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 6e

Mathemat cs
n Act on
An Introduction to Algebraic, Graphical,
and Numerical Problem Solving

THE CONSORTIUM FOR FOUNDATION MATHEMATICS

Mathematics
in Action
An Introduction to Algebraic, Graphical,
and Numerical Problem Solving

Sixth Edition

The Consortium for Foundation Mathematics

Ralph Bertelle Columbia-Greene Community College
Judith Bloch University of Rochester
Roy Cameron SUNY Cobleskill
Carolyn Curley Erie Community College—South Campus
Ernie Danforth Corning Community College
Brian Gray Howard Community College
Arlene Kleinstein SUNY Farmingdale
Kathleen Milligan Monroe Community College
Patricia Pacitti SUNY Oswego
Renan Sezer Ankara University, Turkey
Patricia Shuart Polk State College—Winter Haven, Florida
Sylvia Svitak Queensborough Community College
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Cataloging-in-Publication Data on file with the Library of Congress

1 19

ISBN 13: 978-0-13-511562-6

ISBN 10: 0-13-511562-0
In Memoriam
In the spring of 2018, two of our fellow authors, Brian Gray and Carolyn
Curley lost long battles with cancer. They have been an integral part of
the team from the beginning of this project, which began as a National
Science Foundation project in the 1990’s.
Brian was a steadying influence on the team. His enthusiasm never got
too high and never too low. Brian was always able to focus on what
needed to be done and accomplish it with quality in a timely fashion.
Brian was knowledgeable in many fields. This gave him a broad
perspective on life and the lives of our students as well.
Carolyn was our “Joy Girl”! Carolyn loved life, and she loved to have
fun. Her motto seemed to be, “If it is not fun, why are we doing it.” She
always encouraged and inspired the team and was incredibly insightful
and creative. She was totally dedicated to the book and to our team.
Even during her final months, she was constantly asking, “what can I
do?” Carolyn had a great feel for the needs of the students as well as
the instructor. She was instrumental in creating our Instructor Resource
Manuals.
To paraphrase from a Broadway musical, Brian and Carolyn, because
we knew you we have been changed. We have been changed for good!
May you both rest in peace.
 CONTENTS

Preface xv
To the Student xxii

CHAPTER 1 Number Sense 1

CLUSTER 1 Introduction to Problem Solving 1
The Bookstore
ACTIVITY 1.1 1

Steps in Problem Solving
Objectives: 1. Develop problem-solving skills.
2. Organize information.
3. Practice communication skills.
4. Write a solution in sentences.

ACTIVITY 1.2 The Classroom 3

Problem-Solving Strategies
Objectives: 1. Develop problem-solving strategies.
• Organize information.
• Draw a picture.
• Recognize a pattern.
• Do a simpler problem.
2. Communicate problem-solving ideas.

ACTIVITY 1.3 Properties of Arithmetic 9

Properties and Vocabulary for Arithmetic Calculations
Objectives: 1. Identify and use the commutative property in calculations.
2. Use the associative property to evaluate arithmetic expressions.
3. Use the order of operations convention to evaluate arithmetic
expressions.
4. Identify and use the properties of exponents in calculations.
5. Convert numbers to and from scientific notation.

What Have I Learned? 23

How Can I Practice? 25

iv
 Contents v

CLUSTER 2  roblem Solving with Fractions and Decimals

P
(Rational Numbers) 27
ACTIVITY 1.4 Top Chef 27
Operations with Fractions and Mixed Numbers
Objectives: 1. Add and subtract fractions.
2. Multiply and divide fractions.

PROJECT 1.5 Course Grades and Your GPA 38

Problem Solving Using Fractions and Decimals
Objectives: 1. Recognize and calculate a weighted average.
2. Express fractions in decimal format.

What Have I Learned? 44

How Can I Practice? 45

CLUSTER 3 Comparisons and Proportional Reasoning 48

ACTIVITY 1.6 Everything Is Relative 48
Ratios as Fractions, Decimals, and Percents
Objectives: 1. Distinguish between absolute and relative measure.
2. Write ratios in fraction, decimal, and percent formats.
3. Determine equivalence of ratios.

ACTIVITY 1.7 Antidepressant Use 56

Proportional Reasoning
Objective: Use proportional reasoning to apply a known ratio to a given
piece of information.

ACTIVITY 1.8 Who Really Did Better? 63

Actual and Relative Change, Percent Increase and Decrease
Objectives: 1. Define actual and relative change.
2. Distinguish between actual and relative change.
3. Calculate relative change as a percent increase or percent decrease.

ACTIVITY 1.9 Going Shopping 69

Growth and Decay Factors
Objectives: 1. Define growth factor.
2. Determine growth factors from percent increases.
3. Apply growth factors to problems involving percent increases.
4. Define decay factor.
5. Determine decay factors from percent decreases.
6. Apply decay factors to problems involving percent decreases.

ACTIVITY 1.10 Take an Additional 20% Off 80

Consecutive Growth and Decay Factors
Objectives: 1. Define consecutive growth and decay factors.
2. Determine a consecutive growth or decay factor from two or more
consecutive percent changes.
3. Apply consecutive growth and/or decay factors to solve problems
involving percent changes.
vi Contents

ACTIVITY 1.11 Fuel Economy 86

Rates and Unit Analysis
Objectives: 1. Apply rates directly to solve problems.
2. Use unit or dimensional analysis to solve problems that involve
consecutive rates.

What Have I Learned? 95

How Can I Practice? 98

CLUSTER 4 Problem Solving with Signed Numbers 102

ACTIVITY 1.12 Celsius Thermometers 102
Addition and Subtraction of Integers
Objectives: 1. Identify signed numbers.
2. Use signed numbers to represent quantities in real-world situations.
3. Compare signed numbers.
4. Calculate the absolute value of numbers.
5. Identify and use properties of addition and subtraction of signed numbers.
6. Add and subtract signed numbers using absolute value.

ACTIVITY 1.13 Shedding the Extra Pounds 118

Multiplication and Division of Integers
Objective: Multiply and divide signed numbers.

ACTIVITY 1.14 Order of Operations Revisited 127

Negative Exponents and Scientific Notation
Objectives: 1. Use the order of operations convention to evaluate expressions
involving signed numbers.
2. Evaluate expressions that involve negative exponents.
3. Distinguish between such expressions as - 54 and 1- 52 4.
4. Write very small numbers in scientific notation.

What Have I Learned? 135

How Can I Practice? 138
Chapter 1 Summary 141
Chapter 1 Gateway Review 147

CHAPTER 2 Variable Sense 151

CLUSTER 1 Symbolic Rules and Expressions 151
ACTIVITY 2.1 Symbolizing Arithmetic 151
Formulas and Algebraic Expressions
Objectives: 1. Generalize from an arithmetic calculation to a symbolic representation
by utilizing variables.
2. Evaluate algebraic expressions.
 Contents vii

ACTIVITY 2.2 Blood Alcohol Levels 164

Represent a Two-Variable Relationship Algebraically,
Numerically, and Graphically
Objectives: 1. Identify input and output in situations involving two variable quantities.
2. Determine the replacement values for a variable within a given situation.
3. Represent and interpret an input/output relationship algebraically by formula,
numerically as data pairs in a table, and graphically as points on a graph.

ACTIVITY 2.3 College Expenses 174

Symbolic Rules
Objectives: 1. W
 rite verbal rules that represent relationships between input
and output variables.
2. Translate verbal rules into symbolic rules.
3. Determine input/output values from a graph.

ACTIVITY 2.4 Are They the Same? 185

Equivalent Expressions and Grouping Symbols
Objectives: 1. Identify equivalent algebraic expressions by examining their outputs.
2. Identify equivalent algebraic expressions by comparing their graphs.
3. Write algebraic expressions that involve grouping symbols.

What Have I Learned? 192

How Can I Practice? 193

CLUSTER 2 Solving Equations 196

ACTIVITY 2.5 Let’s Go Shopping 196
Solve an Equation Containing One Operation
Objectives: 1. Solve an equation of the form ax = b, a ≠ 0, for x using an algebraic
approach.
2. Solve an equation of the form x + a = b for x using an algebraic approach.
3. Use the four-step process to solve problems.

ACTIVITY 2.6 Leasing a Copier 205

Solve an Equation Containing Two or More Operations
Objectives: 1. Model contextual situations with symbolic rules of the form
y = ax + b, a ≠ 0.
2. Solve equations of the form ax + b = c, a ≠ 0.

ACTIVITY 2.7 The Algebra of Weather 214

Solve a Formula for a Specified Variable
Objective: Solve a formula for a specified variable.

ACTIVITY 2.8 Four out of Five Dentists Prefer Crest 221

Proportions
Objectives: 1. Recognize that equivalent fractions lead to proportions.
2. Use proportions to solve problems involving ratios and rates.

What Have I Learned? 228

How Can I Practice? 229
viii Contents

CLUSTER 3 More Problem Solving Using Algebra 234

ACTIVITY 2.9 Do It Two Ways 234
Distributive Property, Greatest Common Factor,
and Combining Like Terms
Objectives: 1. Apply the distributive property.
2. Use areas of rectangles to interpret the distributive property geometrically.
3. Identify the greatest common factor in an expression.
4. Factor out the greatest common factor in an expression.
5. Recognize like terms.
6. Simplify an expression by combining like terms.

ACTIVITY 2.10 Decoding 244

Simplifying Algebraic Expressions
Objectives: 1. Recognize an algebraic expression as a code of instruction.
2. Simplify algebraic expressions.

ACTIVITY 2.11 Comparing Energy Costs 250

Mathematical Models, General Strategy for Solving Linear Equations
Objectives: 1. Develop mathematical models to solve problems.
2. Write and solve equations of the form ax + b = cx + d, where a ≠ 0
and c ≠ 0.
3. Use the distributive property to solve equations involving grouping symbols.
4. Solve formulas for a specified variable.

PROJECT 2.12 Summer Job Opportunities 261

Problem Solving Using Linear Equations
Objective: Use problem-solving skills to make decisions based on
solutions of mathematical models.

What Have I Learned? 264

How Can I Practice? 265
Chapter 2 Summary 270
Chapter 2 Gateway Review 275

CHAPTER 3 Function Sense and Linear Functions 283

CLUSTER 1 Function Sense 283
ACTIVITY 3.1 Summer Olympics 283
Functions, Numerical and Graphical Representation of Functions
Objectives: 1. Use the input-output concept to define a function.
2. Identify a function relationship between two variables.
3. Identify the independent and dependent variables.
4. Use function notation to express the input-output correspondence of a
function.
5. Identify the domain and range of a function.
 Contents ix

6. Expand the rectangular coordinate system to include all four quadrants

in the plane.
7. Represent functions in tabular and graphical forms.

ACTIVITY 3.2 How Fast Did You Lose? 296

Average Rate of Change
Objective: Determine the average rate of change of an output variable
with respect to the input variable.

PROJECT 3.3  omparing Symbolically Defined Functions

C
and Their Graphs 304
Objectives: 1. Define functions by symbolic rules.
2. Recognize that an output value is determined by evaluating the
symbolic rule.
3. Recognize that an input value is determined by solving an associated
equation.
4. Understand the connection between the input-output pairs generated by
the symbolic rule and the plotted points that form its graph.
5. Understand the connection between the average rates of change of a
function and the shape of its graph.
6. Explore and compare the algebraic and graphical methods for
evaluating a function.
7. Explore and compare the algebraic and graphical methods for solving an
associated equation.

ACTIVITY 3.4 Course Grade 314

Representing Functions Symbolically
Objectives: 1. Determine the symbolic rule that defines a function.
2. Identify the practical domain and range of a function.

What Have I Learned? 321

How Can I Practice? 324

CLUSTER 2 Introduction to Linear Functions 332

ACTIVITY 3.5 The Snowy Tree Cricket 332
Slope and Intercepts of a Line
Objectives: 1. Identify linear functions by a constant average rate of change of the
output variable with respect to the input variable.
2. Interpret slope as an average rate of change.
3. Determine the slope of a nonvertical line drawn through two points.
4. Identify increasing and decreasing linear functions using slope.
5. Determine horizontal and vertical intercepts of a linear function
from its graph.
6. Interpret the meaning of horizontal and vertical intercepts in a
contextual situation.
x Contents

ACTIVITY 3.6 Software Sales 346

Slope-Intercept Equation of a Line
Objectives: 1. Identify whether a situation can be represented by a linear function.
2. Write an equation of a line in slope-intercept form.
3. Use the y-intercept and the slope to graph a linear function.
4. Determine horizontal intercepts of linear functions using
an algebraic approach.
5. Use intercepts to graph a linear function.
6. Identify parallel lines.

ACTIVITY 3.7 Predicting Population 360

Problem Solving Using Slope-Intercept Equation of a Line
Objectives: 1. Use the slope-intercept form of linear equations to solve problems.
2. Determine the relative error in a measurement or prediction
using a linear model.

ACTIVITY 3.8 College Tuition 367

Point-Slope Equation of a Line
Objectives: 1. Determine the equation for a linear function when given two points,
neither of which is the vertical intercept.
2. Use the point-slope form, y - y1 = m1x - x12, to write the equation
of a nonvertical line.
3. Identify lines having zero or undefined slopes.
4. Determine the equation of horizontal and vertical lines.

What Have I Learned? 378

How Can I Practice? 380

CLUSTER 3 Linear Regression, Systems, and Inequalities 391

ACTIVITY 3.9 Education Pays 391
Line of Best Fit and Regression Equations
Objectives: 1. Recognize when patterns of points in a scatterplot are approximately linear.
2. Estimate and draw a line of best fit through a set of points in a scatterplot.
3. Use technology to determine a line of best fit by the least-squares method.
4. Estimate the error of representing a set of data by a line of best fit.

LAB 3.10 Body Parts 399

Problem Solving Using Regression Equations
Objectives: 1. Collect and organize data in a table.
2. Recognize linear patterns in paired data.

ACTIVITY 3.11 Smartphone Plan Options 402

Systems of Linear Equations in Two Variables
Objectives: 1. Solve a system of two linear equations numerically.
2. Solve a system of two linear equations graphically.
3. Solve a system of two linear equations using the substitution method.
 Contents xi

4. Recognize the connections between the three methods of solution.

5. Interpret the solution to a system of two linear equations in terms
of the problem’s content.

ACTIVITY 3.12 Healthy Lifestyle 415

Solving a System of Linear Equations in Two Variables
Using the Addition Method
Objectives: 1. Solve a system of two linear equations algebraically using the
substitution method.
2. Solve a system of two linear equations algebraically using the addition
(or elimination) method.

PROJECT 3.13 Modeling a Business 423

Problem Solving Using Systems of Linear Equations in Two Variables
Objectives: 1. Solve a system of two linear equations by any method.
2. Define and interpret the break-even point as the point at which the cost
and revenue functions are equal.
3. Determine the break-even point of a linear cost and revenue system
algebraically and graphically.

ACTIVITY 3.14 How Long Can You Live? 428

Linear Inequalities
Objective: Use properties of inequalities to solve linear inequalities in one
variable algebraically.

What Have I Learned? 435

How Can I Practice? 437
Chapter 3 Summary 441
Chapter 3 Gateway Review 448

CHAPTER 4 An Introduction to Nonlinear

Problem Solving 457
CLUSTER 1 Mathematical Modeling Involving Polynomials 457
ACTIVITY 4.1 Fatal Crashes 457
Polynomials
Objectives: 1. Identify polynomials and polynomial functions.
2. Classify a polynomial as a monomial, binomial, or trinomial.
3. Determine the degree of a polynomial.
4. Simplify a polynomial by identifying and combining like terms.
5. Add and subtract polynomials.
6. Evaluate and interpret polynomials.

ACTIVITY 4.2 Volume of a Storage Box 470

Properties of Exponents
Objectives: 1. Use properties of exponents to simplify expressions and combine
powers that have the same base.
2. Use the distributive property and properties of exponents to write
expressions in expanded form.
xii Contents

ACTIVITY 4.3 Room for Work 481

Operations with Polynomials
Objectives: 1. Expand and simplify the product of two binomials.
2. Expand and simplify the product of any two polynomials.
3. Recognize and expand the product of conjugate binomials:
difference of squares.
4. Recognize and expand the product of identical binomials:
perfect-square trinomials.

What Have I Learned? 490

How Can I Practice? 492

CLUSTER 2  roblem Solving with Quadratic Equations

P
and Functions 495

ACTIVITY 4.4 The Amazing Property of Gravity 495

Solving Quadratic Equations
Objectives: 1. Evaluate quadratic functions of the form y = ax 2.
2. Graph quadratic functions of the form y = ax 2.
3. Interpret the coordinates of points on the graph of y = ax 2 in context.
4. Solve a quadratic equation of the form ax 2 = c graphically.
5. Solve a quadratic equation of the form ax 2 = c algebraically by taking
square roots.
Note: a ≠ 0 in Objectives 1–5.

ACTIVITY 4.5 What Goes Up, Comes Down 503

Quadratic Functions and Their Graphs
Objectives: 1. Evaluate quadratic functions of the form y = ax 2 + bx, a ≠ 0.
2. Graph quadratic functions of the form y = ax 2 + bx, a ≠ 0.
3. Identify the x-intercepts of the graph of y = ax 2 + bx graphically and
algebraically.
4. Interpret the x-intercepts of a quadratic function in context.
5. Factor a binomial of the form ax 2 + bx.
6. Solve an equation of the form ax 2 + bx = 0 using the zero-product
property.

ACTIVITY 4.6 How High Did It Go? 510

Solving Quadratic Equations by Factoring
Objectives: 1. Recognize and write a quadratic equation in standard form,
ax 2 + bx + c = 0, a ≠ 0.
2. Factor trinomials of the form x 2 + bx + c.
3. Solve a factorable quadratic equation of the form x 2 + bx + c = 0 using
the zero-product property.
4. Identify a quadratic function from its algebraic form.
 Contents xiii

ACTIVITY 4.7 More Ups and Downs 519

Solving Quadratic Equations Using the Quadratic Formula
Objectives: 1. Use the quadratic formula to solve quadratic equations.
2. Identify the solutions of a quadratic equation with points on the
corresponding graph.

What Have I Learned? 526

How Can I Practice? 528

CLUSTER 3 Other Nonlinear Functions 533

ACTIVITY 4.8 Inflation 533
Exponential Functions
Objectives: 1. Recognize an exponential function as a rule for applying a growth
factor or a decay factor.
2. Graph exponential functions from numerical data.
3. Recognize exponential functions from equations.
4. Graph exponential functions from equations.

ACTIVITY 4.9 A Thunderstorm 541

Direct Variation
Objectives: 1. Recognize the equivalent forms of the direct variation statement.
2. Determine the constant of proportionality in a direct variation problem.
3. Solve direct variation problems.

ACTIVITY 4.10 Diving under Pressure, or Don‘t Hold Your Breath 548
Inverse Variation
k
Objectives: 1. Recognize functions of the form y = , x ≠ 0, as nonlinear.
x
2. Recognize equations of the form xy = k as inverse variation.
3. Graph an inverse variation relationship from symbolic rules.
a
4. Solve equations of the form = b, x ≠ 0.
x
k
5. Identify functions of the form y = 2 , x ≠ 0, as an inverse variation
x
relationship.

ACTIVITY 4.11 Hang Time 556

Square Root Functions
Objectives: 1. Recognize functions of the form y = a 2x as nonlinear.
2. Evaluate and solve equations that involve square roots.
3. Graph square root functions from numerical data.
4. Graph square root functions from symbolic rules.

What Have I Learned? 563

How Can I Practice? 566
Chapter 4 Summary 570
Chapter 4 Gateway Review 574
xiv Contents

APPENDICES
Appendix A: Fractions A-1
Appendix B: Decimals A-9
Appendix C: Skills Checks  A-17
Appendix D: Algebraic Extensions A-25
Appendix E: Getting Started with the TI-84 Plus
Family of Calculators A-31
Selected Answers A-45
Glossary A-55
Index I-1
 PREFACE

Our Vision
Mathematics in Action: An Introduction to Algebraic, Graphical, and Numerical Problem
Solving, Sixth Edition, is intended to help college mathematics students gain mathematical
literacy in the real world and simultaneously help them build a solid foundation for future
study in mathematics and other disciplines.
Our team of twelve faculty, primarily from the State University of New York and the City
University of New York systems, used the AMATYC Crossroads Standards to develop
this Mathematics in Action series to serve a very large population of college students who,
for whatever reason, have not yet succeeded in learning mathematics. It became apparent
to us that teaching the same content in the same way to students who have not previously
comprehended it is not effective, and this realization motivated us to develop a new approach.
Mathematics in Action is based on the principle that students learn mathematics best by
doing mathematics within a meaningful context. In keeping with this premise, students solve
problems in a series of realistic situations from which the crucial need for mathematics arises.
Mathematics in Action guides students toward developing a sense of independence and taking
responsibility for their own learning. Students are encouraged to construct, reflect on, apply,
and describe their own mathematical models, which they use to solve meaningful problems.
We see this as the key to bridging the gap between abstraction and application and as the basis
for transfer learning. Appropriate technology is integrated throughout the books, allowing
students to interpret real-life data verbally, numerically, symbolically, and graphically.
We expect that by using the Mathematics in Action series, all students will be able to achieve
the following goals:
• Develop mathematical intuition and a relevant base of mathematical knowledge.
• Gain experiences that connect classroom learning with real-world applications.
• Prepare effectively for further college work in mathematics and related disciplines.
• Learn to work in groups as well as independently.
• Increase knowledge of mathematics through explorations with appropriate technology.
• Develop a positive attitude about learning and using mathematics.
• Build techniques of reasoning for effective problem solving.
• Learn to apply and display knowledge through alternative means of assessment, such as
mathematical portfolios and journal writing.
Our vision for you is to join the growing number of students using our approaches who
discover that mathematics is an essential and learnable survival skill for the 21st century.

xv
xvi Preface

Pedagogical Features
The pedagogical core of Mathematics in Action is a series of guided-discovery activities in
which students work in groups to discover mathematical principles embedded in realistic
situations. The key principles of each activity are highlighted and summarized at the activity’s
conclusion. Each activity is followed by exercises that reinforce the concepts and skills
revealed in the activity.
The activities are clustered within each chapter. Each cluster contains regular activities along
with project and lab activities that relate to particular topics. The lab activities require more
than just paper, pencil, and calculator; they also require measurements and data collection
and are ideal for in-class group work. The project activities are designed to allow students
to explore specific topics in greater depth, either individually or in groups. These activities
are usually self-contained and have no accompanying exercises. For specific suggestions on
how to use the three types of activities, we strongly encourage instructors to refer to the
Instructor’s Resource Manual with Tests that accompanies this text. New PowerPoints have
been created to support instructors looking to implement this contextual approach to algebra.
Each cluster concludes with two sections: “What Have I Learned?” and “How Can I Practice?”
The “What Have I Learned?” exercises are designed to help students pull together the key
concepts of the cluster. The “How Can I Practice?” exercises are designed primarily to provide
additional work with the numeric, algebraic, and graphing skills of the cluster. Taken as a whole,
these exercises give students the tools they need to bridge the gaps between abstraction, skills,
and application.
Each chapter ends with a Summary containing a brief description of the concepts and skills
discussed in the chapter, plus examples illustrating these concepts and skills. The concepts
and skills are also referenced to the activity in which they appear, making the format easier to
follow for those students who are unfamiliar with our approach. Each chapter also ends with
a Gateway Review, providing students with an opportunity to check their understanding of
the chapter’s concepts and skills.

What’s New in the Sixth Edition

The Sixth Edition retains all the features of the previous edition, with the following content
changes:
• All the data-based activities and exercises have been updated to reflect the most recent
information and/or replaced with more relevant topics.
• The introductory scenarios in several activities have been replaced with more robust, up-
to-date situations.
• Several new real-world exercises have been added throughout.
• The exposition and treatment of topics has been carefully reviewed and revised/
rewritten where necessary to provide students with a more clear and easy to understand
presentation.
• New PowerPoint presentations have been developed to support instructors looking to
implement the contextual approach to introductory algebra.
• New videos have been developed to support students looking for more assistance on
a concept.
• Learning Catalytics questions have been developed for nearly every activity, providing
an opportunity for instructors to quickly assess the progress on a given concept and give
students an opportunity to use technology as an interactive learning tool.
 Preface xvii

MyLab Math Changes in the Sixth Edition

• Exercise coverage has been enhanced to ensure better conceptual flow, encourage conceptual
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xviii Preface

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The Project Gutenberg eBook of The picnic
party
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
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Title: The picnic party

A story for little folks

Author: Oliver Optic

Engraver: John Andrew

Release date: March 20, 2024 [eBook #73209]

Language: English

Original publication: Boston: Lee and Shepard, 1862

Credits: David Edwards, David E. Brown, and the Online Distributed

Proofreading Team at https://www.pgdp.net

*** START OF THE PROJECT GUTENBERG EBOOK THE PICNIC

PARTY ***
The Lame Girl.
RIVERDALE STORY BOOKS
THE PICNIC PARTY
Boston, Lee & Shepard.
 The Riverdale Books.

THE PICNIC PARTY.

A STORY FOR LITTLE FOLKS.

BY

OLIVER OPTIC,
AUTHOR OF “THE BOAT CLUB,” “ALL ABOARD,” “NOW OR
NEVER,” “TRY
AGAIN,” “POOR AND PROUD,” “LITTLE BY LITTLE,” &c.

BOSTON:
LEE AND SHEPARD,
(SUCCESSORS TO PHILLIPS, SAMPSON & CO.)
1871.
Entered, according to Act of Congress, in the year 1862, by

WILLIAM T. ADAMS.

In the Clerk’s Office of the District Court of the District of

Massachusetts.

ELECTROTYPED AT THE
BOSTON STEREOTYPE FOUNDRY.
 THE PICNIC PARTY.

I.
During the summer vacation, one year, Josephine and Edward Brown
spent a month with Flora Lee and her brother. The visitors were
distant relations, and lived in the city of New York.
Josephine was a pretty little girl, but she had a very bad habit which
made for her a great many enemies. It is a common fault, not only
among children, but among grown-up people, and which often
makes others dislike them.
My readers shall see this fault for themselves, as the story advances,
and I hope they will understand and avoid it.
Perhaps Josephine was not so much to blame as her parents for this
bad habit. I am sure she did not understand, and did not know, why
her companions soon took a dislike to her.
Josephine and Edward were very much pleased with the home of Mr.
Lee, and for several days they were as happy as the days were long.
They were not used to the country, and it seemed to them just as
though they should never be tired of running in the fields, and of
visiting the woods and the river.
One day, after they had been playing very hard in the orchard, the
children all went into the house to rest themselves. Josephine threw
herself upon the sofa in the sitting room, and said she was tired
almost to death.
Of course she did not mean so, and only intended to say that she
was very tired, though I think it likely that, if an excursion to the
woods or the river had been proposed, she would not have been too
tired to join the party.
“Won’t you please to bring me a glass of water, Flora?” said
Josephine, after she had rested a little while.
“To be sure I will,” replied Flora, rising, and getting the glass of
water for her friend.
“Thank you,” added Josephine, as she took the glass, and drank its
contents.
Flora, when she had given her the water, happened to think of
something in the entry which she wanted, and went for it.
“Won’t you please to take this tumbler, Frank?” said Josephine.
Frank did not make any reply, but rose from his seat, took the glass,
and put it upon the table.
“Thank you, Frank; I never was so tired in all my life.”
“Are you quite sure of that?”
“Quite sure.”
“I am sorry for it,” replied Frank, rather dryly.
“Why are you so sorry?”
“Edward and I are going fishing; and father said Flora might go with
us.”
“That will be nice,” exclaimed Josephine, jumping up from the sofa,
as fresh as though she had just got out of bed. “I will go too.”
“You?” said Frank, laughing.
“Why shouldn’t I go? You know I like to go to the river above all
things. Won’t we have a nice time!”
“We will, I think.”
“Don’t you mean to let me go? Come, now, I think you are real rude,
Frank,” pouted the young lady from New York.
“Let you go? I am sure I shall not prevent you from going.”
“What do you mean, then?”
“Didn’t you say just now that you were tired almost to death? that
you were never so tired in your life before?”
“I was; but I feel rested now.”
“You got over it very quick.”
“Are you going, Josey?” asked Flora, as she returned to the room.
“To be sure, I am.”
“Well, we are all ready. It is ten o’clock now, and father said John
might go with us at that time,” said Frank, moving towards the door.
“I am ready,” replied Flora, who had brought her rubbers in from the
entry.
“So am I,” said Josephine. “Dear me! my rubbers are up in my
chamber. Won’t you go up and get them for me, Flora?”
Flora went up stairs and got the rubbers for her, and Josephine
thanked her for her kindness. The boys were waiting in front of the
house with their fish poles on their shoulders, by this time, and, as
boys always are when they are going fishing, were very much in a
hurry.
“O, dear me!” exclaimed Josephine, when she had put on her
rubbers. “I left my sack in the orchard. Please to go and get it for
me, Flora, and I will make Frank wait for us till you return with it.”
“Yes, I will get it;” and she bounded away for the missing garment.
“We never shall get to the river at this rate,” said Edward, when his
sister had told him the cause of the new delay. “It all comes of
having girls go with us.”
“There is time enough, Master Edward,” added John, the young man
who worked in the garden and helped take care of the horses. “You
will be tired enough before dinner time.”
“Here comes Flora. She is a dear good girl. I am very much obliged
to you,” said Josephine, as she took the sack. “Now I will be ever so
much more obliged to you if you will go into the house and get me
one of those nice doughnuts, such as we had for supper last night. I
am almost starved.”
“I think you had better not go a-fishing then,” added Edward,
bluntly.
“Why not? Can’t I be hungry and go a-fishing?”
“We don’t want to wait all day for you.”
In a few minutes Flora joined them again; but the poor girl was
sweating, and out of breath, she had run so fast in supplying the
wants of her little New York friend.
“I believe we are all ready now,” said Josephine, as she took the
doughnut and began to nibble at it, just as a mouse nibbles at a
piece of cheese.
“If you are not, we will go without you,” replied Edward, whose
patience, as the reader has seen, was by no means proof against his
sister’s repeated delays.
“There! as true as I’m alive, there is one thing more. I have
forgotten my sunshade,” exclaimed Josephine.
“Never mind your sunshade. What do you want of a sunshade when
you are going a-fishing?” said Edward, as he moved down the path
towards the road.
“O, I can’t go without my sunshade. I should be as brown as an
Indian before we got back.”
“No matter if you are. Come along, or else stay at home, and not
bother us any longer.”
“Please, Flora, won’t you go up in my room and get it for me? I will
do as much for you any time. And we will walk along, and you can
overtake us before we have gone far. We will walk slowly.”
It is very likely that Flora thought her young friend was imposing
upon her; but without making any reply, she ran for the sunshade.
She had to look in quite a number of places before she found it, for
Josephine could not always tell where she had left her things; and
when Flora overtook the party, she was so weary and out of breath
that she did not enjoy the rest of the walk very much.
Do not my readers see by this time what Josephine’s fault was?
Josephine and Flora.
 II.
I do not know how many fish the boys caught, but I do know that
Flora almost wished she had staid at home, for when she got to the
river she was so tired she could hardly stand.
Flora could not help feeling that it was not kind of her friend to ask
so much of her. She was not her mistress, and was just as able to
wait upon herself as Flora was to wait upon her.
Yet she was patient and kind, and did not quarrel with her.
Josephine was always polite when she asked these favors, and
always thanked her when she had done them. Perhaps this made
the matter a little better, though I think her politeness was cunning
rather than kindness of heart.
I have another story to tell of Josephine and her friends, which will
still further illustrate her fault, and show how she was cured of it.
A few days after the fishing excursion, Flora’s mother said she might
have a picnic party in the woods on the other side of the river. To
add to the pleasure of the occasion, Mr. Lee had a tent put up in the
woods, and erected a swing for the children.
The boys and girls were delighted with the plan, and Flora and Frank
invited all the children in the neighborhood to join the party.
They were to start at nine o’clock, or as soon as the dew was off the
grass. The distance to the woods was about a mile, and the children
said they would much rather walk, though Mr. Lee offered to carry
them over in a large hay wagon.
There was one little girl who was too lame to walk this distance, and
Frank said he would draw her in his little wagon. To divide the load,
and add to the pleasure of all, he fastened a long rope to the pole of
the wagon, and all the boys, about fifteen in number, were to take
hold of the rope, just as men draw an engine.
At nine o’clock the happy party had collected in front of Mr. Lee’s
house, each one having a little basket of provisions which were to
furnish the noonday feast in the grove.
“Well, Josey, are you all ready?” asked Flora, very pleasantly, as the
clock struck nine.
“Yes, I think I am. Let me see. Dear me, no; I left my gloves up
stairs. Won’t you go up and get them for me, Flora?” replied
Josephine.
“Is there any thing else you will want?” asked Flora, for she could
not help thinking that her friend had made her run up and down
stairs half a dozen times on similar occasions.
“No, I guess not, Flora.”
But no sooner had Flora returned with the gloves, than Josephine
thought of something else. After a while, however, she got every
thing, and the party started for the woods.
The boys led the procession, drawing the wagon after them. Frank
and Edward had the pole, and they were very careful lest the little
lame girl should be upset and hurt.
The girls at once followed, and when they had gone a little way,
Flora thought it would be nice to sing one of their school songs. So
they went singing on their way, as happy as the larks in the
morning.
“What fine apples!” exclaimed Josephine, as the party were passing
Mr. Lee’s orchard.
“They are very fine looking apples, but they are not ripe,” replied
Katy Green, who was walking near her.
“I think they must be ripe. They look good, at any rate. Won’t you
be so kind as to get me one of them?”
“They will make you sick if you eat them,” said Katy.
“O, no, they won’t. If you will get me one, I will be very much
obliged to you.”
Even Katy Green, who was not very well acquainted with the New
York miss, could not resist this appeal, and she accordingly climbed
over the fence and got two or three of the apples which she found
on the ground.
As Katy had said, the apples were not fit to eat, and they were
thrown away. They had gone but a little farther before Josephine
saw some more apples, which looked very nice.
“I am sure those apples are ripe. See how red they are. I know they
are ripe,” said she.
“Those are Baldwin apples. They are not fit to eat till winter comes,”
replied Katy.
“I am sure they must be ripe. I have eaten just such apples as those
in New York in the summer. Will you be so kind as to get me one?”
“They are not ripe, I tell you,” answered Katy, impatiently. “I have
known the tree for ever so many years, and I know just as well as
any thing can be that they are not ripe.”
“But won’t you be kind enough to get me one of them?” persisted
Miss Josephine.
“If you want one you may get it yourself,” said Katy.
“How very rude you are!” replied Josephine.
“Rude?” sneered Katy. “Do you suppose I want to climb over that
fence for nothing?”
“It isn’t such a very dreadful thing to climb over that fence.”
“Then why don’t you do it yourself?”
“You are used to things of the kind, and I am not.”
“If you want green apples, that are of no use to any one, you had
better get used to climbing fences, for I shall not do it for you any
more.”
Josephine declared that this speech was very rude indeed; and
perhaps it was; but it was plain common sense. The little New York
lady was so angry that she left Katy, and went to walk with Jenny
Brown.
After the party had crossed the bridge, the boys took down the bars
by the side of the road, and they entered the woods. There was a
fine smooth road leading for several miles through the forest, and
the children enjoyed the walk very much.
Every few moments Josephine saw something which she wanted,
and instead of trying to get it herself, as she should have done, she
asked somebody to bring it for her.
In one place she saw some checkerberry plants growing; and, at her
request, Jenny picked her a handful of them. Then she wanted a
swamp pink, which Jenny also procured for her.
But Josephine’s wants were so many, that Jenny soon got tired of
supplying them; and she was obliged to ask some one else to wait
upon her.
One after another, her companions got tired of her, and either
refused to wait upon her, or left her. She would have called upon
Flora, but she walked by the side of the lame girl, and was busy
talking with her.
Josephine wanted but very few of the things which she asked others
to get for her. She had a habit of wanting all the time, and did not
seem to be easy unless some one was waiting upon her.
At home, her father had plenty of servants, and she did not realize
that her friends and companions had any thing to think of besides
her comfort. But even servants should be treated with kindness, and
children should not call upon them, or others, to do for them what
they can just as well do themselves.
In the Woods.
 III.
When the party reached the picnic ground, Josephine had more
wants than ever. She called upon this one to bring her a mug of
water, and upon that one to get her a doughnut; upon one to hold
her shawl while she arranged her dress, and another to take off her
rubbers.
If she had been a queen, and all the rest of the children her
servants, she could not have been more free in her use of them.
Before they had been in the woods a single hour, almost all her
companions disliked her greatly, and tried to avoid her.
She was selfish, and wanted to use the swing all the time. When she
had swung four times as long as any of the rest of the party, she
thought it was “very rude” of them when they said she must get out,
for they would not swing her another time.
After dinner, some of the girls said they were going to get some oak
leaves to make chaplets for their heads.
“Where are you going?” asked Josephine.
“O, into the woods, ever so far,” replied Jenny, who did not want her
to go with them.
“I will go, too,” said Josephine.
“It is as much as half a mile to the place,” added Jenny; “and I am
afraid you will get very tired.”
“I think I can stand it as well as the others.”
“We are used to running in the woods, and you are a city girl, you
know.”
“I want to go very much.”
“We don’t want you to go,” said Katy Green, bluntly.
“That’s very rude of you to say so,” replied Josephine. “I don’t see
why I shouldn’t go, if I wish.”
“You can go, if you will only wait upon yourself,” said Jenny.
“Wait upon myself? How very rude that is! I’m sure I’ve only asked
you to do one or two little favors for me, and you call that waiting
upon me.”
“Don’t be unkind to her, girls,” said Flora.
“She doesn’t call it waiting upon me when she does a little favor for
me. I am sure I am willing to do as much for you as you do for me.”
“Let her go with you, girls—won’t you?” said Flora.
For Flora’s sake they consented, though they did not like to have her
with them.
“But how shall we bring the leaves?” asked Jenny. “We shall want as
many as a bushel of them, for we must all go home with crowns on
our heads.”
“I’ll tell you what we can do,” added Katy. “We can take the little
wagon. That will hold a bushel.”
“So we can; and it will hold more than a bushel. Come along; we are
all ready.”
Katy and Jenny were the two girls who were going for the leaves,
and one of them took hold of each side of the pole of the wagon.
They started off at a brisk pace, Josephine following behind the
wagon.
“Pray, don’t go so fast; I can’t keep up with you if you do,” said the
New York miss.
“I can’t help it. You may go back if you can’t. We are in a hurry. We
shall not get our chaplets made till dark if we don’t make haste with
the leaves.”
Josephine was obliged to quicken her pace, or be left behind; but
she complained a great deal of the rudeness of the girls in walking
so fast.
After they had gone some distance, she saw some curious leaves,
and she wanted a few of them. She said, half a dozen times, she
wished she had some, and finally asked Katy if she wouldn’t be so
very kind as to get her a few of them.
“Yes, I’ll get them,” said Katy; and in a moment she had procured
some of the curious leaves and given them to Josephine.
“Thank you, thank you; I am very much obliged to you,” said she, as
she took the leaves.
“Yes; but I want something more than ‘thank you,’” replied Katy.
“Well, what do you want?” asked Josephine, not a little surprised at
the answer she had received.
“You said you were willing to do as much for us as we did for you.
Did you mean so?”
“Well, I suppose I did.”
“We will be fair with you—won’t we, Jenny?”
“To be sure we will.”
“Well, it is no more than fair that you should take turns with us in
drawing the wagon. So you may take hold of the pole, and make
yourself useful.”
“I can’t.”
“Won’t you be so very kind as to help draw the wagon?” said Katy,
imitating the polite tones of the New York miss.
“I can’t draw it. I am not strong enough to do such hard work.”
“You can try it, at least; and when you get tired I will take your
place.”
“I would rather not, if you please.”
“But I had much rather you would, if you please.”
“Really, I cannot.”
“But, really, you must.”
“I could not do such a thing as draw that wagon.”
“You must try; if you don’t, we will run away and leave you.”
Josephine thought this was more rude than any thing else they had
done; but there was no escape, and she took her place at the pole
of the wagon.
Before they had gone ten rods, she declared she could draw the
wagon no farther, if they killed her for refusing. Katy took her place
then, and pretty soon they left the road, and went into the thick
forest, to a place where there was plenty of oak leaves growing near
the ground.
When they reached the spot, Josephine sat down on a rock. Her
companions tried to make her help them pick the leaves; but she
said she was so tired she could not possibly do any thing.
In a very short time the body of the wagon was filled with leaves,
and the girls were ready to return to the picnic grounds.
“We are going, Josephine; are you ready?” asked Jenny.
“I can’t go yet. I am tired almost to death.”
“We told you you would be; but you would come,” said Katy.
“I didn’t think it was so far.”
“We told you how far it was. We have been here ever so many times
before, and know all about it. Come, quick.”
“I don’t feel able to walk back,” sighed Josephine.
“Don’t you, indeed?”
“I am sure I can’t.”
“What are you going to do—stay here all night?”
“Couldn’t you draw me back on the wagon? There is room enough
for me on top of the leaves.”
The girls made no reply; but both of them laughed as though
something very funny had happened.
“What are you laughing at?”
“Do you think we are going to drag a great girl like you back to the
grounds? I guess not,” replied Katy.
“I should think you might.”
“We don’t like you well enough to do that,” said Katy; and then both
of the girls laughed again.
“You needn’t laugh at me,” said Josephine, beginning to cry.
“O, you needn’t cry; we didn’t hurt you any. But come along, if you
are coming. We can’t wait here any longer.”
“I can’t walk back. You must draw me back in the wagon,” sobbed
Josephine.
“We shall do nothing of the kind.”
“Yes, you shall. If you don’t, I will tell Mr. Lee.”
“Do, if you like.”
“I will stay here, then, if you won’t drag me. What will you tell Flora
when she asks for me?”
“Tell her where you are, of course.”
Josephine did not believe they would go away and leave her there
alone. She thought they would return in a little while, and consent to
draw her in the wagon; so she let them go.
She sat on the rock and cried till she had got tired of crying, and
then finding her companions did not return, she got up and tried to
find her way to the road.
Josephine and the Partridge.
 IV.
Josephine was not used to the woods, and she did not know which
way to go to find the road. She had paid no heed to the path by
which she had reached the place where the leaves were obtained.
She had been so vexed and angry, because her companions would
not let her ride, that she had not even looked to see which way they
went when they left her.
She sat on a stump and cried till she was tired of crying, and till she
found it would not get her out of the woods. Then she got up, and
looked around her; but she could not tell in what direction the road
lay from her. She listened, and could hear no sound. It was plain
that Katy and Jenny had left her alone.
The solemn stillness of the forest awed her, and she was afraid to
stay there, with no human being near her. Once a cat-bird uttered a
terrible scream, and Josephine had nearly fainted with terror.
She thought it must be some awful monster to make such a hideous
noise, and as soon as she was able to do so, she ran away from the
spot as fast as her feet would carry her.
As she hastened through the bushes, and over the dry leaves, a
partridge, alarmed by her presence, rose from the ground, and flew
away, making a whirring noise with his wings that made Josephine
scream with terror.
The poor girl wandered about for two hours in the woods, till she
was so tired she could walk no longer. She thought of the Children in
the Woods, and others who had been left in the forest, and she was
afraid she should never see her friends again.