than as a substitute for it, and we have emphasized practical-
ity without turning the book into a simplistic “cookbook.” The purpose of M ATLAB R

code integrated with the text is to illustrate the implementation of core signal process-
ing algorithms; therefore, we use standard language commands and functions that have
remained relatively stable during the most recent releases. We also believe that in-depth
xiv Preface

understanding and full appreciation of DSP is not possible without familiarity with the
fundamentals of continuous-time signals and systems. To help the reader grasp the full
potential of DSP theory and its application to practical problems, which primarily involve
continuous-time signals, we have integrated relevant continuous-time background into the
text. This material can be quickly reviewed or skipped by readers already exposed to the
theory of continuous-time signals and systems. Another advantage of this approach is that
some concepts are easier to explain and analyze in continuous-time than in discrete-time
or vice versa.

Instructional aids
We have put in a considerable amount of effort to produce instructional aids that enhance
both the teaching and learning of DSP. These aids, which constitute an integral part of the
textbook, include:

• Figures The graphical illustrations in each figure are designed to provide a mental pic-
ture of how each method works or to demonstrate the performance of a specific DSP
method.
• Examples A large number of examples are provided, many generated by M ATLAB R
to
reflect realistic cases, which illustrate important concepts and guide the reader to easily
implement various methods.
• M ATLAB R
functions and scripts To help the reader apply the various algorithms
and models to real-world problems, we provide M ATLAB R
functions for all major
algorithms along with examples illustrating their use.
• Learning summaries At the end of each chapter, these provide a review of the basic yet
important concepts discussed in that chapter in the form of a bullet point list.
• Review questions Conceptual questions are provided at the end of each chapter to
reinforce the theory, clarify important concepts, and help relate theory to applications.
• Terms and concepts Important phrases and notions introduced in the chapter are again
explained in a concise manner for a quick overview.
• Problems A large number of problems, ranging from simple applications of theory and
computations to more advanced analysis and design tasks, have been developed for each
chapter. These problems are organized in up to four sections. The first set of problems
termed as Tutorial Problems contains problems whose solutions are available on the
website. The next section, Basic Problems, belongs to problems with answers available
on the website. The third section, Assessment Problems, contains problems based on
topics discussed in the chapter. Finally, the last section, Review Problems, introduces
applications, review, or extension problems.
• Book website This website will contain additional in-depth material, signal datasets,
M ATLAB R
functions, power-point slides with all figures in the book, etc., for those
who want to delve intensely into topics. This site will be constantly updated. It will also
provide tutorials that support readers who need a review of background material.
• Solutions manual This manual, which contains solutions for all problems in the text, is
available to instructors from the publisher.
xv Preface

Audience and prerequisites

The book is primarily aimed as a textbook for upper-level undergraduate and for first-year
graduate students in electrical and computer engineering. However, researchers, engineers,
and industry practitioners can use the book to learn how to analyze or process data for
scientific or engineering applications. The mathematical complexity has been kept at a
level suitable for seniors and first-year graduate students in almost any technical discipline.
More specifically, the reader should have a background in calculus, complex numbers and
variables, and the basics of linear algebra (vectors, matrices, and their manipulation).

Course configurations
The material covered in this text is intended for teaching to upper-level undergraduate
or first-year graduate students. However, it can be used flexibly for the preparation of a
number of courses. The first six chapters can be used in a junior level signals and systems
course with emphasis on discrete-time. The first 11 chapters can be used in a typical one-
semester undergraduate or graduate DSP course in which the first six chapters are reviewed
and the remaining five chapters are emphasized. Finally, an advanced graduate level course
on modern signal processing can be taught by combining some appropriate material from
the first 11 chapters and emphasizing the last four chapters. The pedagogical coverage of
the material also lends itself to a well-rounded graduate level course in DSP by choosing
selected topics from all chapters.

Feedback
Experience has taught us that errors – typos or just plain mistakes – are an inescapable
byproduct of any textbook writing endeavor. We apologize in advance for any errors
you may find and we urge you to bring them or additional feedback to our attention at
[email protected]

Acknowledgments
We wish to express our sincere appreciation to the many individuals who have helped
us with their constructive comments and suggestions. Special thanks go to Sidi Niu for
the preparation of the Solutions Manual. Phil Meyler persuaded us to choose Cambridge
University Press as our publisher, and we have been happy with that decision. We are
grateful to Phil for his enthusiasm and his influence in shaping the scope and the objectives
of our book. The fine team at CUP, including Catherine Flack, Chris Miller, and Richard
Smith, has made the publication of this book an exciting and pleasant experience. Finally,
we express our deepest thanks to our wives, Anna and Usha, for their saintly understanding
and patience.

Dimitris G. Manolakis
Vinay K. Ingle
1 Introduction

Signal processing is a discipline concerned with the acquisition, representation, manip-

ulation, and transformation of signals required in a wide range of practical applications.
In this chapter, we introduce the concepts of signals, systems, and signal processing.
We first discuss different classes of signals, based on their mathematical and physical
representations. Then, we focus on continuous-time and discrete-time signals and the
systems required for their processing: continuous-time systems, discrete-time systems,
and interface systems between these classes of signal. We continue with a discussion
of analog signal processing, digital signal processing, and a brief outline of the book.

Study objectives
After studying this chapter you should be able to:

• Understand the concept of signal and explain the differences between

continuous-time, discrete-time, and digital signals.
• Explain how the physical representation of signals influences their mathematical
representation and vice versa.
• Explain the concepts of continuous-time and discrete-time systems and justify
the need for interface systems between the analog and digital worlds.
• Recognize the differences between analog and digital signal processing and
explain the key advantages of digital over analog processing.
2 Introduction

1.1 Signals
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

For our purposes a signal is defined as any physical quantity that varies as a function of
time, space, or any other variable or variables. Signals convey information in their pat-
terns of variation. The manipulation of this information involves the acquisition, storage,
transmission, and transformation of signals.
There are many signals that could be used as examples in this section. However, we
shall restrict our attention to a few signals that can be used to illustrate several important
concepts and they will be useful in later chapters. The speech signal, shown as a time
waveform in Figure 1.1, represents the variations of acoustic pressure converted into an
electric signal by a microphone. We note that different sounds correspond to different
patterns of temporal pressure variation.
To better understand the nature of and differences between analog and digital signal pro-
cessing, we shall use an analog system which is near extinction and probably unknown to
many readers. This is the magnetic tape system, used for recording and playback of sounds
such as speech or music, shown in Figure 1.2(a). The recording process and playback
process, which is the inverse of the recording process, involve the following steps:

• Sound waves are picked up by a microphone and converted to a small analog voltage
called the audio signal.
• The audio signal, which varies continuously to “mimic” the volume and frequency of
the sound waves, is amplified and then converted to a magnetic field by the recording
head.
• As the magnetic tape moves under the head, the intensity of the magnetic field is
recorded (“stored”) on the tape.
• As the magnetic tape moves under the read head, the magnetic field on the tape is
converted to an electrical signal, which is applied to a linear amplifier.
• The output of the amplifier goes to the speaker, which changes the amplified audio signal
back to sound waves. The volume of the reproduced sound waves is controlled by the
amplifier.

s(t)
“Signal”
Acoustic Pressure

Time (t)

Figure 1.1 Example of a recording of speech. The time waveform shows the variation of
acoustic pressure as a function s(t) of time for the word “signal.”
3 1.1 Signals

Microphone Loudspeaker
Linear Write head Read head Linear
amplifier amplifier

(a)
Microphone Loudspeaker
A/D Computer D/A
Converter Converter

(b)

Figure 1.2 Block diagrams of (a) an analog audio recording system using magnetic tape and
(b) a digital recording system using a personal computer.

Consider next the system in Figure 1.2(b), which is part of any personal computer. Sound
recording and playback with this system involve the following steps:
• The sound waves are converted to an electrical audio signal by the microphone. The
audio signal is amplified to a usable level and is applied to an analog-to-digital converter.
• The amplified audio signal is converted into a series of numbers by the analog-to-digital
converter.
• The numbers representing the audio signal can be stored or manipulated by software to
enhance quality, reduce storage space, or add special effects.
• The digital data are converted into an analog electrical signal; this signal is then
amplified and sent to the speaker to produce sound waves.
The major limitation in the quality of the analog tape recorder is imposed by the recording
medium, that is, the magnetic tape. As the magnetic tape stretches and shrinks or the speed
of the motor driving the tape changes, we have distortions caused by variations in the time
scale of the audio signal. Also, random changes in the strength of the magnetic field lead
to amplitude distortions of the audio signal. The quality of the recording deteriorates with
each additional playback or generation of a copy. In contrast, the quality of the digital audio
is determined by the accuracy of numbers produced by the analog-to-digital conversion
process. Once the audio signal is converted into digital form, it is possible to achieve error-
free storage, transmission, and reproduction. An interesting discussion about preserving
information using analog or digital media is given by Bollacker (2010). Every personal
computer has a sound card, which can be used to implement the system in Figure 1.2(b);
we shall make frequent use of this system to illustrate various signal processing techniques.

1.1.1 Mathematical representation of signals

To simplify the analysis and design of signal processing systems it is almost always neces-
sary to represent signals by mathematical functions of one or more independent variables.
For example, the speech signal in Figure 1.1 can be represented mathematically by a func-
tion s(t) that shows the variation of acoustic pressure as a function of time. In contrast,
4 Introduction

f(x,y)

s(x)
y

Brightness
Space (x)
(b)

x
(a)

Figure 1.3 Example of a monochrome picture. (a) The brightness at each point in space is a
scalar function f (x, y) of the rectangular coordinates x and y. (b) The brightness at a horizontal
line at y = y0 is a function s(x) = f (x, y = y0 ) of the horizontal space variable x, only.

the monochromatic picture in Figure 1.3 is an example of a signal that carries information
encoded in the spatial patterns of brightness variation. Therefore, it can be represented by
a function f (x, y) describing the brightness as a function of two spatial variables x and y.
However, if we take the values of brightness along a horizontal or vertical line, we obtain
a signal involving a single independent variable x or y, respectively. In this book, we focus
our attention on signals with a single independent variable. For convenience, we refer to
the dependent variable as amplitude and the independent variable as time. However, it is
relatively straightforward to adjust the notation and the vocabulary to accommodate signals
that are functions of other independent variables.
Signals can be classified into different categories depending on the values taken by the
amplitude (dependent) and time (independent) variables. Two natural categories, that are
the subject of this book, are continuous-time signals and discrete-time signals.
The speech signal in Figure 1.1 is an example of a continuous-time signal because its
value s(t) is defined for every value of time t. In mathematical terms, we say that s(t) is a
function of a continuous independent variable. The amplitude of a continuous-time signal
may take any value from a continuous range of real numbers. Continuous-time signals are
also known as analog signals because their amplitude is “analogous” (that is, proportional)
to the physical quantity they represent.
The mean yearly number of dark spots visible on the solar disk (sunspots), as illustrated
in Figure 1.4, is an example of a discrete-time signal. Discrete-time signals are defined
only at discrete times, that is, at a discrete set of values of the independent variable. Most
signals of practical interest arise as continuous-time signals. However, the use of digital
signal processing technology requires a discrete-time signal representation. This is usually
done by sampling a continuous-time signal at isolated, equally spaced points in time
5 1.1 Signals

1848 – 1987
200

Number of sunspots
150

100

50

0
1860 1880 1900 1920 1940 1960 1980
Year

Figure 1.4 Discrete-time signal showing the annual mean sunspot number determined using
reliable data collected during the 13 cycles from 1848 to 1987.

(periodic sampling). The result is a sequence of numbers defined by

s[n]  s(t)|t=nT = s(nT), (1.1)

where n is an integer {. . . , −1, 0, 1, 2, 3, . . . } and T is the sampling period. The quantity

Fs  1/T, known as sampling frequency or sampling rate, provides the number of samples
per second. The relationship between a continuous-time signal and a discrete-time signal
obtained from it by sampling is a subject of great theoretical and practical importance. We
emphasize that the value of the discrete-time signal in the interval between two sampling
times is not zero; simply, it is not defined. Sampling can be extended to two-dimensional
signals, like images, by taking samples on a rectangular grid. This is done using the formula
s[m, n]  s(mx, ny), where x and y are the horizontal and vertical sampling periods.
The image sample s[m, n] is called a picture element or pixel, for short.
In this book continuous independent variables are enclosed in parentheses ( ), and
discrete-independent variables in square brackets [ ]. The purpose of these notations is
to emphasize that parentheses enclose real numbers while square brackets enclose inte-
gers; thus, the notation in (1.1) makes sense. Since a discrete-time signal s[n] is a sequence
of real numbers, the terms “discrete-time signal” and “sequence” will be used interchange-
ably. We emphasize that a discrete-time signal s[n] is defined only for integer values of the
independent variable.
A discrete-time signal s[n] whose amplitude takes values from a finite set of K real
numbers {a1 , a2 , . . . , aK }, is known as a digital signal. All signals stored on a computer or
displayed on a computer screen are digital signals.
To illustrate the difference between the different signal categories, consider the
continuous-time signal defined by

e−2t cos(3π t), t ≥ 0
s(t) = (1.2)
0, t < 0.

The continuous-time character of s(t) is depicted graphically using a solid line, as shown
in Figure 1.5(a).
6 Introduction

1 1

0.5 0.5

s[n]
s(t)
0 0

–0.5 –0.5

0 0.5 1 1.5 2 0 10 20 30 40
t (sec) Sample index (n)
(a) (b)

1 1
0.8
0.6
0.5
0.4
s(nT )

sd[n]
0.2
0 0
–0.2
–0.5 –0.4
–0.6
–0.8
0 0.5 1 1.5 2 0 10 20 30 40
t (sec) Sample index (n)
(c) (d)

Figure 1.5 Plots illustrating the graphical representation of continuous-time signals (a),
discrete-time signals (b) and (c), and digital signals (d).

To plot s(t) on a computer screen, we can only compute its values at a finite set of
discrete points. If we sample s(t) with a sampling period T = 0.1 s, we obtain the discrete-
time signal 
e−0.2n cos(0.3π n), n ≥ 0
s[n] = s(nT) = (1.3)
0, n<0
which is shown graphically as a stem plot in Figure 1.5(b). Each value of the sequence is
represented by a vertical line with a dot at the end (stem). The location of each sample is
labeled by the value of the discrete-time index n. If we wish to know the exact time instant
t = nT of each sample, we plot s(nT) as a function of t, as illustrated in Figure 1.5(c).
Suppose now that we wish to represent the amplitude of s[n] using only one decimal
point. For example, the value s[2] = 0.4812 is approximated by sd [2] = 0.4 after trun-
cating the remaining digits. The resulting digital signal sd [n], see Figure 1.5(d), can only
take values from the finite set {−0.6, −0.5, . . . , 1}, which includes K = 17 distinct sig-
nal amplitude levels. All signals processed by computers are digital signals because their
amplitudes are represented with finite precision fixed-point or floating-point numbers.

1.1.2 Physical representation of signals

The storage, transmission, and processing of signals require their representation using
physical media. There are two basic ways of representing the numerical value of physical
quantities: analog and digital:
7 1.1 Signals

1. In analog representation a quantity is represented by a voltage or current that is pro-

portional to the value of that quantity. The key characteristic of analog quantities is that
they can vary over a continuous range of values.
2. In digital representation a quantity is represented not by a proportional voltage or cur-
rent but by a combination of ON/OFF pulses corresponding to the digits of a binary
number. For example, a bit arrangement like b1 b2 · · · bB−1 bB where the B binary digits
(bits) take the values bi = 0 or bi = 1 can be used to represent the value of a binary
integer as
D = b1 2B−1 + b2 2B−2 + · · · + bB−1 21 + bB 20 , (1.4)

or the value of a B-bit fraction as

D = b1 2−1 + b2 2−2 + · · · + bB−1 2−(B−1) + bB 2−B . (1.5)

The physical representation of analog signals requires using the physical characteristics of
the storage medium to create two “continuous analogies:” one for the signal amplitude, and
the other for time. For example, in analog tape recording, time is represented by increasing
linear distance along magnetic tape; the amplitude of the original signal is represented by
the magnetic field of the tape. In practice, all analog physical representation techniques
suffer from two classes of problem: those which affect the “analog of time” (for example,
variations in the speed of motor driving the tape), and those which affect the “analog
of amplitude” (for example, variations in the magnetic field of the tape). The meaning of
analog in this connotation is “continuous” because its amplitude can be varied continuously
or in infinitesimally small steps. Theoretically, an analog signal has infinite resolution or, in
other words, can represent an uncountably infinite number of values. However, in practice,
the accuracy or resolution is limited by the presence of noise.
Binary numbers can be represented by any physical device that has only two operating
states or physical conditions. There are numerous devices that satisfy this condition: switch
(on or off), diode (conducting or nonconducting), transistor (cut off or saturated), spot on
a magnetic disk (magnetized or demagnetized). For example, on a compact disc binary
data are encoded in the form of pits in the plastic substrate which are then coated with an
aluminum film to make them reflective. The data are detected by a laser beam which tracks
the concentric circular lines of pits.
In electronic digital systems, binary information is represented by two nominal voltages
(or currents) as illustrated in Figure 1.6. The exact value of the voltage representing the
binary 1 and binary 0 is not important as long as it remains within a prescribed range. In a
digital signal, the voltage or current level represents no longer the magnitude of a variable,
because there are only two levels. Instead, the magnitude of a variable is represented by
a combination of several ON/OFF levels, either simultaneously on different lines (parallel
transmission) or sequentially in time on one line (serial transmission). As a result, a digital
signal has only a finite number of values, and can change only in discrete steps. A digital
signal can always provide any desired precision if a sufficient number of bits is provided
for each value.
In analog systems, the exact value of the voltage is important because it represents the
value of the quantity. Therefore, analog signals are more susceptible to noise (random fluc-
tuations). In contrast, once the value of the data in a digital representation is determined,
Another Random Scribd Document
with Unrelated Content
young German, and bears quite a resemblance to his
predecessor in personal appearance. He is thoroughly
proficient not only in German, but also in English,
French, and all the Scandinavian tongues, is a
scientifically trained man, and has at command an
arsenal of facts, arguments and deductions to be
marshaled up in defense of his specious pleadings.
Christensen was at one time a Socialist candidate
for the German Reichstag, and is now in constant and
confidential correspondence with the leading
European prophets of destruction. Although he has
been in America less than a year, he has inspired in
his disciples within that short time a degree of
confidence which Spies never possessed. He has not
the easy address of Spies in dealing with a crowd,
and he is at all times a better, more logical and more
forcible writer than orator; but he is, for all that, the
best public speaker the destructionists of this city
have within their ranks to-day. He is more suave than
impassioned in his speech—reserved and self-
possessed, and never at a loss for a reply. He is a
zealot and a fanatic in the cause he has espoused,
and he is probably the only Socialist in Chicago who
can give a scientific basis for every dogma he
announces, and a proof for every word he utters.
Since Christensen’s arrival here he has been in a
newspaper warfare with Johann Most. He attacked
Most, charging him with being an injury to the cause
of the revolution by his bad judgment and radical
plans of dynamite and other methods for the
application of physical force. Most has been striking
back in his characteristic way, and this has brought
Christensen into considerable prominence. Moreover,
he is a writer with great executive ability. He is a man
of strong convictions, evident courage, but is quite a
diplomat, and does not propose to follow his
“comrades” to the gallows by any slip of the pen or
tongue if he can help it. Christensen is a Socialist, not
an Anarchist, he says, and yet he declares with a
good deal of frankness that Socialists and Anarchists
are pretty much the same, so far as the result sought
is concerned, the only essential differences being in
the tactics used to reach the object aimed at.
Such a man, it will be readily seen, when once
started in the wrong path, is a much more dangerous
foe than the hot-headed, rather selfish, openly
ambitious Spies. And he shows his power in nothing
better than in his manner of conducting the avowed
organ of all the destructionists. Since his advent, this
afternoon sheet has set the ferment of social
agitation going again until the movement, as a
matter of fact, is to-day in reality more formidable
than it was three years ago, for now it is directed by
a cautious, self-contained man who weighs every
step before advising it, and who in all things
considers the question of expediency first.
The paper he presides over is a daily proof of his
skill and of his capacity for doing harm. It spreads
the old doctrine of destruction and social upheaval,
but it does so in a much more insidious, in a more
guarded, and, probably, in a more effective manner.
There is a general policy laid down, and that is never
deviated from. Every line that goes into the reading
columns of the Arbeiter-Zeitung has to serve a
purpose. That purpose is to teach a lesson, to serve
as one more grain of disgust with the existing state
of things, to render the reader more weary of the
society of to-day. Every piece of news is bent to that
end—distorted, falsified, or magnified—so as to
“point a moral or adorn a tale.” If a laborer has been
cheated out of his wages, for instance, by his
employer, a general deduction as to all employers is
made. If a wealthy thief escape more or less merited
punishment, the sharp edge of sarcasm and of
lament over the futility of trying to regenerate this
world by any but “radical” means is again used. Every
piece of rascality, in fact, on the part of well-to-do or
highly placed men, every misstep, every error, every
unwise law and every unwise application of a wise
one—all of these things and many more are seized
and made to serve the purpose of this personally
smooth and amiable Mephistopheles, and are dished
up to his benighted readers, peppered, salted and
seasoned with Chile sauce, to make them palatable.
Thus the paper acts on that vast body of half or
wholly discontented, on all those who, with or
without their own fault, are not as well off as they
might be, on all those thousands who sympathized or
still sympathize with the dread fate of the eight
Anarchists arrested after the Haymarket slaughter, as
a constant irritant, distorting everything to their
mental eye and keeping them forever in an irritable
mood and in a sort of self-made purgatory which
embitters even their hours of rest and recreation.
That this sort of effect cannot go accumulating in the
minds of many thousands of men and women and
children without finally producing something tangible,
an explosion, is self-evident and needs no
emphasizing. Did space permit, I should like to give
here extracts to show how insidious and subtle the
poison which is daily instilled into the minds of these
readers.
Mr. Currlin, ex-editor of the Arbeiter-Zeitung, is
known as the wandering missionary of Anarchy. He is
busily engaged in the propagation of revolutionary
ideas. His style of oratory and the general drift of his
sentiments may be gathered from quotations
heretofore given in this book.
 George Schilling would strenuously object to
being called an Anarchist. But he admits being a
Socialist. When asked a short time ago if he expected
another outbreak as the result of existing
revolutionary forces, he said:
“I expect something of the kind about the end of
the present century—say in ten years. Society is just
now dormant, like a river frozen in winter time, but
some night there will be a mighty crack in the ice,
and under the warming influences of evolutionary
forces there will be a mighty upheaval. There will no
doubt be a squall or two before that time, but the
great event will not come, in my judgment, much
sooner. There will be lots of men and women who will
not be able to see beyond the squall, and they will
think the time has arrived. It will come, not as the
result of a conspiracy of Anarchists, but as a
conspiracy of all the evolutionary forces of society.”
Mrs. Lucy Parsons is still an active exhorter in the
cause. She is simply irrepressible, and has made
herself obnoxious to the more peaceable and
conservative Socialists. To the ordinary hearer her
harangues would seem ridiculous, were it not for the
fact that the loss of a husband by death on the
gallows naturally creates sympathy, even for a
fanatic.
 “Prison bars nor the scaffold shall ever prevent
me from speaking the truth,” she exclaimed at a
Sunday afternoon meeting of Socialists at Waverly
Hall a few months ago. “The ballot is useless as a
remedy, and a change in the present condition of the
wage slave will never be brought about peacefully.
Force is the only remedy, and force will certainly be
used.”
This meeting had been called to listen to a paper
by Prof. Charles Orchardson on “Salvation from
Poverty.” The speaker, deprecating the incendiary
arguments and appeals to forceful measures on the
part of what were known as Anarchists, said that
Anarchy never would improve the condition of
society. He devoted himself principally to the private
ownership of land, and claimed that more frauds had
been committed in that name than in any other. Fire
and murder were the sole right and title of the
original owners of the land, and no original robbery
could be tortured into a righteous transaction. The
owner of the land was the owner of the inhabitants.
Land in Chicago originally worth $1 an acre was now,
in some localities, worth perhaps $1,000,000 an acre.
The people made this value, but the land-owner
reaped the benefit of the advance the people had
created. A land speculator was nothing but a land
peculator, and held the people at his mercy. The
three evils of society to-day, the speaker said, were
private enterprise, the competitive system and
private ownership of land. The first remedy to be
applied was the education of the people. Another
remedy was to adopt the single-tax theories of Henry
George and to establish the Australian method of
secret voting, so that the employé could fearlessly
deposit his ballot without fear of discharge from his
employer. This method would also abolish the buying
and selling of votes. Then men should be elected to
represent the people in the halls of legislation and to
resist the encroachments of the capitalists and
monopolists. Private ownership in land should be
abolished, and the capitalists should be compelled to
stop the work of increasing poverty by curtailing the
productions of the labor of man.
During the discussion which followed the reading
of Prof. Orchardson’s paper, the ringing voice of Mrs.
Parsons was heard in the rear of the hall. She had
entered late, and few were aware of her presence,
but she was greeted with loud applause as she
rapidly and defiantly made her way to the front of the
platform. She said:
“I did not hear the beginning of this lecture to-day, but I
heard it last evening at 599 Milwaukee Avenue. I have heard
what he had to say about the Anarchists, and I want to say to
him and to everybody else that it is about time to give the
Anarchists a rest. Are there not enough of them dead? Do you
need to go into their graves and aid the detectives in their
work of digging up their memories for abuse and obloquy?
Last night the Professor was asked what remedy he would
propose if the men elected to the legislature betrayed their
trust and sold out their poor constituents, and he then said his
remedy would be to organize secret societies and assassinate
the men who proved unfaithful to their trusts. He need not
deny this, for I have witnesses here to prove that he said this.
And now to-day he throws his slings at Anarchy. Anarchy, as I
understand it, is one of the most beautiful theories, and I do
not agree with the speaker when he favors assassination. I
hold human life too sacred, and do not believe in
assassinating the men who sell out. Before they talk about
Anarchy let them define it. It is a philosophy which they do
not, or will not, understand....
“Men talk about revolution as if it were a terrible thing.
Every one present is a revolutionist because he is poor. Every
man who lives in a tenement-house and wants to secure a
better home is a revolutionist, because the beneficial change
means a revolution in his very life. I know I have to be careful
what I say nowadays, but I assert that any and all means are
justified in order to get rid of the present system of wage
slavery. (Loud applause.) Any means, I say. If the ballot will
accomplish that purpose, adopt it; but if it will not, let us
adopt some more potent means. (Applause.)
“The speaker has argued in favor of Australian laws, but I
know the same state of society exists there that exists here,
and the laws furnish no remedy. Does any one suppose that
the capitalists—your masters—will ever permit you to
peacefully take their lands from them while they can invoke
the aid of a policeman’s club or a Gatling gun? The ballot-box
is useless to reform the evils of society, and there is not a
State Socialist living who believes that a reform can be
brought about peaceably. They all admit it, but they claim that
it is not policy to say so. I am not afraid to say what I believe,
 whether it leads me to prison bars or the scaffold. The
capitalists never have relinquished anything until they were
compelled to, and they will not now, unless they have a
change of heart, or something of that sort. But go on voting.
Vote for what you want, but don’t forget that the Bill of Rights
gives every man the right to keep and bear arms, and when
you want to vote take your little musket to the polls with you,
and then your vote will be counted—not before. Take the
ballot; but first put an idea, a strong arm and determination
behind, and then buy yourselves good Winchester rifles. Then
you will be prepared to fight for your rights. Men who are
armed are bound to be free, and you are all wage slaves to-
day because you are not.”

Here the applause was almost deafening. Mrs.

Parsons paused and gazed around the room.
“I do not care,” said she, “whether there are any
policemen or detectives here or not, or whether the
newspapers want to come out with sensational head-
lines about me. Go on voting, and in ten years you
will find yourselves where I am now. You will be no
further advanced, and then you will have to come to
the revolution of force which I advocate now.”
Her voice rang out strong and clear, and as she
finished it seemed evident from the loud applause
that followed that the majority of those present were
in full accord with her sentiments.
Professor Orchardson then replied to his critic. He
claimed that Mrs. Parsons had begun by picturing
Anarchy as one of the most lovely and beautiful
conditions imaginable, but before she had finished
she had advocated murder, force, carbines and every
violent measure conceivable. She had claimed that
Anarchy did not mean war, and in the same breath
had urged that all means were justifiable to secure it.
“A man who undertakes to philosophize upon this
question,” said he, “soon becomes contaminated by
that horrible theory Anarchism.”
A few hisses were heard about the room.
“I see I have no sympathy here,” he continued,
“and I here declare that if I live I will never speak
again where Anarchists are admitted and permitted
to speak.”
Here a storm of hisses and loud cries of “Shame”
were heard on all sides, and for a moment it seemed
as if trouble was imminent. The chairman, however,
succeeded in restoring order, and the speaker was
about to continue his remarks, when he was
interrupted by Mrs. Parsons.
“Did you not advocate assassination in your
lecture last night?” she asked.
“I did not. I simply said that if humanity had sunk
so low that men would sell themselves out, secret
societies should be formed for the purpose of
bringing retribution on the men who had betrayed
their trusts.”
 “You said assassination,” shouted Mrs. Parsons,
“and I can prove it.”
“I never did and never will advocate the vicious,
horrible and bloodthirsty ideas of the Anarchists, that
made it so hard to argue the Socialistic question
before the people,” concluded the Professor, in
evident disgust; “and I again repeat that I never will
attend another meeting where such ideas are
advocated.”
As the speaker took his seat, he was warmly
cheered by a number present, but there was a loud
murmur of dissent from the rear of the room, where
Mrs. Parsons sat surrounded by her friends.
The most conspicuous feature of the propaganda
of the Internationale in Chicago to-day is the Sunday
school movement. There are now four of these
schools in successful and established operation, and
a number of others are fairly started.
 AN ANARCHIST “SUNDAY SCHOOL.” Teaching
Unbelief and Lawlessness.

The first was opened in the spring of 1888, at

Lake View, by the “Socialistic Turn-Verein.” The
second was begun in August, 1888, at Jefferson, by
the Turn-Verein “Fortschritt.” The third was
commenced in September, at “Thalia Hall,” by the
“Arbeiter Bildungs-Verein” of the Northwest Side, and
the fourth was started at 58 Clybourn Avenue, by the
“Arbeiter Bildungs-Verein” of the North Side. The
school at Lake View is frequented by about 190
children; the school of the Turn-Verein “Fortschritt”
has from forty to fifty pupils; the school of the
Northwest Side was visited on Sunday, December 9,
1888, by 230 children, and this Verein will have to
rent another hall, as the present one is not large
enough to accommodate all the pupils. The North
Side school was attended by about 100 children on
the same day. All schools are under the supervision
of the one organized on December 9, 1888, at Aurora
Turn Hall. The main mission of this school is the
organization of others. It can easily be seen that the
schools now established are prospering, because the
number of pupils is increasing from day to day. The
schools are of Socialistic and Anarchistic origin.
Nothing is taught relating to dynamite or bombs. The
German language is used in all the schools, and all
the ordinary branches of education are embraced in
the curriculum, but underneath and above all is the
spirit of contempt for law and religion. The children
are instructed that religion is nothing but a humbug;
that there exists no God and no devil, no heaven and
no hell, and that Christianity is only a preventive
system adopted by the capitalists to rule the working
people and keep them under. After this they are to be
taught the spirit of revolution. In all, the main point is
agitation for Socialism and Anarchy.
As showing the spirit of the Anarchist Sunday
schools, I append the following appeal for Christmas
presents from the Arbeiter-Zeitung of December 7,
1888. It seems to me that it leaves very little to be
said, except perhaps to point out that 58 Clybourn
Avenue is a low-class groggery, and that it was in the
very room in which the school is held that the
Anarchists who were to carry out Engel’s plan on the
4th of May, 1886, secured their supplies of dynamite
and bombs:
Christmas Presents for the Scholars of the Sunday School of
the North Side.
The “Arbeiter Bildungs-Verein” of the North Side held a
meeting December 3d, and adopted the following: A
presentation of Christmas presents and a lottery for the
children of the Sunday school will be held at 58 Clybourn
Avenue on Christmas day. Every one is invited who has an
interest in taking from the clergy the power over our little
ones, and who will help us to educate our children to become
useful persons—also parents, their friends and business
people who are willing to contribute a small sum of money for
the benefit of this noble cause. Leave your contributions for
the presentation of Christmas presents or for the dressing of
the Christmas tree for the dear little ones until Saturday,
December 22, with the committee, No. 58 Clybourn Avenue.
Receipts for presents will be published in the Arbeiter-
Zeitung.
Arbeiter Bildungs-Verein.

Dr. E. G. Kleinoldt, who lives at 591 Sedgwick

Street, is one of the chief teachers. He is an
enthusiast in instructing innocent children that there
is no God and no hereafter. He tells his small charges
that priests, and ministers alike are swindlers, and
there are in this city fathers who bring their children
to the rear of a beer saloon on Sundays to be taught
such doctrine by a drunkard.
On Saturday night, December 1, 1888, a dance
was in progress in Yondorf’s Hall. Officer Lorch, of my
command, called in to see what kind of a gathering it
was. Entering the hall, he saw Kleinoldt with three
young men, talking very busily. The officer
approached near enough to hear that Kleinoldt was
talking about dynamite, and finally heard him tell the
young men how to make bombs, explaining the
process in the same manner as Engel had done. He
also suggested that if his hearers would make bombs
and put them under “the leafers of policemen,” it
would make the “bloodhounds” jump. The officer
approached Kleinoldt and said:
“This is not an Anarchist meeting. Stop your talk,
or I will put you out.”
Kleinoldt made some insulting remarks, and the
officer took him by the back of the neck and pushed
him out of the hall. This was the last of him there for
that night, but the young men he had been talking to
were not Anarchists. One of the three followed him
out on the sidewalk and there met a friend whom he
told what Kleinoldt had advised. The newcomer, who
happened to carry a large turkey, was a little under
the influence of liquor himself, but was sober enough
to oppose Anarchy. He followed Kleinoldt, struck him
with the turkey, knocked him down and broke his
eye-glasses, apparently for the purpose of
demonstrating to the worthy pedagogue that all
people who drink too much beer are not necessarily
Anarchists.
This man Kleinoldt was interviewed a short time
ago by a reporter of the Chicago Herald. While other
Anarchist pedagogues are loth to communicate their
plans and doings, Kleinoldt talked readily, and what
he said seems to me sufficiently interesting to repeat
here.
“We do not teach Socialism or Anarchism in our
Sunday-schools, and the newspapers do us an
injustice when they say so,” said Dr. Kleinoldt. “The
object of our Sunday schools is to keep the children
away from the influence of the Jesuits, who teach the
Bible, religious songs, and church doctrine, subjects
that are very distasteful to us who are Socialists. I
was one of the prime movers in the project to
organize schools to be held on Sundays all over the
city, which shall be open to children of all parents
who are opposed to the hurtful influences of church
instruction. While it is possibly true that most of
those in attendance are the offspring of Socialists and
Anarchists, still it is by no means restricted to them,
for in one school, at 58 Clybourn Avenue, as well as
others, you will find those whose fathers have no
sympathy with our advanced ideas on sociology.”
“What do you teach at these schools?” asked the
reporter.
 “Our course takes in reading, writing, natural
history, geography, literature, general history and
morality—so much of ethics as young minds are
capable of receiving.”
“And you do not teach the tenets of Anarchy?”
queried the reporter.
“By no means. We say nothing of bombs,
dynamite, overthrow of kingdoms, uprooting of our
present social system, or anything of that kind. What
would be the use of it? If you had a correct
appreciation of the principles of Anarchy and
Socialism you would readily understand that the
questions are too grave for the apprehension of
juvenile minds. Later on—well, that is something
else.”
“Still, Doctor, your teachers are thoroughly
imbued with these sentiments, and it would be only
natural for you to desire, if you are honest in your
convictions, that these young people should grow up
in your peculiar faith.”
“That is another matter,” replied Dr. Kleinoldt,
regarding the reporter fixedly through his spectacles.
“As the twig is bent the tree’s inclined. We are honest
in what we profess, else why should we profess at
all, since we have nothing to gain but obloquy, in the
present at least? Being honest and believing that our
teachings are best for the human family, we should
be strange beings indeed if we were not anxious to
have our children grow up into our faith. What I have
said is, and I repeat it, that we do not teach
Anarchistic or Socialistic principles to the pupils in our
Sunday schools.”
The reporter here read to the Doctor a paragraph
from one of the Chicago dailies to the effect that at
the school held in the rear of Rachau Bros’. saloon,
corner of Lincoln Avenue and Halsted Street, the day
before, a teacher had dilated upon the death of Spies
and Parsons, declaring they were murdered by the
capitalists and that they were martyrs.
“Of that I know nothing. All I know is that such is
not the design of our schools. Such talk is not heard
at our school in the rear of the saloon at 58 Clybourn
Avenue. We use the same books that are used in the
day schools, and what we teach is as I have told you
before—only this and nothing more.”
“But since your teachers hold to these peculiar
views, and since children have investigating minds—
being eager to ask questions—is there anything to
prevent teachers from defining their views even if
they do not enter into arguments to demonstrate the
tenableness of their position?”
“I repeat again, there are many children in
attendance upon our schools whose parents are not
Anarchists or Socialists. Those who are hear these
opinions at their homes. Those who are not do not
hear them.”
“True; but there are some, doubtless, in every
class, who have heard at their homes the teachings
of Anarchy or Socialism; they may ask questions. Is
there anything to prevent the teachers from replying
to them in such manner as to indoctrinate the others
in this faith?”
“It is possible, I admit. But I say again, it is not so
in our school. Indeed, most of the children are too
small to know anything about such matters. You will
say time will correct that. I add that our primary
object is the education of the young people. We
teach in German altogether, because the children
learn English in the public schools. They all attend
the latter, because it is a primary principle with us
that it is education alone that can make men free. In
addition to the studies named, we teach music and
singing, and we hold a session at 58 Clybourn
Avenue in the afternoon of each Sunday, when
teachers from the Workingmen’s Educational Society
—an art organization—teach them drawing.”
The Doctor is a short, thick-set, mild-mannered
man, possessed of a gentle voice, and is, apparently,
about thirty-five years old. He spoke carefully, and
without excitement.
 “Let me tell you further,” he
said, after a brief pause, “we do
not teach anything of what is
termed religion, because we do
not believe in that. We do teach
morals, the duties we owe to
our neighbors, the great
principles of right and wrong.
We desire the children to grow FRANK CHLEBOUN.
up into Socialists, that they may From a Photograph.
be worthy successors of their
parents; but we do not think the Sunday school we
have organized is the proper place to inculcate such
doctrines.”
“Because your pupils are too young?” asked the
reporter.
“Yes, and because, as I have said, the parents of
some of the children do not hold to our views, and it
is our desire to bring into our fold as many as
possible, thus saving as many as we can from the evil
influences of the church.”
“You say you teach music and songs. Do these
include sacred music?”
“Our music and songs are strictly secular; we
have nothing to do with anything connected with the
churches.”
 Dr. Kleinoldt
may be correct in
his statement that
the school at 58
Clybourn Avenue
has not taught
Anarchy, yet it is
nevertheless true
that at least two of
the school’s
FRANK CAPEK.
From a Photograph taken by the Police. enthusiastic
teachers have
dilated upon the “martyrdom” of Spies, Parsons,
Fischer and Engel, declaring that they died for a
glorious cause, and that those officials who were
instrumental in their arrest, and those who took part
in the trial and at the execution, are guilty of the
vilest of crimes. At one of the schools, a teacher even
went so far as to allude to the Savior as the lazy
loafer of Nazareth. It will not demand a very close
reading “between the lines” of the interview with Dr.
Kleinoldt, however, to find out that, whatever the
motive of those who have inaugurated this
movement, the ultimate result will be the same as
though the open and expressed object were the
dissemination of those views now universally
regarded among civilized nations as subversive of all
government. The schools are organized for the
purpose of sowing in the minds of innocent children
the seeds of atheism, discontent and lawlessness.
The Sunday school movement is only one feature
of the general plan of the revolutionists. The
Socialists fear as heartily as they hate the church,
and of late they have had especial reason, from their
standpoint, for both. Both Catholic and Protestant
churches located in German, Bohemian and Polish
sections have recently extended their facilities for
reaching the youth of their nationalities, and
hundreds of children have been gathered into
Christian schools on Sundays, thus taking them for a
brief while on that day from the squalid streets upon
which they roam without restraint, and bringing them
in contact with Christian influences. Even scores of
children of Socialistic parents have had this
experience. The great aim of the Internationals now,
as always, is to increase their numerical strength. To
do this they hold it necessary to establish secular
Sunday schools wherein the principles of Socialism
will be taught and where children will be made to
despise, though they may obey, the laws.
It need only be added here that all the schools of
the Socialists now in operation in Chicago are held
either in the rear or in the basements of beer
saloons.
 Judge Tuley, in his decision on the application for
an injunction, stated that “there are Christian
Anarchists.” I venture the assertion, however, that
the learned jurist has never seen one of that class. I
know that I have not, and I never expect to see one.
Christianity and Anarchy are entirely opposite. While
it is possible of course that a man professing the
religion of Christ should be blinded by the plausible
preachings of the Anarchists, still the hallucination
would be only temporary. Religion and Anarchy, as I
understand and have seen it, do not and never will
go together.
The conspirator Hronek, at his trial, was asked if
he believed in God.
“I have never seen him,” was the reply.
Scratch the hide of an Anarchist, and you will find
an infidel or a fool. An intelligent human being cannot
reconcile the violent doctrines of Anarchy with any
form of Christianity.
Charles L. Bodendick, twenty-five years old, 5 feet
4 inches tall, weighing 150 pounds, was arrested by
Officer Hanley for robbing Justice White, March 18,
1886, and was held to the Criminal Court in $1,500
bonds. He was tried and sentenced to the
penitentiary in Joliet for one year. During his trial it
was demonstrated that he was a thorough Anarchist.
The Arbeiter-Zeitung then called him a “crank” and
said that he was crazy. Before he was arrested,
however, he had made his home about the Arbeiter-
Zeitung office, and at that time he had been looked
on as a valuable man. The poor fellow had kept
hanging around there, reading their misleading trash,
until he was destitute and a vagrant. The next steps
were robbery and the penitentiary.
After his release
from prison
Bodendick came
back to the city,
and, roaming about
from place to place,
finally fell into his
old ways again,
living on wind and
Anarchy. He grew CHARLES L. BODENDICK.
more desperate From a Photograph taken by the Police.
even than before
his arrest. He wanted to manufacture something
stronger than dynamite. A card was given to him by
Dyer D. Lum, and he called at the Public Library for
the “Techno-Chemical Receipt Book,” K 4314. On
page 30 of this book Bodendick learned what he
knew of the make-up of explosives. He admitted that
he wanted to use sulphur, saltpeter and soda potash.
He also procured other books on explosives, and he
finally purchased a quantity of material and went to
his room to experiment. But before he had learned
very much he was arrested. Bodendick was kept in
the Central Station in the sweat-box for two weeks.
He was defiant at first, but finally sent word to the
Inspector that he wanted to talk with him. He was
brought to the office, and after he had given a lot of
information, and promised to leave the city at once,
he was released. The Anarchists claim that he never
did “squeal.”
This Bodendick was an odd genius. Here is
verbatim et literatim a poem in which he melodiously
voiced his sentiments some years ago:

THE REBELL-VAGABOND.
I live and will take the right,
To demand of the world abundance;
To do so, I’m prepared to fight
the world and all its Dungeons.

Your a Loafer, says “the upper ten,”

You aught to go to Prison.
But, who are the priveledged ones
To loaf? the toilers lot dissmissend?

I’ve toiled hard, sometime ago,

From early morn till late.
That I ain’t worth some millions now
Is really too bad.
 You see, a generous toiling man
Gets never much ahead;
For which a rascal always can
Rob men of life and (e)state.

7-10 from what I have produced

You took in your possessions
While the toiling part you have reduced
To crime and degradations.

Not only this, nay vamper like

Do suck the Blood of men
And with the bones you take the hide
But, things get to an end.

That time I was quiet ignorant

of, who was my enemy real,
That I’ve become to you a torment
Is only the result you feel.

I’ll work for life and liberty,

For thiefs like you I wont
The courage that is left in me
Makes me a Rebell-Vagabond.

The most serious recent development of the spirit

of revolt and disorder, however, is that shown in the
attempt of the men Hronek and Capek to assassinate
Judges Gary and Grinnell and Inspector Bonfield.
In July of 1888, Judge Grinnell sent for me and
told me that he had been informed by a Bohemian
citizen that there was a conspiracy afoot to murder
himself, Gary and Bonfield, and that he thought there
was something in the information. It appears that
there were three Bohemian Anarchists, John Hronek,
Frank Capek and Frank Chleboun, who had
determined to avenge the “martyrdom,” as they
called it, of the Anarchist leaders. Chleboun was
never in real sympathy with the others, and when the
affair began to grow very serious he went to a
Bohemian friend and confided to him the plot. This
gentleman at once advised Judge Grinnell. Among
the details was the fact that three men had examined
the Judge’s house on July 4th, with a view to blowing
it up if a good opportunity offered, and the Judge
remembered having seen three suspicious-looking
men loitering about Aldine Square on that day. They
had eyed him so strangely that his attention was
attracted to them. This fact made him attach much
weight to the story he had been told. The Judge
wished me to conduct the investigation, but the
suspects all lived in Inspector Bonfield’s district, and I
urged that the inquiry should be made by him, of
course promising to cooperate as heartily as I could.
After this Bonfield, the Judge and I had a conference
in which we went over the whole ground. We had all
the facts in the case pretty well in hand. On the
morning of July 17th, Bonfield was ready to strike,
and the arrests were made. On the evening before
warrants were sworn out for these three men, and at
4 A.M. Bonfield drove Lieut. Elliott past Hronek’s
house, 2952 Farrell Street, so that he might know it.
Officers Rowan, Miller, Nordrum, Murtha, Styx and
Meichowsky assisted in the arrests.
In describing what followed Inspector Bonfield
said:
“We had reason to believe that Hronek, who only occupied
the two rear rooms of a two-story frame dwelling, had
dynamite, a revolver and a formidable-looking dagger, which
we had been told was poisoned. We had also been given to
understand that Hronek was a reckless fellow of the Lingg
type and would offer a desperate resistance, and for that
reason, in order not to jeopardize the lives of any of our men,
we thought it prudent, instead of entering the house, to catch
him unawares when he came out early in the morning. At the
side of the house is a covered stairway leading from the
ground to Hronek’s rooms, and about seven o’clock we saw
our man come down these, and he was immediately arrested
by Officers Nordrum and one or two others. Leaving one or
two men to watch the house, we took the prisoner, who
appeared utterly indifferent, and astonished perhaps, to the
nearest patrol-box, called the wagon, and sent him to Deering
Street Station, whence he was removed to the Central Station
later on.
“We then searched the house, and in a sort of closet we
found a small quantity of dynamite in the original Ætna No. 2
packages. In the bed-room we found our information to be
true, for under the pillow on which Hronek had a short time
previous been sleeping we found a vicious-looking dagger, in a
leather sheath, and a revolver. In addition to these we also
found in the rooms several bombs, some of which are empty
and some of which are loaded. The bombs are made of cast-
iron piping, plugged at each end. The pipe had been made for
some other purpose and turned to that use, and the bombs
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