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Contents

Guide to VideoNotes iii

Guide to Application Topics v

Preface xi

Acknowledgments xv

Chapter 1 An Introduction to Computing

and Problem Solving 1
1.1 An Introduction to Computing and Python 2
1.2 Program Development Cycle 4
1.3 Programming Tools 6
1.4 An Introduction to Python 13

Chapter 2 Core Objects, Variables, Input,

and Output 23
2.1 Numbers 24
2.2 Strings 35
2.3 Output 49
2.4 Lists, Tuples, and Files–An Introduction 58

Key Terms and Concepts 71

Programming Projects 74

Chapter 3 Structures That Control Flow 77

3.1 Relational and Logical Operators 78
3.2 Decision Structures 89
3.3 The while Loop 105
vii
viii ◆ Contents  

3.4 The for Loop 118

Key Terms and Concepts 137

Programming Projects 139

Chapter 4 Functions 143

4.1 Functions, Part 1 144
4.2 Functions, Part 2 164
4.3 Program Design 182

Key Terms and Concepts 186

Programming Projects 188

Chapter 5 Processing Data 191

5.1 Processing Data, Part 1 192
5.2 Processing Data, Part 2 207
5.3 Dictionaries 221

Key Terms and Concepts 235

Programming Projects 238

Chapter 6 Miscellaneous Topics 243

6.1 Exception Handling 244
6.2 Selecting Random Values 251
6.3 Turtle Graphics 257
6.4 Recursion 269

Key Terms and Concepts 277

Programming Projects 278

   Contents ◆ ix

Chapter 7 Object-Oriented Programming 281

7.1 Classes and Objects 282
7.2 Inheritance 295

Key Terms and Concepts 307

Programming Projects 308

Chapter 8 Graphical User Interface 311

8.1 Widgets 312
8.2 The Grid Geometry Manager 325
8.3 Writing GUI Programs 334

Key Terms and Concepts 343

Programming Projects 345

Appendices
Appendix A ASCII Values 349
Appendix B Reserved Words 351
Appendix C Installing Python and IDLE 353

Answers 355

Index 405
This page intentionally left blank
Preface

S ince its introduction in the 1990s, Python has become one of the most widely used
programming languages in the software industry. Also, students learning their first
programming language find Python the ideal tool to understand the development of
computer programs.
My objectives when writing this text were as follows:
1. To develop focused chapters. Rather than covering many topics superficially,
I concentrate on important subjects and cover them thoroughly.
2. To use examples and exercises with which students can relate, appreciate, and feel
comfortable. I frequently use real data. Examples do not have so many embel-
lishments that students are distracted from the programming techniques
illustrated.
3. To produce compactly written text that students will find both readable and informa-
tive. The main points of each topic are discussed first and then the peripheral
details are presented as comments.
4. To teach good programming practices that are in step with modern programming
methodology. Problem-solving techniques, structured programming, and
object-oriented programming are thoroughly discussed.
5. To provide insights into the major applications of computers.

Unique and Distinguishing Features

Programming Projects. Beginning with Chapter 2, every chapter contains programming
projects. The programming projects reflect the variety of ways that computers are
used. The large number and range of difficulty of the programming projects pro-
vide the flexibility to adapt the course to the interests and abilities of the students.
Some programming projects in later chapters can be assigned as end-of-the-semester
projects.
Exercises for Most Sections. Each section that teaches programming has an exercise
set. The exercises both reinforce the understanding of the key ideas of the section
and challenge the student to explore applications. Most of the exercise sets require
the student to trace programs, find errors, and write programs. The answers to every
odd-numbered exercise in the book, with the exception of Section 6.3 (Turtle Graph-
ics) and Chapter 8 (Graphical User Interface), are given at the end of the text. (The
answers to every other odd-numbered exercise from Section 6.3 are given. The Stu-
dent Solutions Manual contains the answer to every odd-numbered exercise in the
book.) A possible output accompanies nearly every programming exercise and pro-
gramming project.
Practice Problems. Practice Problems are carefully selected exercises located at the end
of a section, just before the exercise set. Complete solutions are given following the
exercise set. The practice problems often focus on points that are potentially confusing

xi
xii ◆ Preface 

or are best appreciated after the student has thought about them. The reader should
seriously attempt the practice problems and study their solutions before moving on
to the exercises.
Comments. Extensions and fine points of new topics are deferred to the “Comments”
portion at the end of each section so that they will not interfere with the flow of the
presentation.
Key Terms and Concepts. In Chapters 2 through 8, the key terms and concepts (along
with examples) are summarized at the end of the chapter.
Guide to Application Topics. This section provides an index of programs that deal
with various topics including Business, Economics, Mathematics, and Sports.
VideoNotes. Twenty-four VideoNotes are available at www.pearsonhighered.com/
schneider. VideoNotes are Pearson’s visual tool designed for teaching key program-
ming concepts and techniques. VideoNote icons are placed in the margin of the text
book to notify the reader when a topic is discussed in a video. Also, a Guide to Video
Notes summarizing the different videos throughout the text is included.
Solution Manuals. The Student Solutions Manual contains the answer to every odd-
numbered exercise (not including programming projects). The Instructor Solutions
Manual contains the answer to every exercise and programming project. Both solu-
tion manuals are in pdf format and can be downloaded from the Publisher’s website.
Source Code and Data Files. The programs for all examples and the data files needed
for the exercises can be downloaded from the Publisher’s website.

How to Access Instructor and Student Resource

Materials
Online Practice and Assessment with MyProgrammingLab™
MyProgrammingLab helps students fully grasp the logic, semantics, and syntax of
programming. Through practice exercises and immediate, personalized feedback,
MyProgrammingLab improves the programming competence of beginning students
who often struggle with the basic concepts and paradigms of popular high-level pro-
gramming languages.
A self-study and homework tool, a MyProgrammingLab course consists of hun-
dreds of small practice problems organized around the structure of this textbook. For
students, the system automatically detects errors in the logic and syntax of their code
submissions and offers targeted hints that enable students to figure out what went
wrong—and why. For instructors, a comprehensive gradebook tracks correct and
incorrect answers and stores the code inputted by students for review.
For a full demonstration, to see feedback from instructors and students, or to
get started using MyProgrammingLab in your course, visit www.myprogramminglab
.com.

Instructor Resources
The following protected instructor resource materials are available on the Publisher’s
website at www.pearsonhighered.com/schneider. For username and password infor-
mation, please contact your local Pearson representative.
   Preface  ◆ xiii

• Test Item File

• PowerPoint Lecture Slides
• Instructor Solutions Manual
• VideoNotes
• Programs for all examples and answers to exercises and programming projects
(Data files needed for the exercises are included in the Programs folder.)

Student Resources
Access to the Premium website and VideoNotes tutorials is located at www
.pearsonhighered.com/schneider. Students must use the access card located in the
front of the book to register and access the online material. If there is no access
card in the front of this textbook, students can purchase access by going to www
.­pearsonhighered.com/schneider and selecting “purchase access to premium con-
tent.” Instructors must register on the site to access the material.
The following content is available through the Premium website:
• VideoNotes
• Student Solutions Manual
• Programs for examples (Data files needed for the exercises are included in the
Programs folder.)
This page intentionally left blank
Acknowledgments

M any talented instructors and programmers provided helpful comments and

constructive suggestions during the writing of this text and I am most grateful
for their contributions. The book benefited greatly from the valuable comments of
the following reviewers:
Daniel Solarek, University of Toledo
David M. Reed, Capital University
Debraj De, Georgia State
Desmond Chun, Chabot College
Mark Coffey, Colorado School of Mines
Randall Alexander, College of Charleston
Vineyak Tanksale, Ball State University
Zhi Wei, New Jersey Institute of Technology
Many people are involved in the successful publication of a book. I wish to thank
the dedicated team at Pearson whose support and diligence made this textbook pos-
sible, especially Carole Snyder, Program Manager for Computer Science, Kelsey
Loanes, Editorial Assistant for Computer Science, and Scott Disanno, Team Lead
Product Management.
I would like to thank Jacob Saina for his assistance with every stage in the writing
of the book. Production Editors Pavithra Jayapaul and Greg Dulles did a ­fantastic
job producing the book and keeping it on schedule. I am grateful to John Russo of
the Wentworth Institute of Technology for producing the VideoNotes, to Dr. Kathy
Liszka of the University of Akron for producing the test bank, and to Dr. Steve
­Armstrong of LeTourneau University for producing the PowerPoint slides that
accompany the book. The competence and graciousness of Shylaja Gattupalli at
Jouve India made for a pleasant production process.
I extend special thanks to my editor Tracy Johnson. Her ideas and enthusiasm
helped immensely with the preparation of the book.
David I. Schneider
dis@alum.mit.edu

xv
This page intentionally left blank
1
An Introduction to
­Computing and Problem
Solving
1.1 An Introduction to Computing and Python 2

1.2 Program Development Cycle 4

◆ Performing a Task on the Computer ◆ Program Planning
1.3 Programming Tools 6
◆ Flowcharts ◆ Pseudocode ◆ Hierarchy Chart ◆ Decision Structure
◆ Direction of Numbered NYC Streets Algorithm ◆ Repetition Structure

◆ Class Average Algorithm

1.4 An Introduction to Python 13

◆ Starting IDLE ◆ A Python Shell Walkthrough
◆ A Python Code Editor Walkthrough ◆ An ­Open-​­a-​­Program Walkthrough

1
2 ◆ Chapter 1 An Introduction to ­Computing and Problem Solving

1.1 An Introduction to Computing and Python

An Introduction to Programming Using Python is about problem solving using computers.
The programming language used is Python, but the principles apply to most modern pro-
gramming languages. Many of the examples and exercises illustrate how computers are
used in the real world. Here are some questions that you may have about computers and
programming.

Question: How do we communicate with the computer?

Answer: Programming languages are used to communicate with the computer. At the low-
est level, there is machine language, which is understood directly by the microprocessor
but is difficult for humans to understand. Python is an example of a ­high-​­level language. It
consists of instructions to which people can relate, such as print, if, and input. Some other
­well-​­known ­high-​­level languages are Java, C++, and Visual Basic.

Question: How do we get computers to perform complicated tasks?

Answer: Tasks are broken down into a sequence of instructions, called a program, that
can be expressed in a programming language. Programs can range in size from two or three
instructions to millions of instructions. The process of executing the instructions is called
running the program.

Question: Why did you decide to use Python as the programming language?
Answer: Many people consider Python to be the best language to teach beginners how to
program. We agree. Also, Python is being used by major software companies. Python is
powerful, easy to write and read, easy to download and install, and it runs under Windows,
Mac, and Linux operating systems.

Question: How did the language Python get its name?

Answer: It is named for the British comedy group Monty Python. Python’s creator, Guido
van Rossum, is a fan of the group.

Question: This book uses the editor IDLE to create programs. How did IDLE get its name?
Answer: Idle stands for Integrated DeveLopment Environment. (Some people think the
name was chosen as a tribute to Eric Idle, a founding member of the Monty Python group.)
The IDLE editor has many features (such as color coding and formatting assistance) that
help the programmer.

Question: Python is referred to as an interpreted language. What is an interpreted language?

Answer: An interpreted language uses a program called an interpreter that translates a ­high-​
­level language one statement at a time into machine language and then runs the program.
The ­interpreter will spot several types of errors and terminate the program when one is
encountered.

Question: What are the meanings of the terms “programmer” and “user”?
Answer: A programmer (also called a developer) is a person who solves problems by writing
programs on a computer. After analyzing the problem and developing a plan for solving it,
the programmer writes and tests the program that instructs the computer how to carry out
the plan. The program might be run many times, either by the programmer or by others.
A user is any person who runs the program. While working through this text, you will
function both as a programmer and as a user.
 1.1   An Introduction to Computing and Python ◆ 3

Question: What is the meaning of the term “code”?

Answer: The Python instructions that the programmer writes are called code. The pro-
cesses of writing a program is often called coding.

Question: Are there certain characteristics that all programs have in common?
Answer: Most programs do three things: take in data, manipulate data, and produce results.
These operations are referred to as input, processing, and output. The input data might be
held in the program, reside on a disk, or be provided by the user in response to requests
made by the computer while the program is running. The processing of the input data
occurs inside the computer and can take from a fraction of a second to many hours. The
output data are displayed on a monitor, printed on a printer, or recorded on a disk. As a
simple example, consider a program that computes sales tax. An item of input data is the
cost of the thing purchased. The processing consists of multiplying the cost by the sales
tax rate. The output data is the resulting product, the amount of sales tax to be paid.

Question: What are the meanings of the terms “hardware” and “software”?
Answer: Hardware refers to the physical components of the computer, including all periph-
erals, the central processing unit (CPU), disk drives, and all mechanical and electrical
devices. Programs are referred to as software.

Question: How are problems solved with a program?

Answer: Problems are solved by carefully reading them to determine what data are given
and what outputs are requested. Then a ­step-​­by-​­step procedure is devised to process the
given data and produce the requested output.

Question: Many programming languages, including Python, use a ­zero-​­based numbering system.
What is a ­zero-​­based numbering system?
Answer: In a ­zero-​­based numbering system, numbering begins with zero instead of one. For
example, in the word “code”, “c” would be the zeroth letter, “o” would be the first letter,
and so on.

Question: Are there any prerequisites to learning Python?

Answer: You should be familiar with how folders (also called directories) and files are managed
on your computer. Files reside on storage devices such as hard disks, USB flash drives, CDs,
and DVDs. Traditionally, the primary storage devices for personal computers were hard disks
and floppy disks. Therefore, the word disk is frequently used to refer to any storage device.

Question: What is an example of a program developed in this textbook?

Answer: Figure 1.1 shows a possible output of a program from Chapter 3. When it is first
run, the statement “Enter a first name:” appears. After the user types in a first name and

Enter a first name: James

James Madison
James Monroe
James Polk
James Buchanan
James Garfield
James Carter

Figure 1.1 A possible output for a program in Chapter 3.

4 ◆ Chapter 1 An Introduction to ­Computing and Problem Solving

presses the Enter (or return) key, the names of the presidents who have that first name are
displayed.

Question: How does the programmer create the aforementioned program?

Answer: For this program, the programmer writes about 10 lines of code that search a text
file named USpres.txt, and extracts the requested names.

Question: What conventions are used to show keystrokes?

Answer: The combination key1+key2 means “hold down key1 and then press key2”. The
combination Ctrl+C places selected material into the Clipboard. The combination key1/
key2 means “press and release key1, and then press key2”. The combination Alt/F opens
the File menu on a menu bar.

Question: How can the programs for the examples in this textbook be obtained?
Answer: See the preface for information on how to download the programs from the
­Pearson website.

Question: Where will new programs be saved?

Answer: Before writing your first program, you should create a special folder to hold your
programs.

1.2 Program Development Cycle

We learned in Section 1.1 that hardware refers to the machinery in a computer system (such
as the monitor, keyboard, and CPU) and software refers to a collection of instructions,
called a program, that directs the hardware. Programs are written to solve problems or
perform tasks on a computer. Programmers translate the solutions or tasks into a language
the computer can understand. As we write programs, we must keep in mind that the com-
puter will do only what we instruct it to do. Because of this, we must be very careful and
thorough when writing our instructions.

■■ Performing a Task on the Computer

The first step in writing instructions to carry out a task is to determine what the output
should ­be—​­that is, exactly what the task should produce. The second step is to identify the
data, or input, necessary to obtain the output. The last step is to determine how to process
the input to obtain the desired o ­ utput—​­that is, to determine what formulas or ways of
doing things should be used to obtain the output.
This ­problem-​­solving approach is the same as that used to solve word problems in an
algebra class. For example, consider the following algebra problem:
How fast is a car moving if it travels 50 miles in 2 hours?
The first step is to determine the type of answer requested. The answer should be a num-
ber giving the speed in miles per hour (the output). The information needed to obtain the
answer is the distance and time the car has traveled (the input). The formula
speed = distance/time

is used to process the distance traveled and the time elapsed in order to determine the
speed. That is,
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The Project Gutenberg eBook of Suomen Kansan
Vanhoja Runoja ynnä myös Nykyisempiä Lauluja
4
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Suomen Kansan Vanhoja Runoja ynnä myös Nykyisempiä

Lauluja 4

Compiler: Zacharias Topelius

Release date: February 16, 2024 [eBook #72976]

Language: Finnish

Original publication: Helsinki: J. Simeliuksen leski, 1829

Credits: Tuula Temonen

*** START OF THE PROJECT GUTENBERG EBOOK SUOMEN

KANSAN VANHOJA RUNOJA YNNÄ MYÖS NYKYISEMPIÄ
LAULUJA 4 ***
SUOMEN KANSAN VANHOJA RUNOJA YNNÄ MYÖS NYKYISEMPIÄ LAULUJA IV

Koonnut ja pränttiin antanut

Z. TOPELIUS

Läänin Lääkäri ja Ritari

Helsingin Kaupungissa, Präntätty J. Simeliuksen Lesken tykönä,

1829.

Laulavat Lapinni lapset

Vesi-maljan juotuahan
Petäjäisessä pesässä
Honkasessa huonehessa;
Miksi en minähi laula
Suulta suurukselliselta
Oluelta ohraselta
Ruualta rukihiselta.
 Sisällä-pito.

Vanhoja Runoja.

Esi-puhe.
Kontion Synty.
Riien Synty.
Pistoksen Synnyn alku.
Vaapsahaisen Sanat.
Hiiren Sanat.
Pakkasen Sanat.
Tulen Sanat.
Lapsen Saajan Sanat.
Imehiä.
Jauho-Runo.
Tarttuman Loihtu.

Nykyisempiä Runoja.

Viinan ryyppäämisestä.
Kirpusta.
Muurarinen ja Kärvänen.
Vuori Synnyttävä.
Heinä-Sirkka ja Muurainen.
Muistutus.

Esi-puhe.

Kontion Synnyn, Riien Synnyn, ja Pistoksen Synnyn on Kajanin

tienoilta minullen laittanut Kappalainen Suomus-Salmesa Herra C.
Saxa. Vaapsajaisen, hiiren ja Pakkaisen Sanat ovat Kalajoen
Pitäjästä; Tulen Sanat Vuokkiniemeltä; Lapsen Saajan Sanat ja
Jauho-Runo Kemistä; Imehet ja tarttuman Loihtu Savon maalta.

Näitä Runoja kokoillessani, joista vielä yksi tai kaksi vihkoa

mahtaa ilmantua, olen keksinyt että siellä ja täällä, erinomattain
vanhoisa Pappi-suvuisa löytyypi kaikenmoisia Runokirjotukksia,
vanhoista ajoista säilytettynnä, Jonka tähden on minun nöyrä
rukoukseni, että maanmiehet, joilla tämänlaisia kätköjä olisi,
tahtoisivat niitä minullen toimittaa, jotta ne täsä kokouksesa saisivat
siansa. Ehkä vailinaisina otetaan ne kiitollisuudella vastaan, niin
muodoin kuin monesta ainehsta täysinäinen työ helpommasti
valmistetaan.

Myös nykyisempiä Runon Seppiä, jotka soisivat laulujansa

julistetuiksi, vaadin ja kehoitan minä että niitä tänne lähättäisit. Minun
asunopaikkani on Nyy-Carlebyyn tai Joensuun kaupungisa Pohjan
maalla.

Kontion Synty.

Kulkia, metän Kuningas,

Metän käyjä käyretyinen,
Hilli Ukko, halli parta
Miss' on Ohto syntynynnä,
Harva karva kasvanunna,
Saatuna sini saparo?
Tuoll' on Ohto syntynynnä,
Saatuna sini saparo,
Pimeässä Pohjolassa,
Tarkassa Tapiolassa,
Juuressa nyryn närien,
Vieressä vihannan viian,
Luona karkean karahkan.
Jos lähen Ohon oville,
Tasa-kärsän tanterille,
Pikku-silmäsen pihalle,
Kattellani kuoltoani,
Lyhyt on jalka, lysmä polvi,
Tasa-kärsä talleroinen.
Annikki tytär Tapion,
Mielikki metän emäntä,
Joka on pienin piikojahan,
Paras palkkalaisiahan,
Kytke kiinni koiriasi,
Rakentele rakkiasi,
Kuusamisehen kujahan,
Talasehen tammisehen,
Tullessani tanhuville,
Jalon Ohtosen oville.
Kukas Ohtosen sukesi,
Harvo karvan kasvatteli?
Mielikki metän emäntä
Sepä Ohtosen sukesi,
Harva karvan kasvatteli
Alla kuusen kukka latvan,
Kukka latvan, kulta lehvän.

Koska korpien Kuningas

Kaikoaapi kammiosta,
Linnastahan lähtenöövi,
Tuometar, Tapion neiti,
Mielikki metän emäntä,
Veäs kynnet viertehellä,
Hampahat meellä hauvo,
Jot' ei koske konnanana,
Liikuta lipeänänä
Karjaa, maita kulkiessa!
Neityt Maria Emoinen,
Rakas äiti armollinen,
Kuo mulle kulta-kangas,
Vaippa vaskinen vanuta,
Jolla karjan kaihtesisin,
Saara-sorkat suojeleisin
Kuusiaisen kulkehissa,
Ohto pojan astuissa,
Matkatessa Mausiaisen!
Annikki tytär Tapion
Vestä pilkat pitkin maita,
Rasti vaarahin rakoja
Vikomata mennä viljan,
Kamomata karjan käyvä
Kiviksi minun omani,
Kannon päiksi kaunihini!
Emmäs kiellä kiertämästä,
Karjoani kahtomasta,
Enkä käymästä epeä;
Kiellän kielin koskemasta,
Hammasten hajottamasta,
Lihan keski liikkumasta.
 Annikki metän emäntä
Painas panta pihlajainen,
Tahi tuominen rakenna,
Tahi vaskesta valuos;
Kuin ei vaski vahva liene
Sitten rauvasta rakenna,
Kytke sillä Ohon kuono,
Jot' ei koske konnanana,
Liikuta lipeänänä!

Oisi maata muuallahi,

Tarhoa taempanahi,
Juosta miehen joutilahan;
Kuin mä Ohtona olisin,
Mesi-kämmennä kävisin,
Emmä noissa noin olisi,
Aina akkohin jaloissa;
Käpy on kangas käyväksesi,
Sormin sorkutellaksesi;
Otas juoni juostaksesi,
Polku poimetellaksesi
Tuonne Manalan metälle.

Kuittola metän Kuningas

Veä ponto portahaksi,
Silkki sillaksi sivalla,
Poikki Pohjolan joesta,
Jot' ei saisi juoni juosta,
Ohto sormin sorkutella,
Sipsutella sini sukka.
 Niin sanoovi saaren vanhin,
Puhas Taaria puhuuvi
Yheksältä yö-sialta,
Sa-an taipaleen takoa:
Lulloseni, Lalloseni,
Omenani, Ohtoseni
Siniä sullen syötetähän,
Mesi nuori juotetahan
Urohoisessa väessä,
Miehisessä joukkiossa.
Kuin minä mies lähen metällen,
Uros korvellen kohoan,
Vuolen kuonat kullistani,
Hopeistani homehet,
Otan kolmet koiroani,
Viisi villa-hänteäni,
Seihtemän sepeliäni.
Niin on häntä koirallani
Kuin korehin korpi kuusi,
Niin on silmä koirallani
Kuin on suurin suihti-rengas,
Niin on hammas koirallani
Kuin on viikate virossa;
Sinä koirani komehin,
Otukseni oivallisin,
Juoksuttele, jouvuttele
Aho-maita aukehia,
Ensin kuusia kumarra,
Havu-latvoja haloa,
Hyväile hyötö-puita.
Juokse tuonne toisualle
Mielusahan Mehtolahan,
Tarkkahan Tapiolahan!
Mielikki, metän Emäntä
Käyvös kättä antamahan,
Oikeaa oijentamahan,
Sormia sovittamahan!
Mikä mieli, mikä muutos
Mielusassa Mehtolassa,
Tarkassa Tapiolassa!
Entinen metän Emäntä
Oli kaunis kahtannolta,
Ihana imertimiltä,
Käet oli kulta-käärehissä,
Sormet kulta-sormuksissa;
Nykynen metän Emäntä
Ruma on varsin rungoltansa,
Käet on vihta- käärehissä,
Sormet vihta-sormuksissa,
Pää vihta-pätinehissä.
Koreasti koirat haukku
Mieluhissa Mehtolassa,
Leveästi lehmät ammo
Korven kuulussa koissa.

Louki (sic!) Pohjolan Emäntä

Pistäs villanen pivosi,
Käännä karva-kämmenesi;
Oisi laajalta luvattu,
Sukeukselta suvattu,
Tapiolta taivotettu
Saalis suuri saahakseni,
Mesi-kämmen käätäkseni.
Hilli Ukko, Halli-parta
Hiihatas hiasta miestä,
Takin helmasta taluta,
Veä verka-kauluksesta,
Saata sillen saareksellen,
Sillen kummullen kuleta,
Josta saalis saatasihin,
Erän toimi tuotasihin.

Kosk' oli saalis saatununna

Noin ne ennen vanhat virkko:
En minä pahon pitänyt,
Eikä toinen kumppanini:
Ite vierit vempeleeltä,
Horjahit haon selältä
Puhki kultasen kupusi,
Halki marjasen mahasi;
Päret jousi, puikko nuoli,
Minä mies vähä väkinen,
Uros heikko hengellinen.
Lähes nyt kulta kulkemahan,
Sipomahan sini-sukka,
Verka housu vieremähän
Urohoisehen väkehen,
Miehisehen joukkiohon.
Ellös vaimoja varuo,
Katet-lakkia kamoja,
Syltty-sukkia surejo,
Peitto-päitä peljästyö.
Meill' on aitta ammon tehty
Hopeaisillen jaloillen,
Kultasillen pahtahillen,
Jonne viemme vierahamme,
Kuletamme kultasemme.
Anna Päivälän miniä,
Tuometar Tapion Neiti,
Kuin lienee vihattu vieras
Ovi kiinni ottoate;
Vaan kuin lienee suotu vieras
Ovi avoinna piteätä,
Kulettaissa kultoamme,
Ohon astuissa sisähän.
Niin tuo Ohto pyörteleksen
Mesi kämmen käänteleksen
Niin kuin pyy pesäsän päällä
Hanhi hautomaksillahan.

Riien Synty.

Naata nuorin neitosia

Teki tiellen vuotehesan,
Pahnasan pahalle maalle;
Perin tuulehen makasi,
Kalton säähän karkeahan.
Tuuli nosti turkin helmat,
Ahava hamehen helmat,
Teki tuuli tiineheksi,
Ahavainen paksuksehen:
Tuosta tyyty, tuosta täyty
Tuosta paksuksi paneksen.
Kanto kohtua kovoa,
Vatan täyttä vaikeata;
Kanto kuuta kaksi, kolmet,
Kanto kuuta viisi, kuusi,
Jo kanto kaheksan kuuta,
Kanto kuuta kymmenkunnan
Kanto kuuta kaksitoist;
Jo kuulla kahella toista
Tuotihin kavon kipua,
Immin tulta tuikattihin.
Juoksi polvesta merehen,
Vyö-lapasta laineheseen,
Sukka-rihmasta sulahan;
Heti huutaa heiahutti
Ainosillen ahvenillen,
Kaikillen veen kaloillen:
Tuuos kiiskinen kinasi,
Matikainen nuljaskasi;
Nyt tuloovi Immin tuska
Pakko neitosen paneksen.
Sivalti simasen siiven
Vyöltä Vanhan Väinämöisen,
Jolla voiti luun limiä,
Siveli sivuja myöten,
Perä vieriä veteli;
Syrjin syöstihin merehen,
Vesii-hiien hinkalohon,
Sala-kammun karsinahan,
Lumme-korjuhun kotihin.
Alla raanusan yheksän,
Alla viien villa vaipan
Teki poikoa yheksän,
Tyttö-lapsen kymmenennen;
Sikiötähän sitoovi,
Saamiahan solmiaavi
Kylpy-pelsimen perillä,
Saunan lautaen laella,
Nimitteli poikiahan,
Lasketteli lapsiahan,
Minkä kuuseksi kuvasi,
Minkä mainihti maoksi.

Riisi on poika Ruivantehen,

Ruivantehen, Räyväntehen,
Isätön, emätön lapsi,
Suuton, silmitön sikiä.
Kuinkas taisi suuton syyä,
Kielitön nisän imeä,
Hampaiton haukkaella,
Näkemätön närvistellä?
Voi sinua piian pilkka,
Piian pilkka, naisten nauru,
Etkös nyt häiy häpeä,
Paha poikkehen pakene
Ristittyä rikkomasta,
Kastettua kalvamasta!
Miss' on Riisi ristittynä,
Kaluaja kastettuna?
Tuoll' on Riisi ristittynä
Kaivolla kalevan pojan,
Ketaroilla pienen kelkan.
Oliko vesi puhasta?
Ei ollut vesi puhasta;
Se vesi veren sekanen,
Pesi huorat huntujahan,
Pahat vaimot paitojahan,
Joilla Riisi ristittihin,
Kaluaja kastettihin
Hamehissa haisevissa,
Nukka-vieroissa nutuissa.

Kunne ma sinun manoan

Ristittyä rikkomasta,
Kastettua kautumasta?
Tuonne ma sinun manoan
Suuhun juoksevan sutosen,
Kesä-peuran kielen alle;
Hyvä on siellä ollaksesi,
Armas aikaellaksesi,
Lempi liehakellaksesi,
Siell' on voiset vuotehesi,
Siasi sianlihaiset;
Siellä itkeevi isäsi,
Valittaavl vanhempasi:
Kunne joutu poikuoni?
Ja jos et sitä totelle
Livu liitto-leivillesi,
Mäne määrä- mämmillesi.
Ja jos et sitä totelle
Ottuos sukusi sukset,
Heimokuntasi hevoset
Kotihisi mennäksesi,
Lemmon leppäset sivakat,
Hiien kalhut, rauta-kannat,
Pahan hengen paksun sauvan,
Joilla hiihat Hiien maita,
Lemmon maita leuhattelet.
Ehtiivi sinun emosi
Kotihisan Koiroahan.
Hyvin oot tehnyt, koskas tullut;
Teet paremmin kuin palajat.
Anna mennä männessähän
Venehellä vettä myöten,
Suksella mäkiä myöten,
Hevosella tietä myöten;
On lipua liiaksihin
Mäen alle mäntähissä.
Ja jos et sitä totelle
Tuonne ma sinun manoan
Jalaksillen juoksevillen
Portimo kiven kolohon.
Ja jos et sitä totelle
Tuonne ma sinun manoan
Korpin kiljuvan kitahan,
Suuhun vankuvan vareksen.
Ja jos et sitä totelle
Tuonne ma sinun manoan
Suuhun Antero Vipusen,
Joka on viikon maassa maannut
Kauvon liekona levännyt;
Kulmill' on oravi-kuusi
Paju-pehko parran päällä.
Ja jos et sitä totelle
Tuonne ma sinun manoan
Kirjo kirkon kynnyksehen,
Sata-lauvan lappeahan,
Tuhat malkosen maluhun;
Papit siellä pauhoavat
Miehet messua pitävät.
Ja jos et sitä totelle
Tuonne ma sinun manoan
Suurillen sota-keoillen,
Miesten tappu-tanterillen,
Joss' on verta vyöhön asti,
Siell' on luutonta lihoa,
Suonitonta pohkeata
Syyä miehen nälkähisen,
Hilpoa himertynehen,
Haukata halun alasen.

Pistoksen Synnyn Alku.

(Toisin.) [Katso II Osa, 1 sivu.]

Oli ennen neljä neittä.

Koko kolmet morsianta;
Nepä heiniä tekivät,
Kokoelit kortehia
Nenässä utusen niemen,
Lässä saaren terhennisen.
Kuin niitit, ne haravoit,
Heti ruoposit ruollen,
Lapohollen laskettelit,
Pistit pielihin välehin.
Tuli poika Pohjolasta,
Nimeltä tulinen Tursas.
Ne Tursas tulehen tunki,
Paiskasi panun väkehen.
Tuli tuhkia vähänen,
Kypeniä kouran täysi.
Ne kypenet kylvettihin
Portin Pohjolan etehen,
Kirjo-kannon kynnys alle.
Tähän kasvo kaunis tammi,
Virpi virhetön yleni;
Latva täytti taivahille,
Lehvät ilmoillen levesit,
Estit päivän paistamasta,
Esti kuun kumottamasta,
Pietti pilvet juoksemasta,
Hattarat harittamasta.
Neiet neuvoa pitävät
Kuinkas kuutta lietänehen,
Otavatta oltanehen,
Päivätä elättänehen.
Etittihin tuota miestä,
Haettihin miestä mointa