5 - Forth Interest Group

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On-Line Resource Figure Five. The initial. 'bootstrapped" class. 1 \ oofprima.fth 910723 rwb MESSAGE
pemtely to understand what on earth you do mean in invoking "traditional Forth," as you keep doing. "I use 'Forth' to refer to the language as descriid in the books ated most often as references: Starting Forth and 7binking Fotth by Leo Brodie, and Forth: A T& and R efae by Kelly and Spies." At last., a workable & f~- tion! However, these fine books all make it very dear that, although they discuss such things as dictionary structure for pedagogic pur- poses, implementations do vary. Primarily, they define Forth behaviorally, just as ANS Forth does. I quote from Kelly & Spies (pg. 30%): "The Forth standards wisely make no attempt to define how the language works internally. The point of the standards is to promote a fundional compatibility of programs, not to stifle original ways of adapting Forth to new hardware." Couldn't have said it bet- ter myself. I "Several of the languages I have used ... are de- scribed as 'functional' languages.. . Eachof these languages is desaibed in terms of a set of operators. In each case, however, the operators act on a specific data type or types. . . It is meaningless to have operators that do not operate on anything! "The ANSI Team has ap parently not only invented a new language, but also a new concept in com- figure S&, continued.) : @@ \ ( 'body -- x y ) dup >r x y r y
Page 2 and 3: SILICON COMPOSERS INC Announcing th
Page 4 and 5: Objets dyArt 0 bject-oriented progr
Page 6 and 7: Yerk Comes to the PC Rick Grehan Pe
Page 8 and 9: instance variables can re- solve th
Page 10 and 11: :class. The :class word uses a nest
Page 12 and 13: stance variable names in these alte
Page 14 and 15: ules. (Jim Callahan, Harvard Softwo
Page 16 and 17: Dl77 ( magic seed ) swm 3. Page 24,
Page 18 and 19: y an Engish transla- tion or summar
Page 20 and 21: somewhere, should we just say 'It's
Page 22 and 23: ,Partic@a te! ACM SlGForth '92 Fort
Page 24 and 25: methods is called inbetft- ance. De
Page 26 and 27: the other class's methods. For exam
Page 30 and 31: of classical Forth.. . And Forth di
Page 32 and 33: (Figure Nine, continued.) : @@ \ (
Page 34 and 35: This partimlar example has been des
Page 36 and 37: (METHODS) DEFINITIONS : ... content
Page 38 and 39: (GEnie/nrm pago 32.) not endorse, a
Page 40 and 41: I still feel that we are debating s
Page 42 and 43: indeed, were not particularly encou
Page 44: L Contributions from the Forth Comm

5 - Forth Interest Group

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