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 College Algebra
Tenth Edition

Michael Sullivan
Chicago State University

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The student edition of this text has been cataloged as follows:

Library of Congress Cataloging-in-Publication Data
Sullivan, Michael, 1942-
College algebra / Michael Sullivan, Chicago State University. -- Tenth edition.
pages cm.
ISBN 978-0-321-97947-6
1. Algebra--Textbooks. 2. Algebra--
Study and teaching (Higher) I. Title.
QA154.3.S763 2016
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2014021757
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ISBN-10: 0-321-97947-8
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Contents
Three Distinct Series xvi

The Contemporary Series xvii

Preface to the Instructor xviii

Resources for Success xxii

Applications Index xxv

R Review 1
R.1 Real Numbers 2
Work with Sets • Classify Numbers • Evaluate Numerical Expressions
• Work with Properties of Real Numbers

R.2 Algebra Essentials 17

Graph Inequalities •Find Distance on the Real Number Line • Evaluate
Algebraic Expressions • Determine the Domain of a Variable • Use the
Laws of Exponents • Evaluate Square Roots • Use a Calculator to Evaluate
Exponents • Use Scientific Notation

R.3 Geometry Essentials 30

Use the Pythagorean Theorem and Its Converse • Know Geometry
Formulas • Understand Congruent Triangles and Similar Triangles

R.4 Polynomials 39
Recognize Monomials • Recognize Polynomials • Add and Subtract
Polynomials • Multiply Polynomials • Know Formulas for Special Products
• Divide Polynomials Using Long Division • Work with Polynomials in Two
Variables

R.5 Factoring Polynomials 49

Factor the Difference of Two Squares and the Sum and Difference of Two
Cubes • Factor Perfect Squares • Factor a Second-Degree
Polynomial: x2 + Bx + C • Factor by Grouping • Factor a Second-Degree
Polynomial: Ax2 + Bx + C, A ≠ 1 • Complete the Square

R.6 Synthetic Division 58

Divide Polynomials Using Synthetic Division

R.7 Rational Expressions 62

Reduce a Rational Expression to Lowest Terms • Multiply and Divide
Rational Expressions • Add and Subtract Rational Expressions • Use the
Least Common Multiple Method • Simplify Complex Rational Expressions

R.8 nth Roots; Rational Exponents 73

Work with nth Roots • Simplify Radicals • Rationalize Denominators
• Simplify Expressions with Rational Exponents

1 Equations and Inequalities 81

1.1 Linear Equations 82
Solve a Linear Equation • Solve Equations That Lead to Linear Equations
• Solve Problems That Can Be Modeled by Linear Equations

1.2 Quadratic Equations 92

Solve a Quadratic Equation by Factoring • Solve a Quadratic Equation by
Completing the Square • Solve a Quadratic Equation Using the Quadratic
Formula • Solve Problems That Can Be Modeled by Quadratic Equations
vii
viii Contents

1.3 Complex Numbers; Quadratic Equations in the Complex

Number System 104
Add, Subtract, Multiply, and Divide Complex Numbers
• Solve Quadratic Equations in the Complex Number System

1.4 Radical Equations; Equations Quadratic in Form;

Factorable Equations 113
Solve Radical Equations • Solve Equations Quadratic in Form • Solve
Equations by Factoring

1.5 Solving Inequalities 119

Use Interval Notation • Use Properties of Inequalities • Solve
Inequalities • Solve Combined Inequalities

1.6 Equations and Inequalities Involving Absolute Value 130

Solve Equations Involving Absolute Value • Solve Inequalities Involving
Absolute Value

1.7 Problem Solving: Interest, Mixture, Uniform Motion,

Constant Rate Job Applications 134
Translate Verbal Descriptions into Mathematical Expressions • Solve
Interest Problems • Solve Mixture Problems • Solve Uniform Motion
Problems • Solve Constant Rate Job Problems

Chapter Review 143

Chapter Test 147
Chapter Projects 147

2 Graphs 149
2.1 The Distance and Midpoint Formulas 150
Use the Distance Formula • Use the Midpoint Formula

2.2 Graphs of Equations in Two Variables; Intercepts; Symmetry 157

Graph Equations by Plotting Points • Find Intercepts from a Graph • Find
Intercepts from an Equation • Test an Equation for Symmetry with Respect
to the x-Axis, the y-Axis, and the Origin • Know How to Graph Key Equations

2.3 Lines 167

Calculate and Interpret the Slope of a Line • Graph Lines Given a Point and
the Slope •
Find the Equation of a Vertical Line • Use the Point–Slope Form of a Line;
Identify Horizontal Lines • Find the Equation of a Line Given Two Points •
Write the Equation of a Line in Slope–Intercept Form •
Identify the Slope and y-Intercept of a Line from Its Equation • Graph Lines
Written in General Form Using Intercepts • Find Equations of Parallel Lines
• Find Equations of Perpendicular Lines

2.4 Circles 182

Write the Standard Form of the Equation of a Circle • Graph a Circle•
Work with the General Form of the Equation of a Circle

2.5 Variation 188

Construct a Model Using Direct Variation • Construct a Model Using
Inverse Variation • Construct a Model Using Joint Variation or Combined
Variation

Chapter Review 194

Chapter Test 196
Cumulative Review 196
Chapter Project 197
 Contents ix

3 Functions and Their Graphs 198

3.1 Functions 199
Determine Whether a Relation Represents a Function • Find the Value of a
Function • Find the Difference Quotient of a Function • Find the Domain
of a Function Defined by an Equation • Form the Sum, Difference, Product,
and Quotient of Two Functions

3.2 The Graph of a Function 214

Identify the Graph of a Function • Obtain Information from or about the
Graph of a Function

3.3 Properties of Functions 223

Determine Even and Odd Functions from a Graph • Identify Even and Odd
Functions from an Equation •
Use a Graph to Determine Where a
Function Is Increasing, Decreasing, or Constant • Use a Graph to Locate
Local Maxima and Local Minima • Use a Graph to Locate the Absolute
Maximum and the Absolute Minimum • Use a Graphing Utility to
Approximate Local Maxima and Local Minima and to Determine Where a
Function Is Increasing or Decreasing • Find the Average Rate of Change
of a Function

3.4 Library of Functions; Piecewise-defined Functions 237

Graph the Functions Listed in the Library of Functions • Graph
Piecewise-defined Functions

3.5 Graphing Techniques: Transformations 247

Graph Functions Using Vertical and Horizontal Shifts • Graph Functions
Using Compressions and Stretches • Graph Functions Using Reflections
about the x-Axis and the y-Axis

3.6 Mathematical Models: Building Functions 260

Build and Analyze Functions

Chapter Review 266

Chapter Test 270
Cumulative Review 271
Chapter Projects 271

4 Linear and Quadratic Functions 273

4.1 Properties of Linear Functions and Linear Models 274
Graph Linear Functions • Use Average Rate of Change to Identify Linear
Functions • Determine Whether a Linear Function Is Increasing, Decreasing,
or Constant • Build Linear Models from Verbal Descriptions

4.2 Building Linear Models from Data 284

Draw and Interpret Scatter Diagrams • Distinguish between Linear
and Nonlinear Relations • Use a Graphing Utility to Find the Line
of Best Fit

4.3 Quadratic Functions and Their Properties 290

Graph a Quadratic Function Using Transformations • Identify the Vertex
and Axis of Symmetry of a Quadratic Function • Graph a Quadratic
Function Using Its Vertex, Axis, and Intercepts • Find a Quadratic Function
Given Its Vertex and One Other Point • Find the Maximum or Minimum
Value of a Quadratic Function

4.4 Build Quadratic Models from Verbal Descriptions and from Data 302
Build Quadratic Models from Verbal Descriptions • Build Quadratic Models
from Data
x Contents

4.5 Inequalities Involving Quadratic Functions 312

Solve Inequalities Involving a Quadratic Function

Chapter Review 315

Chapter Test 318
Cumulative Review 319
Chapter Projects 320

5 Polynomial and Rational Functions 321

5.1 Polynomial Functions and Models 322
Identify Polynomial Functions and Their Degree • Graph Polynomial
Functions Using Transformations • Identify the Real Zeros of a Polynomial
Function and Their Multiplicity • Analyze the Graph of a Polynomial
Function • Build Cubic Models from Data

5.2 Properties of Rational Functions 343

Find the Domain of a Rational Function • Find the Vertical Asymptotes
of a Rational Function • Find the Horizontal or Oblique Asymptote of a
Rational Function

5.3 The Graph of a Rational Function 353

Analyze the Graph of a Rational Function • Solve Applied Problems
Involving Rational Functions

5.4 Polynomial and Rational Inequalities 368

Solve Polynomial Inequalities • Solve Rational Inequalities

5.5 The Real Zeros of a Polynomial Function 375

Use the Remainder and Factor Theorems • Use Descartes’ Rule of Signs to
Determine the Number of Positive and the Number of Negative Real Zeros
of a Polynomial Function • Use the Rational Zeros Theorem to List the
Potential Rational Zeros of a Polynomial Function • Find the Real Zeros of
a Polynomial Function • Solve Polynomial Equations • Use the Theorem for
Bounds on Zeros • Use the Intermediate Value Theorem

5.6 Complex Zeros; Fundamental Theorem of Algebra 390

Use the Conjugate Pairs Theorem • Find a Polynomial Function with
Specified Zeros • Find the Complex Zeros of a Polynomial Function

Chapter Review 396

Chapter Test 399
Cumulative Review 399
Chapter Projects 400

6 Exponential and Logarithmic Functions 402

6.1 Composite Functions 403
Form a Composite Function • Find the Domain of a Composite Function

6.2 One-to-One Functions; Inverse Functions 411

Determine Whether a Function Is One-to-One • Determine the Inverse of a
Function Defined by a Map or a Set of Ordered Pairs • Obtain the Graph of
the Inverse Function from the Graph of the Function • Find the Inverse of a
Function Defined by an Equation

6.3 Exponential Functions 423

Evaluate Exponential Functions • Graph Exponential Functions • Define
the Number e • Solve Exponential Equations
 Contents xi

6.4 Logarithmic Functions 440

Change Exponential Statements to Logarithmic Statements and
Logarithmic Statements to Exponential Statements • Evaluate Logarithmic
Expressions • Determine the Domain of a Logarithmic Function • Graph
Logarithmic Functions • Solve Logarithmic Equations

6.5 Properties of Logarithms 452

Work with the Properties of Logarithms • Write a Logarithmic
Expression as a Sum or Difference of Logarithms • Write a Logarithmic
Expression as a Single Logarithm • Evaluate Logarithms Whose Base Is
Neither 10 Nor e

6.6 Logarithmic and Exponential Equations 461

Solve Logarithmic Equations • Solve Exponential Equations • Solve
Logarithmic and Exponential Equations Using a Graphing Utility

6.7 Financial Models 468

Determine the Future Value of a Lump Sum of Money • Calculate
Effective Rates of Return • Determine the Present Value of a Lump
Sum of Money • Determine the Rate of Interest or the Time Required to
Double a Lump Sum of Money

6.8 Exponential Growth and Decay Models; Newton’s Law;

Logistic Growth and Decay Models 478
Find Equations of Populations That Obey the Law of Uninhibited Growth
• Find Equations of Populations That Obey the Law of Decay • Use Newton’s
Law of Cooling • Use Logistic Models

6.9 Building Exponential, Logarithmic, and Logistic

Models from Data 489
Build an Exponential Model from Data • Build a Logarithmic Model from
Data • Build a Logistic Model from Data

Chapter Review 497

Chapter Test 502
Cumulative Review 502
Chapter Projects 503

7 Analytic Geometry 506

7.1 Conics 507
Know the Names of the Conics

7.2 The Parabola 508

Analyze Parabolas with Vertex at the Origin • Analyze Parabolas with
Vertex at (h, k) • Solve Applied Problems Involving Parabolas

7.3 The Ellipse 517

Analyze Ellipses with Center at the Origin • Analyze Ellipses with
Center at (h, k) • Solve Applied Problems Involving Ellipses

7.4 The Hyperbola 527

Analyze Hyperbolas with Center at the Origin • Find the Asymptotes of
a Hyperbola • Analyze Hyperbolas with Center at (h, k) • Solve Applied
Problems Involving Hyperbolas

Chapter Review 540

Chapter Test 541
Cumulative Review 541
Chapter Projects 542
xii Contents

8 Systems of Equations and Inequalities 543

8.1 Systems of Linear Equations: Substitution and Elimination 544
Solve Systems of Equations by Substitution • Solve Systems of Equations
by Elimination • Identify Inconsistent Systems of Equations Containing
Two Variables • Express the Solution of a System of Dependent Equations
Containing Two Variables • Solve Systems of Three Equations Containing
Three Variables • Identify Inconsistent Systems of Equations Containing
Three Variables • Express the Solution of a System of Dependent Equations
Containing Three Variables

8.2 Systems of Linear Equations: Matrices 559

Write the Augmented Matrix of a System of Linear Equations • Write the
System of Equations from the Augmented Matrix • Perform Row Operations
on a Matrix • Solve a System of Linear Equations Using Matrices

8.3 Systems of Linear Equations: Determinants 574

Evaluate 2 by 2 Determinants • Use Cramer’s Rule to Solve a System of
Two Equations Containing Two Variables • Evaluate 3 by 3 Determinants
• Use Cramer’s Rule to Solve a System of Three Equations Containing Three
Variables • Know Properties of Determinants

8.4 Matrix Algebra 584

Find the Sum and Difference of Two Matrices • Find Scalar Multiples of a
Matrix • Find the Product of Two Matrices • Find the Inverse of a Matrix
Solve a System of Linear Equations Using an Inverse Matrix

8.5 Partial Fraction Decomposition 601

P
Decompose Where Q Has Only Nonrepeated Linear Factors
Q
P P
• Decompose Where Q Has Repeated Linear Factors • Decompose
Q Q
P
Where Q Has a Nonrepeated Irreducible Quadratic Factor • Decompose
Q
Where Q Has a Repeated Irreducible Quadratic Factor

8.6 Systems of Nonlinear Equations 609

Solve a System of Nonlinear Equations Using Substitution • Solve a
System of Nonlinear Equations Using Elimination

8.7 Systems of Inequalities 618

Graph an Inequality • Graph a System of Inequalities

8.8 Linear Programming 625

Set Up a Linear Programming Problem • Solve a Linear Programming
Problem

Chapter Review 632

Chapter Test 636
Cumulative Review 637
Chapter Projects 637
 Contents xiii

9 Sequences; Induction; the Binomial Theorem 639

9.1 Sequences 640
Write the First Several Terms of a Sequence • Write the Terms of a
Sequence Defined by a Recursive Formula • Use Summation Notation
• Find the Sum of a Sequence

9.2 Arithmetic Sequences 650

Determine Whether a Sequence Is Arithmetic • Find a Formula for an
Arithmetic Sequence • Find the Sum of an Arithmetic Sequence

9.3 Geometric Sequences; Geometric Series 656

Determine Whether a Sequence Is Geometric • Find a Formula for a
Geometric Sequence • Find the Sum of a Geometric Sequence
• Determine Whether a Geometric Series Converges or Diverges • Solve
Annuity Problems

9.4 Mathematical Induction 667

Prove Statements Using Mathematical Induction

9.5 The Binomial Theorem 671

n
Evaluate a b • Use the Binomial Theorem
j

Chapter Review 677

Chapter Test 680
Cumulative Review 680
Chapter Projects 681

10 Counting and Probability 682

10.1 Counting 683
Find All the Subsets of a Set • Count the Number of Elements in a Set
• Solve Counting Problems Using the Multiplication Principle

10.2 Permutations and Combinations 688

Solve Counting Problems Using Permutations Involving n Distinct
Objects • Solve Counting Problems Using Combinations • Solve Counting
Problems Using Permutations Involving n Nondistinct Objects

10.3 Probability 697

Construct Probability Models • Compute Probabilities of Equally Likely
Outcomes • Find Probabilities of the Union of Two Events • Use the
Complement Rule to Find Probabilities

Chapter Review 707

Chapter Test 709
Cumulative Review 710
Chapter Projects 710
xiv Contents

Appendix Graphing Utilities A1

A.1 The Viewing Rectangle A1
A.2 Using a Graphing Utility to Graph Equations A3
A.3 Using a Graphing Utility to Locate Intercepts and Check for
Symmetry A5
A.4 Using a Graphing Utility to Solve Equations A6
A.5 Square Screens A8
A.6 Using a Graphing Utility to Graph Inequalities A9
A.7 Using a Graphing Utility to Solve Systems of Linear Equations A9

Answers AN1

Credits C1

Index I1
Dedicated to the Memory of Mary
Three Distinct Series
Students have different goals, learning styles, and levels of preparation. Instructors
have different teaching philosophies, styles, and techniques. Rather than write one
series to fit all, the Sullivans have written three distinct series. All share the same
goal—to develop a high level of mathematical understanding and an appreciation
for the way mathematics can describe the world around us. The manner of reaching
that goal, however, differs from series to series.

Contemporary Series, Tenth Edition

The Contemporary Series is the most traditional in approach yet modern in its
treatment of precalculus mathematics. Graphing utility coverage is optional and can
be included or excluded at the discretion of the instructor: College Algebra, Algebra
& Trigonometry, Trigonometry: A Unit Circle Approach, Precalculus.

Enhanced with Graphing Utilities Series,

Sixth Edition
This series provides a thorough integration of graphing utilities into topics, allowing
students to explore mathematical concepts and encounter ideas usually studied in
later courses. Using technology, the approach to solving certain problems differs
from the Contemporary Series, while the emphasis on understanding concepts and
building strong skills does not: College Algebra, Algebra & Trigonometry, Precalculus.

Concepts through Functions Series,

Third Edition
This series differs from the others, utilizing a functions approach that serves as the
organizing principle tying concepts together. Functions are introduced early in
various formats. This approach supports the Rule of Four, which states that functions
are represented symbolically, numerically, graphically, and verbally. Each chapter
introduces a new type of function and then develops all concepts pertaining to that
particular function. The solutions of equations and inequalities, instead of being
developed as stand-alone topics, are developed in the context of the underlying
functions. Graphing utility coverage is optional and can be included or excluded
at the discretion of the instructor: College Algebra; Precalculus, with a Unit Circle
Approach to Trigonometry; Precalculus, with a Right Triangle Approach to
Trigonometry.

xvi
The Contemporary Series
College Algebra, Tenth Edition
This text provides a contemporary approach to college algebra, with three chapters
of review material preceding the chapters on functions. Graphing calculator usage
is provided, but is optional. After completing this book, a student will be adequately
prepared for trigonometry, finite mathematics, and business calculus.

Algebra & Trigonometry, Tenth Edition

This text contains all the material in College Algebra, but also develops the
trigonometric functions using a right triangle approach and showing how it
relates to the unit circle approach. Graphing techniques are emphasized, including a
thorough discussion of polar coordinates, parametric equations, and conics using
polar coordinates. Graphing calculator usage is provided, but is optional. After
completing this book, a student will be adequately prepared for finite mathematics,
business calculus, and engineering calculus.

Precalculus, Tenth Edition

This text contains one review chapter before covering the traditional precalculus
topic of functions and their graphs, polynomial and rational functions, and
exponential and logarithmic functions. The trigonometric functions are introduced
using a unit circle approach and showing how it relates to the right triangle
approach. Graphing techniques are emphasized, including a thorough discussion of
polar coordinates, parametric equations, and conics using polar coordinates. Graphing
calculator usage is provided, but is optional. The final chapter provides an
introduction to calculus, with a discussion of the limit, the derivative, and the
integral of a function. After completing this book, a student will be adequately
prepared for finite mathematics, business calculus, and engineering calculus.

Trigonometry: a Unit Circle Approach, Tenth Edition

This text, designed for stand-alone courses in trigonometry, develops the trigonometric
functions using a unit circle approach and showing how it relates to the right
triangle approach. Graphing techniques are emphasized, including a thorough
discussion of polar coordinates, parametric equations, and conics using polar
coordinates. Graphing calculator usage is provided, but is optional. After completing
this book, a student will be adequately prepared for finite mathematics, business
calculus, and engineering calculus.

xvii
Preface to the Instructor
A
s a professor of mathematics at an urban public property.Therefore, many sections will have an exploration
university for 35 years, I understand the varied needs activity to motivate student learning. These explorations
of College Algebra students. Students range from introduce the topic and/or connect it to either a real-world
being underprepared, with little mathematical background application or a previous section. For example, when the
and a fear of mathematics, to being highly prepared vertical-line test is discussed in Section 3.2, after the
and motivated. For some, this is their final course in theorem statement, the notes ask the students to explain
mathematics. For others, it is preparation for future why the vertical-line test works by using the definition
mathematics courses. I have written this text with both of a function. This challenge helps students process the
groups in mind. information at a higher level of understanding.
A tremendous benefit of authoring a successful series is • Illustrations Many of the figures now have captions to
the broad-based feedback I receive from teachers and students help connect the illustrations to the explanations in the
who have used previous editions. I am sincerely grateful for body of the text.
their support. Virtually every change to this edition is the
• TI Screen Shots In this edition all the screen shots from
result of their thoughtful comments and suggestions. I hope
the ninth edition have been replaced with screen shots
that I have been able to take their ideas and, building upon a
using a TI-84Plus C. These updated screen shots help
successful foundation of the ninth edition, make this series an
students visualize concepts clearly and help make stronger
even better learning and teaching tool for students and teachers.
connections between equations, data, and graphs in full
color.
Features in the Tenth Edition • Chapter Projects, which apply the concepts of each
A descriptive list of the many special features of chapter to a real-world situation, have been enhanced
College Algebra can be found on the endpapers in the front to give students an up-to-the-minute experience. Many
of this text. projects are new and Internet-based, requiring the student
This list places the features in their proper context, as to research information online in order to solve problems.
building blocks of an overall learning system that has been • Exercise Sets All the exercises in the text have been
carefully crafted over the years to help students get the most reviewed and analyzed for this edition, some have been
out of the time they put into studying. Please take the time to removed, and new ones have been added. All time-sensitive
review this and to discuss it with your students at the beginning problems have been updated to the most recent information
of your course. My experience has been that when students available. The problem sets remain classified according
utilize these features, they are more successful in the course. to purpose.
The ‘Are You Prepared?’ problems have been
New to the Tenth Edition improved to better serve their purpose as a just-in-time
review of concepts that the student will need to apply in
• Retain Your Knowledge This new category of problems the upcoming section.
in the exercise set are based on the article “To Retain The Concepts and Vocabulary problems have been
New Learning, Do the Math” published in the Edurati expanded and now include multiple-choice exercises.
Review. In this article, Kevin Washburn suggests that “the Together with the fill-in-the-blank and True/False
more students are required to recall new content or skills, problems, these exercises have been written to serve as
the better their memory will be.” It is frustrating when reading quizzes.
students cannot recall skills learned earlier in the course. Skill Building problems develop the student’s
To alleviate this recall problem, we have created “Retain computational skills with a large selection of exercises
Your Knowledge” problems. These are problems considered that are directly related to the objectives of the section.
to be “final exam material” that students can use to maintain Mixed Practice problems offer a comprehensive assessment
their skills. All the answers to these problems appear in the of skills that relate to more than one objective. Often
back of the text, and all are programmed in MyMathLab. these require skills learned earlier in the course.
• Guided Lecture Notes Ideal for online, emporium/ Applications and Extensions problems have been
redesign courses, inverted classrooms, or traditional updated. Further, many new application-type exercises
lecture classrooms. These lecture notes help students have been added, especially ones involving information
take thorough, organized, and understandable notes and data drawn from sources the student will recognize,
as they watch the Author in Action videos. They ask to improve relevance and timeliness.
students to complete definitions, procedures, and The Explaining Concepts: Discussion and Writing
examples based on the content of the videos and text. exercises have been improved and expanded to provide
In addition, experience suggests that students learn by more opportunity for classroom discussion and group
doing and understanding the why/how of the concept or projects.
xviii
 Preface xix

New to this edition, Retain Your Knowledge exercises the content is required. Specific references to this chapter
consist of a collection of four problems in each exercise set occur throughout the text to assist in the review process.
that are based on material learned earlier in the course.
They serve to keep information that has already been Chapter 1 Equations and Inequalities
learned “fresh” in the mind of the student. Answers to all Primarily a review of Intermediate Algebra topics, this
these problems appear in the Student Edition. material is a prerequisite for later topics. The coverage of
The Review Exercises in the Chapter Review have complex numbers and quadratic equations with a negative
been streamlined, but they remain tied to the clearly discriminant is optional and may be postponed or skipped
expressed objectives of the chapter. Answers to all these entirely without loss of continuity.
problems appear in the Student Edition. Chapter 2 Graphs
• Annotated Instructor’s Edition As a guide, the author’s This chapter lays the foundation for functions. Section 2.5
suggestions for homework assignments are indicated by is optional.
a blue underscore below the problem number. These
problems are assignable in the MyMathLab as part of a Chapter 3 Functions and Their Graphs
“Ready-to-Go” course. Perhaps the most important chapter. Section 3.6 is optional.

Chapter 4 Linear and Quadratic Functions

Content Changes in the Tenth Edition Topic selection depends on your syllabus. Sections 4.2
and 4.4 may be omitted without loss of continuity.
• Section 3.1 The objective Find the Difference Quotient
of a Function has been added. Chapter 5 Polynomial and Rational Functions
• Section 5.1 The subsection Behavior of the Graph of a Topic selection depends on your syllabus.
Polynomial Function Near a Zero has been removed. Chapter 6 Exponential and Logarithmic Functions
• Section 5.3 A subsection has been added that discusses Sections 6.1–6.6 follow in sequence. Sections 6.7, 6.8,
the role of multiplicity of the zeros of the denominator and 6.9 are optional.
of a rational function as it relates to the graph near a
vertical asymptote. Chapter 7 Analytic Geometry
Sections 7.1–7.4 follow in sequence.
• Section 5.5 The objective Use Descartes’ Rule of Signs
has been included. Chapter 8 Systems of Equations and Inequalities
• Section 5.5 The theorem Bounds on the Zeros of a Sections 8.2–8.7 may be covered in any order, but each
Polynomial Function is now based on the traditional requires Section 8.1. Section 8.8 requires Section 8.7.
method of using synthetic division.
Chapter 9 Sequences; Induction; The Binomial
Theorem
Using the Tenth Edition Effectively There are three independent parts: Sections 9.1–9.3;
with Your Syllabus Section 9.4; and Section 9.5.
To meet the varied needs of diverse syllabi, this text Chapter 10 Counting and Probability
contains more content than is likely to be covered in a College The sections follow in sequence.
Algebra course. As the chart illustrates, this text has been
organized with flexibility of use in mind. Within a given
chapter, certain sections are optional (see the details that Acknowledgments
follow the figure below) and can be omitted without loss Textbooks are written by authors, but evolve from an idea
of continuity. to final form through the efforts of many people. It was
Don Dellen who first suggested this text and series to me.
R 1 Don is remembered for his extensive contributions to
publishing and mathematics.
Thanks are due to the following people for their
2
assistance and encouragement to the preparation of this
edition:
3 7.17.4 8 10
• From Pearson Education: Anne Kelly for her substantial
4 5 6 9 contributions, ideas, and enthusiasm; Dawn Murrin,
for her unmatched talent at getting the details right;
Joseph Colella for always getting the reviews and pages
to me on time; Peggy McMahon for directing the always
Chapter R Review difficult production process; Rose Kernan for handling
This chapter consists of review material. It may be used as the liaison between the compositor and author; Peggy
first part of the course or later as a just-in-time review when Lucas for her genuine interest in marketing this text;
xx Preface

Chris Hoag for her continued support and genuine attention to detail is amazing; Timothy Britt, for creating
interest; Greg Tobin for his leadership and commitment the Solutions Manuals and accuracy checking
to excellence; and the Pearson Math and Science Sales answers.
team, for their continued confidence and personal Finally, I offer my grateful thanks to the dedicated
support of my texts. users and reviewers of my texts, whose collective
• Accuracy checkers: C. Brad Davis, who read the entire insights form the backbone of each textbook revision.
manuscript and accuracy checked answers. His

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xxii
Another random document with
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instead of abandoning this useful study to the lawyers, as a pursuit
proper only to that profession, he would do well to remember that the
revival of letters has always been mainly ascribed to the discovery of
the pandects at Amalphi; that since that time professorships of civil
law have been attached to every learned University in Europe, and
no scholar for many centuries afterwards was reckoned
accomplished without some knowledge of this subject. He should
remember too, that since the revival of letters, this law has formed
an essential, nay, the chief ingredient of the jurisprudence of Spain,
Holland, France, and all Italy, with the exception of Venice;—whilst,
notwithstanding all that has been suggested by the idle casuistry of
national pride, it is the most important portion of the law of Germany,
Hungary, Poland and Scotland. And much as we boast of the
common law in England and what was English America, yet in both
countries, the civil code is the law of courts of admiralty, the basis of
most of our chancery law, and even on the common law side of our
judiciary it is freely used on the subject of contracts, and has
furnished the groundwork, nay, almost the entire system of our legal
pleadings. Should this reader be a divine, we would beg leave to
remind him that the canon law itself is so intimately associated with
the civil code, that no good canonist has yet existed who neglected
the study of this last. Indeed, the canon law is at last but a
compound of the christian system of ethics and the civil code of
municipal law. Need we say more in support of the claims of this
study upon the attention of the general scholar and reader? Can the
statesman or scholar expect to understand the history of nations and
governments without a knowledge of their laws and judicial systems,
those alimentary canals, which distribute the food that supports the
moral being of society? As well might the anatomist expect to derive
a knowledge of his science by a view of the external structure of the
human frame, whilst the internal organization and the whole
circulating system were concealed from his observation. And quite
as absurd are the investigations of the historical inquirer, who,
content with a knowledge of the form of government, looks no farther
into the internal structure of a society. We would fain pursue the
interesting inquiries which this subject suggests, in connection with
the history of modern governments and the progress of civil liberty,
did our limits permit. But our purpose is accomplished, in having
recurred to facts, which of themselves demonstrate the necessity of
this highly important study.

We come now to the psychological view of ancient literature, which

subject is so intimately connected with the inquiry into the tendencies
of this study, towards elevating and extending the spiritual capacity
of man, that we shall embrace it under that head. As no man would
engage in any laborious pursuit without having some object in view,
so perhaps no one would ever enter into the pursuit after knowledge
if it offered no rewards. It is coveted by many, because it sometimes
brings to its possessor wealth, and almost always secures him
reputation, whilst a few only desire it for its spiritual uses—and yet
these last constitute its highest reward. Let the practical man of the
world who doubts it, and who would laugh at any arguments adapted
to his reason upon this subject as a mere idle thing, look to the
history of literary men. Let him behold such a man as Bayle, for
example, who having secured in his taste for knowledge a
consolation and a happiness of which the world could not rob him,
only thought of his persecutions to laugh at them, and found but
amusement in what the world deems misfortunes. Poverty, exile,
disease, all in their turns assailed him, and yet no one who reads his
history can doubt but that he was the happiest man of his day.
Resigned to all human events, he found his pleasure in the one
noble taste which absorbed his mind, and he succeeded in elevating
his spirit to such a distance above the misfortunes and persecutions
of this world, that they dwindled into utter insignificance in his
estimation. A dismission from an office of honor and profit, under
circumstances which would have excited murmurs and anger in the
minds of most other men, was scarcely noticed by him, or noticed in
a spirit of cheerful content. "The sweetness and repose" (said he
upon this occasion) "I find in the studies in which I have engaged
myself and which are my delight, will induce me to remain in this city,
if I am allowed to continue in it, at least until the printing of my
dictionary is finished; for my presence is absolutely necessary in the
place where it is printed. I am no lover of money nor of honors, and
would not accept of any invitation should it be made to me; nor am I
fond of the disputes and cabals which reign in all academies: Canam
mihi et musis." Car. Lit. vol. i, p. 22. These were not mere
professions; his life, nay, his very death illustrated their truth and
sincerity. The very hour of his death was soothed and solaced by this
taste, which subdued even the sense of the last mortal agony. This,
and instances similar in nature, if not in degree, which abound in the
lives of literary men, afford conclusive evidence of the rewards which
knowledge brings to the human mind itself. What can elevate the
dignity of our nature more in our view than the contemplation of such
spectacles as these? What terms expressive enough should we find,
to convey our sense of gratitude to the genius who would offer us a
gift that would enable us to defy the persecutions of this world and
laugh at its misfortunes! a gift, which, for our enjoyments, would
render us independent of every other being in existence, save
ourselves and him who created us—a gift which would endow us
with a taste and the means of gratifying a taste which age cannot
dull, and gratification cannot satiate. And yet to a great degree, the
mind which is imbued with the love of knowledge enjoys these
blessings. When this becomes the absorbing taste of our minds, it
not only endures—but man cannot take it from us. Whilst sensual
pleasures die, and the tastes which they gratify decay with time, this
is the immortal desire of our being which survives when all others
fade away. It is the charmed gift which we bear within ourselves, and
whose spells can call up a thousand forms of beauty and light even
in the depths of the dungeon, and surround the couch of disease
with bright visions and pleasant hopes. As those who ate of the
fabled lotus were said to forget their country and kindred in their
enjoyments, when they had tasted of its flowers, so those who have
once fed upon the immortal fruit of the tree of knowledge, cease to
regard those temporal cares and pleasures which bind man to this
earth, and lead through a maze of uncertainty to disappointment at
last. They look into nature—and each link which they discover in the
great chain of truth, seems, in the enthusiasm of the vision, another
step on that ladder by which man mounts from earth to heaven.
Each hidden harmony which they discover in nature is another
thought of the divine mind which they have conceived and
understood, and serves to bind them still more closely in that
communion into which the Creator permits them to enter with him.
The consideration of man, the pleasures merely earthly which he
controls and which belong to him, always temporal and always
alloyed with pain, they can consent to relinquish, in the
consciousness that they are entering into closer communion with him
who is pure, perfect, and unchangeable. And their pleasures as
much exceed those which they renounce, as the Creator is superior
to the created. They have tasted the living stream of truth, whose
waters refresh the more, the more they are drunk—they find
themselves on the borders of that eternal spring whose course is
infinite in extent. Whilst they follow its trace they secure immortality,
—for none who drink of its waters shall ever die.

See the student who dwells alone in his hermitage, or who perhaps
nightly cribs his worn frame in some almost forgotten attic;—he is
surrounded by circumstances which to the eye of the common
observer denote the extremity of wretchedness and misery! Those
who are more elevated by the pride of place and by the possession
of those things which the world calls good, often look upon him with
pity and contempt; and yet how rashly do they judge. Do they know
whether he regards their pleasures or whither his aspirations would
lead him. He looks out upon the stars, "those isles of light," which
repose in the liquid blue of the vaulted heavens, and they speak to
him of wisdom and love, of beauty and peace. He walks abroad amid
the works of nature, and traces in all her hidden harmonies a beauty
and a unity of design which speak but of one spirit, and that the
infinite and eternal spirit of the universe. He begins indeed "to mingle
with the universe;" and, like the mystic Egeria, a spirit of beauty pure
and undefiled arises from the silent memorials of creative design, to
commune with him in his morning walks and evening meditations.
He compares the soul, which guides and animates the physical
universe, with the vain and contentious spirit of his fellow man; he
compares the order and beauty of the physical universe, which
submits all its motions to the divine will, with the moral government
of man,—at once the sport and the victim of his own caprices; and
learns to despise what most men value, and to prize those pleasures
which they neglect. He has learnt to feel that He who rules all
events, has considered him also, in his Providence; and willing to put
his trust in that being, without whose knowledge "not a sparrow
falleth to the ground," he stands forth the most self-humbled, and yet
the most elevated of God's creatures.

If knowledge hath these spiritual uses,—and what reflecting man can

doubt the fact, how mortifying is it to see many wasting their strength
and throwing away the means by which they could attain these ends,
for the sake of wealth and earthly honors. As the alchemist who, in
his eager search after the grand magisterium, neglects many
discoveries really useful which were within his reach, so these men
put their frail trust in the world and waste their lives in the vain
pursuit of its phantoms. But we do not expect these men to take this
view of the subject unless they have trained their minds to it, either
through the christian philosophy, or what is second to that system
only, the school of the Platonist writers. It is for this reason chiefly,
that we have ventured to recommend the study of the writings of the
genius so nearly divine, of that author whose psychological system
presaged the christian revelation, as the morning twilight betokens
the coming sun. It was his, that beautiful conception of the spirit of
the universe, at once so poetical and sublime;—an idea which
Abraham Tucker only of modern English writers, seems to have fully
comprehended and explained. This sublime and philosophical poet
perceived that by an attentive study of nature, the human mind was
capable of entering into communion with the divine mind through its
works; he felt that he was capable of conceiving more and more of
the ideas which existed in the creative mind, as he understood more
of the system of the universe; he meditated upon the harmony which
extended through the greatest and the least of nature's operations;
his soul took in forms of beauty and filled with lofty conceptions until
it became enamored of its contemplations, and in the spirit of true
poetry he endowed the universe with a soul which governed it and
with which the mind of man may commune. But to return to our
original proposition; we asserted that the writings of ancient
philosophers afforded the best views of psychology to which we
have access. By psychology, we mean what relates to our spiritual
being. To maintain this proposition it will be necessary to recur, for a
moment, to the subject of inquiry which engaged their attention, and
to the spirit of those times.

The most important and natural inquiry which would present itself to
a being of limited powers of knowledge and enjoyment, and whose
existence at most is brief, is as to the best pursuit which can engage
his time and energies. The vanity of human wishes, the transitory
nature of earthly enjoyments, must have been as apparent to the first
man as to us. The necessity of discriminating between the various
ends of our actions, and objects of our desires, in the brief space
which is allotted us for action, must have impressed itself at an early
period upon the human mind. And as happiness is the proposed end
of all our actions, the most important inquiry which can engage the
human mind, is as to the best means of attaining it. Accordingly, we
find the "TO KALON" engaging the attention of all ancient
philosophers; and however differently they might conduct their
reasoning, all of them who were respected arrived at the same
conclusion, viz: that he whose conduct was most strictly regulated by
the rules of virtue, would enjoy the greatest degree of happiness. It
was thus, according to Plato, that we were to restore the immaculate
qualities of the pre-existent soul. The sterner Zeno maintained that
nothing was pleasant but virtue, and nothing painful but vice; whilst
the gentle and more persuasive Epicurus, reversing the rule, (and in
a certain sense the doctrines were identical,) taught that nothing was
virtuous but what was pleasant, or vicious if it were not painful—
because virtue is at last but the rule which shall conduct us to
happiness. At that time the light of Christian revelation had not burst
upon the world; the flickering and uncertain rays of human reason
afforded the only light to guide them in the search for the path of
truth, and "shadows, clouds, and darkness rested on it." The bright
hopes and the awful fears by which the Christian revelation would
prompt man to virtue, were then either unknown or but little heeded.
To tempt his disciples then to a virtuous life, and to fortify them
against the seductions of vicious temptation, the ancient philosopher
was forced to hold forth the rewards which virtue offers to us in this
life. The persuasions of oratory, the allurements of poetry, the
demonstrations of philosophy, were all used to entice the youthful
mind to the pursuit of virtue; and more, the masters practised their
creed in the view of their disciples. But so far as external
appearances bear testimony on the subject, happiness does not
always attend the practice of virtue in this world. It was necessary,
then, to refer the doubtful to some other source of enjoyment. The
philosopher referred the pupil to a source which was within—the
pleasant consciousness of well-doing;—the enlargement of the
spiritual capacity under a virtuous discipline, were the exalted and
noble inducements which they presented to their view. Their theories
of the universe, their social customs, their daily habits, were all made
subsidiary to the end of impressing these grand truths upon their
disciples. These conceptions stood forth in severe and sublime
simplicity, as they were formed by the cold and cautious inductions
of philosophy; but the master mind of antiquity, not content with their
unspeaking beauty, seized fire from heaven, and breathing into them
the warm spirit of his eloquence, sent them forth to the world radiant
and impressive forms, which appealed not only to the reason, but to
the sensibility of the beholder. Every argument was used which could
exalt our spiritual being, and every illustration which could explain its
nature, so far at least as they understood it. The pursuit of virtue
became a matter of feeling—self-denial was an enthusiasm, and the
world often beheld the disciples of these great masters acting upon
the abstract maxims of mere human reason, and pursuing virtue with
that unfaltering trust in the hopes which it excites, which would
shame many disciples of a more certain faith, and those who have
the guidance of a clearer light. It is not surprising, then, that the
nature of our spiritual being, and the invigorating and regenerating
influences of the pursuit of knowledge and virtue, should be more
often the theme of ancient than of modern philosophers. And yet the
moralist, the philosopher and the poet, would each derive both
assistance and delight from the too much neglected works of these
noble old masters. We have seen the wonderful revival of letters in
Germany in modern times ascribed to the study of the Platonists,—
with what truth our knowledge of German literature will not permit us
to say. But we do not doubt that the ascribed cause is adequate to
that end. Certain it is, that Bulwer has derived from these sources
much of that which is worth any thing in his writings. His views of our
spiritual being, and of the spiritual uses of knowledge, are evidently
clothed in light reflected from the Platonists. Indeed, the finest
portion of all his writings, that in which he describes the change
wrought on Devereux's mind by a course of solitary meditation, or, to
use a shorter phrase, the metempsychosis of his hero, is but a
paraphrase of the finest of all moral fables, the Asinus Aureus of
Apuleius, and one which at last fails to do justice to the splendid
original. Should any reader think it worth the time to examine into the
truth of our remarks upon the spirit of ancient philosophy, we would
crave his attention to this most beautiful allegory, as affording a
complete and interesting illustration of their general correctness. The
fable, founded upon a Milesian story, opens with the description of a
young man who has debased his soul with debauchery until he is
transformed to an ass; he falls gradually from one vice to another,
and under the dominion of all he suffers under the degrading and
debasing penalties appropriate to each. He was at last on the eve of
perpetrating a crime so monstrous that nature suddenly revolted,
and horror-stricken, he broke from his keeper and flies to the
seashore. With solitude comes reflection, and reflection brings
remorse. Despair is the natural consequence; and feeling that
without assistance he is lost, he turns to heaven for succor. The
moon is in full splendor, just rising from the waves; the awful silence
of the night deepens his sense of solitude;—"Video præ micantis
lunæ candore nimis completum orbem, commodum marinis
emergentem fluctibus, nactusque opacæ noctis silentiosa secreta,
certus etiam summatem Deam præcipua majestate pollere resque
prorsus humanas ipsius regi providentia," &c. p. 375. Relief is
vouchsafed to him, a change passes over his spirit, and nature
wears towards him a different aspect—her countenance is clothed in
smiles, and all things seem to rejoice with him. "Tanta hilaritudine
præter peculiarem meam, gestire mihi cuncta videbantur; ut pecua
etiam cujuscamodi et totas domos et ipsam diem serena facie
gaudire sentirem." The entire conception is not only highly poetical,
but eminently philosophical; the progress of the human mind in its
transition through the range of vices, the sentiments of remorse and
despair, that yearning after better things which ever and anon returns
like a guardian angel to rescue man from his most fallen estate, the
change of heart, and the influence of nature, are depicted in the spirit
of truth and beauty.

But we fear that we are trespassing too far upon the patience of the
reader, and especially when our subject is not one of general
interest. And yet we are so deeply impressed with the fact that an
attention to this study is the great want of American literature, that
we could not forbear suggesting briefly the various points of view
from which its importance may be seen—even at the risk of being
tedious. Under the sanction, then, of past experience, and under the
higher authority of reason, we would crave the attention of the rising
generation to these studies, that they may prepare themselves to do
something worthy of their hopes and useful to their country. And of
this at least we can safely assure them that the exercises which we
recommend are those in which were trained all the best models in
science and general literature, whom they most revere and admire.
 A LOAN TO THE MESSENGER.

NO. I.

When I said I would die a bachelor,

I did not think I should live to be married.—Benedict.

The day I was married, my dear Editor, I was greeted by a valued

crony of mine with the following Jew desperate, as Mrs. Malaprop
might call a jeu d'esprit. The occasion which gave this trifle birth
having now been some years a matter of history, I am disposed to
lend it to your good readers for a month, and beg them to be very
careful of it, as it is really one of the neatest things of the kind I or
they have ever seen. It is by a poet of no low order of genius, I can
assure you, whose fault alone it is that his name, albeit not
insignificant, is not yet higher on the rolls of poetic fame. It has never
been in print.

J. F. O.

LIFE.

A BRIEF HISTORY, IN THREE PARTS, WITH A SEQUEL:

Dedicated to my friend on his Wedding Day, November 1, 18—.

Part I.—LOVE.
A glance,—a thought,—a blow,—
It stings him to the core.
A question—will it lay him low?
Or will time heal it o'er?

He kindles at the name,—

He sits, and thinks apart;
Time blows and blows it to a flame,—
Burning within his heart.

He loves it though it burns,

And nurses it with care:
He feeds the blissful pain, by turns,
With hope, and with despair!

Part II.—COURTSHIP.

Sonnets and serenades,

Sighs, glances, tears and vows,
Gifts, tokens, souvenirs, parades,
And courtesies and bows.

A purpose, and a prayer:

The stars are in the sky,—
He wonders how e'en hope should dare
To let him aim so high!

Still hope allures and flatters,

And doubt just makes him bold:
And so, with passion all in tatters,
The trembling tale is told!

Apologies and blushes,

Soft looks, averted eyes,
Each heart into the other rushes,
Each yields, and wins, a prize.

Part III.—MARRIAGE.

A gathering of fond friends,—

Brief, solemn words, and prayer,—
A trembling to the fingers' ends,
As hand in hand they swear.

Sweet cake, sweet wine, sweet kisses,—

And so the deed is done:
Now for life's woes and blisses,—
The wedded two are one.

And down the shining stream

They launch their buoyant skiff,
Bless'd, if they may but trust Hope's dream,—
But ah! Truth echoes—If!

THE SEQUEL.—IF.

If health be firm,—if friends be true,—

If self be well controlled,—
If tastes be pure,—if wants be few,—
And not too often told,—

If reason always rule the heart,—

And passions own its sway,—
If love for aye to life impart
The zest it does to day,—
 If Providence with parent care
Mete out the varying lot,—
While meek Contentment bows to share
The palace or the cot,—

And oh! if Faith, sublime and clear,

The spirit upward guide,—
Then bless'd indeed, and bless'd fore'er,
The Bridegroom, and the Bride!
WILLIAM CUTTER.

P———d.

READINGS WITH MY PENCIL.

NO. II.

Legere sine calamo est dormire.—Quintilian.

8. "A drayman is probably born with as good organs as Milton, Locke, or Newton: but
by culture they are as much above him, almost, as he is above his horse."—
Chesterfield.

Chesterfield, it would seem, was a Phrenologist, in fact.

9. "In matters of consequence, have nothing to do with secondary people: deal always
with principals."—Edgeworth.
Good advice. In matters of state, deal never with a clerk,—he has no
discretion. In matters of trade deal never with an agent, if you can
come near the principal, for the same cause,—he lacks the
discretion that the latter has. But for a different cause than this, in
matters of love, deal never with parents, but with the child: it is true,
she has less discretion, but in this matter she is still the principal.

10. "Women may have their wills while they live, for they may make none when they
die."—Anon.

The author of that, whoever he be, was a kind soul: he found an

apology for that which husbands, lovers, and fathers are apt to think
a grievous fault in the sex. But the thought that strikes me most
forcibly upon reading that passage is, the injustice of the law's
treatment of women in this regard. Why should a woman's property,
upon her marriage, become, ipso facto, another's? I take it that is a
question which neither casuists nor gownsmen can answer. I knew
an old woman who could give the true reply, and it was one that she
gave as a reason for every query, puzzling or plain,—and that was
"'Cause!"

11. "A soul conversant with virtue resembles a fountain: for it is clear, and gentle, and
sweet, and communicative, and rich, and harmless and innocent."—Epictetus.

Beautiful because true. Such a soul is clear; one can see deeply into
its crystal purity: it is gentle, and no waves disturb the spectator as
he gazes: it is sweet, and he who drinks of it is refreshed and
renovated in mental and intellectual health. Communicative is it, and
throws out its jets in affluent profusion, making the atmosphere
delicious to those who come within its reach. Rich, too, abundantly,
overflowingly rich, full of jewels beyond price, ready for those who
will gather them up from the inexhaustible bed of that fountain:
harmless, moreover, and innocent, diffusing influences of a healthful
and inspiring force, which turns mere sense to soul, mere mortality to
immortality!

12. "The suspicion of Dean Swift's irreligion proceeded, in a great measure, from his
dread of hypocrisy: instead of wishing to seem better, he delighted in seeming worse
 than he was."—Dr. Johnson.

That is a queer apology for a great Moralist to make for a Dean of

the Church! It makes out Swift to be the worst of rascals: for it makes
him more regardful of other men's opinions than of his own. It
exhibits him as contravening conscience with seeming. Now, to my
mind, the mere suspicion of hypocrisy is a far less evil than the
positive conviction of it. He was, according to Johnson, afraid of
being thought a hypocrite, and so he actually became one!

13. "As much company as I have kept, and as much as I love it, I love reading better;
and would rather be employed in reading, than in the most agreeable company."—
Pope.

It is but a choice of company after all. For my part I verily believe the
poet loved both well enough, although the world of books he most
affected. He never wrote the "Essay on Man" or the "Dunciad" from
the experience of the study, however: men's hearts were the 'books'
he read from when he gave those splendid poems birth. The "world
of books"—reminds me of

14. "Books are a real world, both pure and good,

Round which, with tendrils strong as flesh and blood,
Our pastime and our happiness may grow."
Wordsworth.

15. "Oh! who shall tell the glory of the good man's course, when, as his mortal organs
are closing upon the world, he is looking forward to the opening brightness of that sun
which never sets, shining from out the sapphire gates of Heaven! What earthly simile
can your poet or your rhapsodist furnish, to carry to the spirit so rapturous a
conception?"—Chalmers.

The simplest similes for such purposes are the best. And it is a
beautiful order of our nature, that it furnishes them abundantly for the
improvement of the reflective mind. And thus would I assimilate an
earthly scene to the rapturous conception of the eloquent divine
whom I have quoted. A most beautiful autumn day, free from clouds,
—when the varied colored leaves seem willing to fade, with so
bright, so warm, so cheerful a sun upon them,—is to me an emblem
of the beaming of the sun of righteousness, which, growing brighter
as their bodies decay, makes the happiest and holiest spirits willing
to die, under an influence so benign.

16. "I walked, I rode, I hunted, I played, I read, I wrote, I did every thing but think. I
could not, or rather I would not think. Thinking kept me too long to one point. I could
not bear that turning my face to a dead wall. In self defence, to keep me from my
thoughts, I flitted from one occupation to another in which my mind could not, if it
would, find the least employment or permanent satisfaction. But the world called me a
very happy man!"—Bulwer, (I believe.)

Every man has those moments, I imagine, of struggling with his own
mind, endeavoring, yet almost impossibly, to fix it upon a single
object for any length of time: when it is like a bird in a storm,
attempting to alight upon a waving, trembling spray.

17. "But Thomas Moore, albeit but an indifferent biographer, is one of the greatest
masters of versification the world has ever known, while in song-writing he is perfectly
unrivalled."—Quarterly Review.

Perhaps in a peculiar, refined style of song-writing he may be: but

while his are the music of the fancy, Burns speaks the melodies of
the soul.

18. "The Creator has so constituted the human intellect, that it can grow only by its
own action, and by its own action it will most certainly and necessarily grow. Every
man must, therefore, in an important sense, educate himself. His books and teachers
are but aids, the work is his."—Daniel Webster.

The great statesman spoke this from the lessons of his own
experience, and it is true. Yet how many moments there are in a
scholar's life, when his progress seems so slow that he languishes
over every task; and, because he cannot attain every thing at once,
forgets, that every thing worth gaining is obtained after many
struggles: and, if one foot slips back a little, yet, if he gain at all on
his way, that it is better to persevere! Besides, it is not only the ends
of study which are delightful—for so also are its ways: and, if we are
not advancing rapidly, there is yet a pleasure in exercise, even when
much of it fails.

19. "The preacher, raising his withered hands as if imparting a benediction with the
words, closed his discourse with the text he had been enforcing,—'It is good that a
man bear the yoke in his youth.'"—Lights and Shadows.

I do believe that text most implicitly. I myself feel that it is true: for I
am one of those who are best when most afflicted. While the weight
hangs heavily, I keep time and measure, like a clock; but remove it,
and all the springs and wheels move irregularly, and I am but a mere
useless thing.

20. "Fair and bright to day, but windy and cold."—My Old Journal.

———like a satirical beauty!

J. F. O.

HALLEY'S COMET.

And who art thou amid the starry host,

Shedding thy pale and misty light,
Like some lone pearl, unseen and lost,
Amid the diamonds of a gala night.

Thou comest from the measureless abyss,

Where God hath made his glory known;
Is it with mystic cord, to this
To bind some system yet unseen, unknown.
 Art thou the ship of heaven, laden with light,
From the eternal glory sent,
To feed the glowing suns, that might
In ceaseless radiance but for thee be spent?

Or art thou rolling on thy way, a car,

Bearing from God some angel band,
Sent forth from world to world afar,
To regulate the fabric of his hand?

Oh! if thou art on some such errand sent,

Forth from the throne of Him we love,
May not thy homeward path be bent
By our poor earth, to bear our souls above?

Prince Edward.

EPIMANES.

BY E. A. POE.

Chacun a ses vertus.—Crebillon's Xerxes.

Antiochus Epiphanes is very generally looked upon as the Gog of

the prophet Ezekiel. This honor is, however, more properly
attributable to Cambyses, the son of Cyrus. And, indeed, the
character of the Syrian monarch does by no means stand in need of
any adventitious embellishment. His accession to the throne, or
rather his usurpation of the sovereignty, a hundred and seventy-one
years before the coming of Christ—his attempt to plunder the temple
of Diana at Ephesus—his implacable hostility to the Jews—his
pollution of the Holy of Holies, and his miserable death at Taba, after
a tumultuous reign of eleven years, are circumstances of a
prominent kind, and therefore more generally noticed by the
historians of his time than the impious, dastardly, cruel, silly, and
whimsical achievements which make up the sum total of his private
life and reputation.

* * * * *

Let us suppose, gentle reader, that it is now the year of the world
three thousand eight hundred and thirty, and let us, for a few
minutes, imagine ourselves at that most grotesque habitation of
man, the remarkable city of Antioch. To be sure there were, in Syria
and other countries, sixteen cities of that name besides the one to
which I more particularly allude. But ours is that which went by the
name of Antiochia Epidaphne, from its vicinity to the little village
Daphne, where stood a temple to that divinity. It was built (although
about this matter there is some dispute) by Seleucus Nicanor, the
first king of the country after Alexander the Great, in memory of his
father Antiochus, and became immediately the residence of the
Syrian monarchy. In the flourishing times of the Roman empire, it
was the ordinary station of the Prefect of the eastern provinces; and
many of the emperors of the queen city, among whom may be
mentioned, most especially, Verus and Valens, spent here the
greater part of their time. But I perceive we have arrived at the city
itself. Let us ascend this battlement, and throw our eyes around
upon the town and neighboring country.

What broad and rapid river is that which forces its way with
innumerable falls, through the mountainous wilderness, and finally
through the wilderness of buildings?

That is the Orontes, and the only water in sight, with the exception of
the Mediterranean, which stretches, like a broad mirror, about twelve
miles off to the southward. Every one has beheld the Mediterranean;
but, let me tell you, there are few who have had a peep at Antioch.
By few, I mean few who, like you and I, have had, at the same time,
the advantages of a modern education. Therefore cease to regard
that sea, and give your whole attention to the mass of houses that lie
beneath us. You will remember that it is now the year of the world
three thousand eight hundred and thirty. Were it later—for example,
were it unfortunately the year of our Lord eighteen hundred and
thirty-six, we should be deprived of this extraordinary spectacle. In
the nineteenth century Antioch is—that is, Antioch will be in a
lamentable state of decay. It will have been, by that time, totally
destroyed, at three different periods, by three successive
earthquakes. Indeed, to say the truth, what little of its former self
may then remain, will be found in so desolate and ruinous a state,
that the patriarch will remove his residence to Damascus. This is
well. I see you profit by my advice, and are making the most of your
time in inspecting the premises—in

———satisfying your eyes

With the memorials and the things of fame
That most renown this city.

I beg pardon—I had forgotten that Shakspeare will not flourish for
nearly seventeen hundred and fifty years to come. But does not the
appearance of Epidaphne justify me in calling it grotesque?

It is well fortified—and in this respect is as much indebted to nature

as to art.

Very true.

There are a prodigious number of stately palaces.

There are.

And the numerous temples, sumptuous and magnificent, may bear

comparison with the most lauded of antiquity.

All this I must acknowledge. Still there is an infinity of mud huts and
abominable hovels. We cannot help perceiving abundance of filth in