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College Algebra
Tenth Edition
Michael Sullivan
Chicago State University
Microsoft and /or its respective suppliers make no representations about the suitability of
the information contained in the documents and related graphics published as part of the
services for any purpose. All such documents and related graphics are provided “as is” without
warranty of any kind. Microsoft and /or its respective suppliers hereby disclaim all warranties
and conditions with regard to this information, including all warranties and conditions of
merchantability, whether express, implied or statutory, fitness for a particular purpose, title
and non-infringement. In no event shall microsoft and /or its respective suppliers be liable for
any special, indirect or consequential damages or any damages whatsoever resulting from
loss of use, data or profits, whether in an action of contract, negligence or other tortious action,
arising out of or in connection with the use or performance of information available from the
services. The documents and related graphics contained herein could include technical
inaccuracies or typographical errors. Changes are periodically added to the information herein.
Microsoft and/or its respective suppliers may make improvements and /or changes in the
product (s) and /or the program (s) described herein at any time. Partial screen shots may be
viewed in full within the software version specified.
ISBN-10: 0-321-97947-8
www.pearsonhighered.com ISBN-13: 978-0-321-97947-6
Contents
Three Distinct Series xvi
R Review 1
R.1 Real Numbers 2
Work with Sets • Classify Numbers • Evaluate Numerical Expressions
• Work with Properties of Real Numbers
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
2 Graphs 149
2.1 The Distance and Midpoint Formulas 150
Use the Distance Formula • Use the Midpoint Formula
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
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.
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.
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.
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
James Africh, College of DuPage Duane E. Deal, Ball State University Julia Hassett, DeVry Institute, Dupage
Steve Agronsky, Cal Poly State University Jerry DeGroot, Purdue North Central Christopher Hay-Jahans, University of South
Gererdo Aladro, Florida International Timothy Deis, University of Wisconsin- Dakota
University Platteville Michah Heibel, Lincoln Public Schools
Grant Alexander, Joliet Junior College Joanna DelMonaco, Middlesex Community LaRae Helliwell, San Jose City College
Dave Anderson, South Suburban College College Celeste Hernandez, Richland College
Richard Andrews, Florida A&M University Vivian Dennis, Eastfield College Gloria P. Hernandez, Louisiana State
Joby Milo Anthony, University of Central Deborah Dillon, R. L. Turner High School University at Eunice
Florida Guesna Dohrman, Tallahassee Community Brother Herron, Brother Rice High School
James E. Arnold, University of College Robert Hoburg, Western Connecticut State
Wisconsin-Milwaukee Cheryl Doolittle, Iowa State University University
Adel Arshaghi, Center for Educational Merit Karen R. Dougan, University of Florida Lynda Hollingsworth, Northwest Missouri
Carolyn Autray, University of West Georgia Jerrett Dumouchel, Florida Community State University
Agnes Azzolino, Middlesex County College College at Jacksonville Deltrye Holt, Augusta State University
Wilson P. Banks, Illinois State University Louise Dyson, Clark College Charla Holzbog, Denison High School
Sudeshna Basu, Howard University Paul D. East, Lexington Community College Lee Hruby, Naperville North High School
Dale R. Bedgood, East Texas State University Don Edmondson, University of Texas-Austin Miles Hubbard, St. Cloud State University
Beth Beno, South Suburban College Erica Egizio, Joliet Junior College Kim Hughes, California State College-San
Carolyn Bernath, Tallahassee Community Jason Eltrevoog, Joliet Junior College Bernardino
College Christopher Ennis, University of Minnesota Stanislav, Jabuka, University of Nevada, Reno
Rebecca Berthiaume, Edison State College Kathy Eppler, Salt Lake Community College Ron Jamison, Brigham Young University
William H. Beyer, University of Akron Ralph Esparza, Jr., Richland College Richard A. Jensen, Manatee Community
Annette Blackwelder, Florida State University Garret J. Etgen, University of Houston College
Richelle Blair, Lakeland Community College Scott Fallstrom, Shoreline Community College Glenn Johnson, Middlesex Community College
Kevin Bodden, Lewis and Clark College Pete Falzone, Pensacola Junior College Sandra G. Johnson, St. Cloud State University
Jeffrey Boerner, University of Wisconsin-Stout Arash Farahmand, Skyline College Tuesday Johnson, New Mexico State
Barry Booten, Florida Atlantic University W.A. Ferguson, University of Illinois-Urbana/ University
Larry Bouldin, Roane State Community Champaign Susitha Karunaratne, Purdue University North
College Iris B. Fetta, Clemson University Central
Bob Bradshaw, Ohlone College Mason Flake, student at Edison Community Moana H. Karsteter, Tallahassee Community
Trudy Bratten, Grossmont College College College
Tim Bremer, Broome Community College Timothy W. Flood, Pittsburg State University Donna Katula, Joliet Junior College
Tim Britt, Jackson State Community College Robert Frank, Westmoreland County Arthur Kaufman, College of Staten Island
Michael Brook, University of Delaware Community College Thomas Kearns, North Kentucky University
Joanne Brunner, Joliet Junior College Merle Friel, Humboldt State University Jack Keating, Massasoit Community College
Warren Burch, Brevard Community College Richard A. Fritz, Moraine Valley Shelia Kellenbarger, Lincoln Public Schools
Mary Butler, Lincoln Public Schools Community College Rachael Kenney, North Carolina State
Melanie Butler, West Virginia University Dewey Furness, Ricks College University
Jim Butterbach, Joliet Junior College Mary Jule Gabiou, North Idaho College John B. Klassen, North Idaho College
William J. Cable, University of Randy Gallaher, Lewis and Clark College Debra Kopcso, Louisiana State University
Wisconsin-Stevens Point Tina Garn, University of Arizona Lynne Kowski, Raritan Valley Community
Lois Calamia, Brookdale Community College Dawit Getachew, Chicago State University College
Jim Campbell, Lincoln Public Schools Wayne Gibson, Rancho Santiago College Yelena Kravchuk, University of Alabama at
Roger Carlsen, Moraine Valley Community Loran W. Gierhart, University of Texas at San Birmingham
College Antonio and Palo Alto College Ray S. Kuan, Skyline College
Elena Catoiu, Joliet Junior College Robert Gill, University of Minnesota Duluth Keith Kuchar, Manatee Community College
Mathews Chakkanakuzhi, Palomar College Nina Girard, University of Pittsburgh at Tor Kwembe, Chicago State University
Tim Chappell, Penn Valley Community College Johnstown Linda J. Kyle, Tarrant Country Jr. College
John Collado, South Suburban College Sudhir Kumar Goel, Valdosta State University H.E. Lacey, Texas A & M University
Alicia Collins, Mesa Community College Adrienne Goldstein, Miami Dade College, Harriet Lamm, Coastal Bend College
Nelson Collins, Joliet Junior College Kendall Campus James Lapp, Fort Lewis College
Rebecca Connell, Troy University Joan Goliday, Sante Fe Community College Matt Larson, Lincoln Public Schools
Jim Cooper, Joliet Junior College Lourdes Gonzalez, Miami Dade College, Christopher Lattin, Oakton Community College
Denise Corbett, East Carolina University Kendall Campus Julia Ledet, Lousiana State University
Carlos C. Corona, San Antonio College Frederic Gooding, Goucher College Adele LeGere, Oakton Community College
Theodore C. Coskey, South Seattle Donald Goral, Northern Virginia Community Kevin Leith, University of Houston
Community College College JoAnn Lewin, Edison College
Rebecca Connell, Troy University Sue Graupner, Lincoln Public Schools Jeff Lewis, Johnson County Community College
Donna Costello, Plano Senior High School Mary Beth Grayson, Liberty University Janice C. Lyon, Tallahassee Community College
Paul Crittenden, University of Nebraska at Jennifer L. Grimsley, University of Charleston Jean McArthur, Joliet Junior College
Lincoln Ken Gurganus, University of North Carolina Virginia McCarthy, Iowa State University
John Davenport, East Texas State University James E. Hall, University of Wisconsin-Madison Karla McCavit, Albion College
Faye Dang, Joliet Junior College Judy Hall, West Virginia University Michael McClendon, University of Central
Antonio David, Del Mar College Edward R. Hancock, DeVry Institute of Oklahoma
Stephanie Deacon, Liberty University Technology Tom McCollow, DeVry Institute of Technology
Preface xxi
Marilyn McCollum, North Carolina State Sanja Pantic, University of Illinois at Chicago Katrina Staley, North Carolina Agricultural
University E. James Peake, Iowa State University and Technical State University
Jill McGowan, Howard University Kelly Pearson, Murray State University Becky Stamper, Western Kentucky
Will McGowant, Howard University Dashamir Petrela, Florida Atlantic University University
Angela McNulty, Joliet Junior College Philip Pina, Florida Atlantic University Judy Staver, Florida Community
Laurence Maher, North Texas State University Charlotte Pisors, Baylor University College-South
Jay A. Malmstrom, Oklahoma City Community Michael Prophet, University of Northern Iowa Robin Steinberg, Pima Community College
College Laura Pyzdrowski, West Virginia University Neil Stephens, Hinsdale South High School
Rebecca Mann, Apollo High School Carrie Quesnell, Weber State University Sonya Stephens, Florida A&M Univeristy
Lynn Marecek, Santa Ana College Neal C. Raber, University of Akron Patrick Stevens, Joliet Junior College
Sherry Martina, Naperville North High School Thomas Radin, San Joaquin Delta College John Sumner, University of Tampa
Alec Matheson, Lamar University Aibeng Serene Radulovic, Florida Atlantic Matthew TenHuisen, University of North
Nancy Matthews, University of Oklahoma University Carolina, Wilmington
James Maxwell, Oklahoma State Ken A. Rager, Metropolitan State College Christopher Terry, Augusta State University
University-Stillwater Kenneth D. Reeves, San Antonio College Diane Tesar, South Suburban College
Marsha May, Midwestern State University Elsi Reinhardt, Truckee Meadows Community Tommy Thompson, Brookhaven College
James McLaughlin, West Chester University College Martha K. Tietze, Shawnee Mission Northwest
Judy Meckley, Joliet Junior College Jose Remesar, Miami Dade College, Wolfson High School
David Meel, Bowling Green State University Campus Richard J. Tondra, Iowa State University
Carolyn Meitler, Concordia University Jane Ringwald, Iowa State University Florentina Tone, University of West Florida
Samia Metwali, Erie Community College Douglas F. Robertson, University of Suzanne Topp, Salt Lake Community College
Rich Meyers, Joliet Junior College Minnesota, MPLS Marilyn Toscano, University of Wisconsin,
Eldon Miller, University of Mississippi Stephen Rodi, Austin Community College Superior
James Miller, West Virginia University William Rogge, Lincoln Northeast High Marvel Townsend, University of Florida
Michael Miller, Iowa State University School Jim Trudnowski, Carroll College
Kathleen Miranda, SUNY at Old Westbury Howard L. Rolf, Baylor University Robert Tuskey, Joliet Junior College
Chris Mirbaha, The Community College of Mike Rosenthal, Florida International Mihaela Vajiac, Chapman University-Orange
Baltimore County University Julia Varbalow, Thomas Nelson Community
Val Mohanakumar, Hillsborough Community Phoebe Rouse, Lousiana State University College-Leesville
College Edward Rozema, University of Tennessee at Richard G. Vinson, University of South
Thomas Monaghan, Naperville North High Chattanooga Alabama
School Dennis C. Runde, Manatee Community College Jorge Viola-Prioli, Florida Atlantic University
Miguel Montanez, Miami Dade College, Alan Saleski, Loyola University of Chicago Mary Voxman, University of Idaho
Wolfson Campus Susan Sandmeyer, Jamestown Community Jennifer Walsh, Daytona Beach Community
Maria Montoya, Our Lady of the Lake College College
University Brenda Santistevan, Salt Lake Community Donna Wandke, Naperville North High School
Susan Moosai, Florida Atlantic University College Timothy L.Warkentin, Cloud County
Craig Morse, Naperville North High School Linda Schmidt, Greenville Technical College Community College
Samad Mortabit, Metropolitan State University Ingrid Scott, Montgomery College Melissa J. Watts, Virginia State University
Pat Mower, Washburn University A.K. Shamma, University of West Florida Hayat Weiss, Middlesex Community College
Tammy Muhs, University of Central Florida Zachery Sharon, University of Texas at San Kathryn Wetzel, Amarillo College
A. Muhundan, Manatee Community College Antonio Darlene Whitkenack, Northern Illinois
Jane Murphy, Middlesex Community College Martin Sherry, Lower Columbia College University
Richard Nadel, Florida International University Carmen Shershin, Florida International Suzanne Williams, Central Piedmont
Gabriel Nagy, Kansas State University University Community College
Bill Naegele, South Suburban College Tatrana Shubin, San Jose State University Larissa Williamson, University of Florida
Karla Neal, Lousiana State University Anita Sikes, Delgado Community College Christine Wilson, West Virginia University
Lawrence E. Newman, Holyoke Community Timothy Sipka, Alma College Brad Wind, Florida International University
College Charlotte Smedberg, University of Tampa Anna Wiodarczyk, Florida International
Dwight Newsome, Pasco-Hernando Lori Smellegar, Manatee Community College University
Community College Gayle Smith, Loyola Blakefield Mary Wolyniak, Broome Community
Denise Nunley, Maricopa Community Colleges Cindy Soderstrom, Salt Lake Community College
James Nymann, University of Texas-El Paso College Canton Woods, Auburn University
Mark Omodt, Anoka-Ramsey Community Leslie Soltis, Mercyhurst College Tamara S. Worner, Wayne State College
College John Spellman, Southwest Texas State Terri Wright, New Hampshire Community
Seth F. Oppenheimer, Mississippi State University Technical College, Manchester
University Karen Spike, University of North Carolina Aletheia Zambesi, University of West Florida
Leticia Oropesa, University of Miami Rajalakshmi Sriram, Okaloosa-Walton George Zazi, Chicago State University
Linda Padilla, Joliet Junior College Community College Steve Zuro, Joliet Junior College
Getting Ready
Students refresh prerequisite topics through
assignable skill review quizzes and personalized
homework integrated in MyMathLab.
Video Assessment
Video assessment is tied to key Author in Action videos to check
students’ conceptual understanding of important math concepts.
Skills for Success Modules are integrated within the MyMathLab course to help
students succeed in collegiate courses and prepare for future professions.
Retain Your Knowledge These new exercises support ongoing review at the course
level and help students maintain essential skills.
xxii
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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.
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.
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.
J. F. O.
LIFE.
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?
Part II.—COURTSHIP.
Part III.—MARRIAGE.
THE SEQUEL.—IF.
P———d.
NO. II.
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.
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.
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.
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
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.
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.
J. F. O.
HALLEY'S COMET.
Prince Edward.
EPIMANES.
BY E. A. POE.
* * * * *
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
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?
Very true.
There are.
All this I must acknowledge. Still there is an infinity of mud huts and
abominable hovels. We cannot help perceiving abundance of filth in