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Algebra and Trigonometry 2e
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Contents
Preface 1
1 Prerequisites 7
Introduction to Prerequisites 7
1.1 Real Numbers: Algebra Essentials 7
1.2 Exponents and Scientific Notation 24
1.3 Radicals and Rational Exponents 39
1.4 Polynomials 50
1.5 Factoring Polynomials 59
1.6 Rational Expressions 68
Chapter Review 76
Exercises 79
2 Equations and Inequalities 83

Introduction to Equations and Inequalities 83
2.1 The Rectangular Coordinate Systems and Graphs 83
2.2 Linear Equations in One Variable 98
2.3 Models and Applications 115
2.4 Complex Numbers 125
2.5 Quadratic Equations 134
2.6 Other Types of Equations 149
2.7 Linear Inequalities and Absolute Value Inequalities 161
Chapter Review 172
Exercises 175
3 Functions 181
Introduction to Functions 181
3.1 Functions and Function Notation 181
3.2 Domain and Range 205
3.3 Rates of Change and Behavior of Graphs 223
3.4 Composition of Functions 239
3.5 Transformation of Functions 255
3.6 Absolute Value Functions 287
3.7 Inverse Functions 295
Chapter Review 310
Exercises 314
4 Linear Functions 323

Introduction to Linear Functions 323
4.1 Linear Functions 323
4.2 Modeling with Linear Functions 360
4.3 Fitting Linear Models to Data 374
Chapter Review 388
Exercises 389
5 Polynomial and Rational Functions 399

Introduction to Polynomial and Rational Functions 399
5.1 Quadratic Functions 400
5.2 Power Functions and Polynomial Functions 419
5.3 Graphs of Polynomial Functions 438
5.4 Dividing Polynomials 460
5.5 Zeros of Polynomial Functions 471
5.6 Rational Functions 484
5.7 Inverses and Radical Functions 508
5.8 Modeling Using Variation 521
Chapter Review 531
Exercises 535
6 Exponential and Logarithmic Functions 541

Introduction to Exponential and Logarithmic Functions 541
6.1 Exponential Functions 542
6.2 Graphs of Exponential Functions 561
6.3 Logarithmic Functions 575
6.4 Graphs of Logarithmic Functions 584
6.5 Logarithmic Properties 606
6.6 Exponential and Logarithmic Equations 618
6.7 Exponential and Logarithmic Models 631
6.8 Fitting Exponential Models to Data 650
Chapter Review 666
Exercises 671
7 The Unit Circle: Sine and Cosine Functions 681

Introduction to The Unit Circle: Sine and Cosine Functions 681
7.1 Angles 682
7.2 Right Triangle Trigonometry 704
7.3 Unit Circle 717
7.4 The Other Trigonometric Functions 736
Chapter Review 751
Exercises 754
8 Periodic Functions 759

Introduction to Periodic Functions 759
8.1 Graphs of the Sine and Cosine Functions 759
8.2 Graphs of the Other Trigonometric Functions 779
8.3 Inverse Trigonometric Functions 800
Chapter Review 813
Exercises 814
9 Trigonometric Identities and Equations 821

Introduction to Trigonometric Identities and Equations 821
9.1 Verifying Trigonometric Identities and Using Trigonometric Identities to Simplify Trigonometric Expressions
821
9.2 Sum and Difference Identities 832
9.3 Double-Angle, Half-Angle, and Reduction Formulas 847
9.4 Sum-to-Product and Product-to-Sum Formulas 860
9.5 Solving Trigonometric Equations 868
Access for free at openstax.org

Chapter Review 884
Exercises 887
10 Further Applications of Trigonometry 893

Introduction to Further Applications of Trigonometry 893
10.1 Non-right Triangles: Law of Sines 893
10.2 Non-right Triangles: Law of Cosines 911
10.3 Polar Coordinates 925
10.4 Polar Coordinates: Graphs 939
10.5 Polar Form of Complex Numbers 958
10.6 Parametric Equations 969
10.7 Parametric Equations: Graphs 982
10.8 Vectors 994
Chapter Review 1016
Exercises 1020
11 Systems of Equations and Inequalities 1027

Introduction to Systems of Equations and Inequalities 1027
11.1 Systems of Linear Equations: Two Variables 1028
11.2 Systems of Linear Equations: Three Variables 1047
11.3 Systems of Nonlinear Equations and Inequalities: Two Variables 1059
11.4 Partial Fractions 1071
11.5 Matrices and Matrix Operations 1081
11.6 Solving Systems with Gaussian Elimination 1094
11.7 Solving Systems with Inverses 1108
11.8 Solving Systems with Cramer's Rule 1123
Chapter Review 1136
Exercises 1139
12 Analytic Geometry 1147

Introduction to Analytic Geometry 1147
12.1 The Ellipse 1148
12.2 The Hyperbola 1164
12.3 The Parabola 1181
12.4 Rotation of Axes 1197
12.5 Conic Sections in Polar Coordinates 1212
Chapter Review 1223
Exercises 1225
13 Sequences, Probability, and Counting Theory 1231

Introduction to Sequences, Probability and Counting Theory 1231
13.1 Sequences and Their Notations 1231
13.2 Arithmetic Sequences 1246
13.3 Geometric Sequences 1258
13.4 Series and Their Notations 1267
13.5 Counting Principles 1281
13.6 Binomial Theorem 1292
13.7 Probability 1299
Chapter Review 1310
Exercises 1313
A Proofs, Identities, and Toolkit Functions 1321
Answer Key 1333
Index 1503

Preface 1
Preface
About OpenStax
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About OpenStax Resource

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Errata
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Format
You can access this textbook for free in web view or PDF through openstax.org, and for a low cost in print.
About Algebra and Trigonometry 2e

Algebra and Trigonometry 2e provides a comprehensive exploration of algebraic principles and meets scope and
sequence requirements for a typical introductory algebra and trigonometry course. The modular approach and the
richness of content ensures that the book meets the needs of a variety of courses. Algebra and Trigonometry 2e offers a
wealth of examples with detailed, conceptual explanations, building a strong foundation in the material before asking
students to apply what they’ve learned.
Coverage and Scope

In determining the concepts, skills, and topics to cover, we engaged dozens of highly experienced instructors with a
range of student audiences. The resulting scope and sequence proceeds logically while allowing for a significant amount
of flexibility in instruction.
Chapters 1 and 2 provide both a review and foundation for study of functions that begins in Chapter 3. The authors
recognize that while some institutions may find this material a prerequisite, other institutions have told us that they have
a cohort that needs the prerequisite skills built into the course.
• Chapter 1: Prerequisites
• Chapter 2: Equations and Inequalities
Chapters 3-6: The Algebraic Functions
• Chapter 3: Functions
2 Preface
• Chapter 4: Linear Functions

• Chapter 5: Polynomial and Rational Functions
• Chapter 6: Exponential and Logarithm Functions
Chapters 7-10: A Study of Trigonometry
• Chapter 7: The Unit Circle: Sine and Cosine Functions

• Chapter 8: Periodic Functions
• Chapter 9: Trigonometric Identities and Equations
• Chapter 10: Further Applications of Trigonometry
Chapters 11-13: Further Study in Algebra and Trigonometry
• Chapter 11: Systems of Equations and Inequalities

• Chapter 12: Analytic Geometry
• Chapter 13: Sequences, Probability, and Counting Theory
Development Overview
OpenStax Algebra and Trigonometry 2e is the product of a collaborative effort by a group of dedicated authors, editors,
and instructors whose collective passion for this project has resulted in a text that is remarkably unified in purpose and
voice. Special thanks is due to our Lead Author, Jay Abramson of Arizona State University, who provided the overall vision
for the book and oversaw the development of each and every chapter, drawing up the initial blueprint, reading
numerous drafts, and assimilating field reviews into actionable revision plans for our authors and editors.
The collective experience of our author team allowed us to pinpoint the subtopics, exceptions, and individual
connections that give students the most trouble. The textbook is therefore replete with well-designed features and
highlights which help students overcome these barriers. As the students read and practice, they are coached in methods
of thinking through problems and internalizing mathematical processes.
Accuracy of the Content

We understand that precision and accuracy are imperatives in mathematics, and undertook a dedicated accuracy
program led by experienced faculty.Examples, art, problems, and solutions were reviewed by dedicated faculty, with a
separate team evaluating the answer key and solutions.
The text also benefits from years of usage by thousands of faculty and students. A core aspect of the second edition
revision process included consolidating and ensuring consistency with regard to any errata and corrections that have
been during in the series' extensive usage and incorporation into homework systems.
Changes to the Second Edition

The Algebra and Trigonometry 2e revision focused on mathematical clarity and accuracy as well as inclusivity. Examples,
Exercises, and Solutions were reviewed by multiple faculty experts. All improvement suggestions and errata updates,
driven by faculty and students from several thousand colleges, were considered and unified across the different formats
of the text.
OpenStax and our authors are aware of the difficulties posed by shifting problem and exercise numbers when textbooks
are revised. In an effort to make the transition to the 2nd edition as seamless as possible, we have minimized any
shifting of exercise numbers.
The revision also focused on supporting inclusive and welcoming learning experiences. The introductory narratives,
example and problem contexts, and even many of the names used for fictional people in the text were all reviewed using
a diversity, equity, and inclusion framework. Several hundred resulting revisions improve the balance and relevance to
the students using the text, while maintaining a variety of applications to diverse careers and academic fields. In
particular, explanations of scientific and historical aspects of mathematics have been expanded to include more
contributors. For example, the authors added additional historical and multicultural context regarding what is widely
known as Pascal’s Triangle, and similarly added details regarding the international process of decoding the Enigma
machine (including the role of Polish college students). Several chapter opening narratives and in-chapter references are
completely new, and contexts across all chapters were specifically reviewed for equity in gender representation and
connotation.
Finally, prior to the release of this edition, OpenStax published a series of Corequisite Skillsheets to support different
models and approaches to instruction. These remain available, and are described in more detail below.

Preface 3
Pedagogical Foundations and Features

Learning Objectives
Each chapter is divided into multiple sections (or modules), each of which is organized around a set of learning
objectives. The learning objectives are listed explicitly at the beginning of each section and are the focal point of every
instructional element
Narrative text
Narrative text is used to introduce key concepts, terms, and definitions, to provide real-world context, and to provide
transitions between topics and examples. Throughout this book, we rely on a few basic conventions to highlight the
most important ideas:
• Key terms are boldfaced, typically when first introduced and/or when formally defined.
• Key concepts and definitions are called out in a blue box for easy reference.
Examples
Each learning objective is supported by one or more worked examples, that demonstrate the problem-solving
approaches that students must master. The multiple Examples model different approaches to the same type of problem,
or introduce similar problems of increasing complexity.
All Examples follow a simple two- or three-part format. The question clearly lays out a mathematical problem to solve.
The Solution walks through the steps, usually providing context for the approach—in other words, why the instructor is
solving the problem in a specific manner. Finally, the Analysis (for select Examples) reflects on the broader implications
of the Solution just shown. Examples are followed by a Try It question, as explained below.
Figures
Algebra and Trigonometry 2e contains more than 2000 figures and illustrations, the vast majority of which are graphs
and diagrams. Art throughout the text adheres to a clear, understated style, drawing the eye to the most important
information in each figure while minimizing visual distractions. Color contrast is employed with discretion to distinguish
between the different functions or features of a graph.
Supporting Features
Several elements contribute to and check understanding.
• A “How To” is a list of steps necessary to solve a certain type of problem. A How To typically precedes an Example
that proceeds to demonstrate the steps in action.
• A “Try It” exercise immediately follows an Example or a set of related Examples, providing the student with an
immediate opportunity to solve a similar problem. In the PDF and the Web View version of the text, answers to the
Try It exercises are located in the Answer Key.
• A Q&A may appear at any point in the narrative, but most often follows an Example. This feature pre-empts
misconceptions by posing a commonly asked yes/no question, followed by a detailed answer and explanation.
• The “Media” icon appears at the conclusion of each section, just prior to the Section Exercises. This icon marks a list
4 Preface
of links to online video tutorials that reinforce the concepts and skills introduced in the section.
While we have selected tutorials that closely align to our learning objectives, we did not produce these tutorials, nor
were they specifically produced or tailored to accompany Algebra and Trigonometry 2e.
Section Exercises
Each section of every chapter concludes with a well-rounded set of exercises that can be assigned as homework or used
selectively for guided practice. With over 6300 exercises across the 13 chapters, instructors should have plenty from
which to choose.
Section Exercises are organized by question type, and generally appear in the following order:
• Verbal questions assess conceptual understanding of key terms and concepts.

• Algebraic problems require students to apply algebraic manipulations demonstrated in the section.
• Graphical problems assess students’ ability to interpret or produce a graph.
• Numeric problems require the student to perform calculations or computations.
• Technology problems encourage exploration through use of a graphing utility, either to visualize or verify algebraic
results or to solve problems via an alternative to the methods demonstrated in the section.
• Extensions pose problems more challenging than the Examples demonstrated in the section. They require students
to synthesize multiple learning objectives or apply critical thinking to solve complex problems.
• Real-World Applications present realistic problem scenarios from fields such as physics, geology, biology, finance,
and the social sciences.
Chapter Review Features

Each chapter concludes with a review of the most important takeaways, as well as additional practice problems that
students can use to prepare for exams.
• Key Terms provides a formal definition for each bold-faced term in the chapter.
• Key Equations presents a compilation of formulas, theorems, and standard-form equations.
• Key Concepts summarizes the most important ideas introduced in each section, linking back to the relevant
Example(s) in case students need to review.
• Chapter Review Exercises include 40-80 practice problems that recall the most important concepts from each
section.
• Practice Test includes 25-50 problems assessing the most important learning objectives from the chapter. Note
that the practice test is not organized by section, and may be more heavily weighted toward cumulative objectives
as opposed to the foundational objectives covered in the opening sections.
Corequisite Support
Each Algebra and Trigonometry 2e section is paired with a thoughtfully developed, topically aligned skills module that
prepares students for the course material. Sharon North (St. Louis Community College) developed a coordinated set of
support resources, which provide review, instruction, and practice for algebra students. The author team identified
foundational skills and concepts, then mapped them to each module. The corequisite sections include conceptual
overviews, worked examples, and guided practice; they incorporate relevant material from OpenStax’s Developmental
Math series. They are available as separate, openly accessible downloads from the student and instructor resources
pages accompanying the text.
Additional Resources
Student and Instructor Resources
We’ve compiled additional resources for both students and instructors, including Getting Started Guides, instructor
solution manual, Corequisite skillsheets, and PowerPoint slides. Instructor resources require a verified instructor
account, which can be requested on your openstax.org log-in. Take advantage of these resources to supplement your
OpenStax book.
Community Hubs
OpenStax partners with the Institute for the Study of Knowledge Management in Education (ISKME) to offer Community
Hubs on OER Commons—a platform for instructors to share community-created resources that support OpenStax
books, free of charge. Through our Community Hubs, instructors can upload their own materials or download resources
to use in their own courses, including additional ancillaries, teaching material, multimedia, and relevant course content.
We encourage instructors to join the hubs for the subjects most relevant to your teaching and research as an

Preface 5
opportunity both to enrich your courses and to engage with other faculty. To reach the Community Hubs, visit
www.oercommons.org/hubs/openstax.
Technology partners
As allies in making high-quality learning materials accessible, our technology partners offer optional low-cost tools that
are integrated with OpenStax books. To access the technology options for your text, visit your book page on
openstax.org.
About the Authors

Senior Contributing Author
Jay Abramson, Arizona State University
Jay Abramson has been teaching Precalculus for over 35 years, the last 20 at Arizona State University, where he is a
principal lecturer in the School of Mathematics and Statistics. His accomplishments at ASU include co-developing the
university’s first hybrid and online math courses as well as an extensive library of video lectures and tutorials. In
addition, he has served as a contributing author for two of Pearson Education’s math programs, NovaNet Precalculus
and Trigonometry. Prior to coming to ASU, Jay taught at Texas State Technical College and Amarillo College. He received
Teacher of the Year awards at both institutions.
Contributing Authors
Valeree Falduto, Palm Beach State College
Rachael Gross, Towson University
David Lippman, Pierce College
Melonie Rasmussen, Pierce College
Rick Norwood, East Tennessee State University
Nicholas Belloit, Florida State College Jacksonville
Jean-Marie Magnier, Springfield Technical Community College
Harold Whipple
Christina Fernandez
Reviewers
Phil Clark, Scottsdale Community College
Michael Cohen, Hofstra University
Charles Conrad, Volunteer State Community College
David French, Tidewater Community College
Matthew Goodell, SUNY Ulster
Lance Hemlow, Raritan Valley Community College
Dongrin Kim, Arizona State University
Cynthia Landrigan, Eerie Community College
Wendy Lightheart, Lane Community College
Chinenye Ofodile, Albany State University
Carl Penziul, Tompkins-Cortland Community College
Sandra Nite, Texas A&M University
Eugenia Peterson, Richard J. Daley College
Rhonda Porter, Albany State University
Michael Price, University of Oregon
Steven Purtee, Valencia College
William Radulovich, Florida State College Jacksonville
Camelia Salajean, City Colleges of Chicago
Katy Shields, Oakland Community College
Nathan Schrenk, ECPI University
Pablo Suarez, Delaware State University
Allen Wolmer, Atlanta Jewish Academy
The following faculty contributed to the development of OpenStax Precalculus , the text from which this product was
updated and derived.
Precalculus Reviewers
Nina Alketa, Cecil College
Kiran Bhutani, Catholic University of America
Brandie Biddy, Cecil College
Lisa Blank, Lyme Central School
6 Preface
Bryan Blount, Kentucky Wesleyan College

Jessica Bolz, The Bryn Mawr School
Sheri Boyd, Rollins College
Sarah Brewer, Alabama School of Math and Science
Charles Buckley, St. Gregory's University
Michael Cohen, Hofstra University
Kenneth Crane, Texarkana College
Rachel Cywinski, Alamo Colleges
Nathan Czuba
Srabasti Dutta, Ashford University
Kristy Erickson, Cecil College
Nicole Fernandez, Georgetown University / Kent State University
David French, Tidewater Community College
Douglas Furman, SUNY Ulster
Lance Hemlow, Raritan Valley Community College
Erinn Izzo, Nicaragua Christian Academy
John Jaffe
Jerry Jared, Blue Ridge School
Stan Kopec, Mount Wachusett Community College
Kathy Kovacs
Cynthia Landrigan, Erie Community College
Sara Lenhart, Christopher Newport University
Wendy Lightheart, Lane Community College
Joanne Manville, Bunker Hill Community College
Karla McCavit, Albion College
Cynthia McGinnis, Northwest Florida State College
Lana Neal, University of Texas at Austin
Rhonda Porter, Albany State University
Steven Purtee, Valencia College
William Radulovich, Florida State College Jacksonville
Alice Ramos, Bethel College
Nick Reynolds, Montgomery Community College
Amanda Ross, A. A. Ross Consulting and Research, LLC
Erica Rutter, Arizona State University
Sutandra Sarkar, Georgia State University
Willy Schild, Wentworth Institute of Technology
Todd Stephen, Cleveland State University
Scott Sykes, University of West Georgia
Linda Tansil, Southeast Missouri State University
John Thomas, College of Lake County
Diane Valade, Piedmont Virginia Community College
Allen Wolmer, Atlanta Jewish Academy

1 • Introduction 7
1 PREREQUISITES
Credit: Andreas Kambanls
Chapter Outline
1.1 Real Numbers: Algebra Essentials
1.2 Exponents and Scientific Notation
1.3 Radicals and Rational Exponents
1.4 Polynomials
1.5 Factoring Polynomials
1.6 Rational Expressions
Introduction to Prerequisites
It’s a cold day in Antarctica. In fact, it’s always a cold day in Antarctica. Earth’s southernmost continent, Antarctica
experiences the coldest, driest, and windiest conditions known. The coldest temperature ever recorded, over one
hundred degrees below zero on the Celsius scale, was recorded by remote satellite. It is no surprise then, that no native
human population can survive the harsh conditions. Only explorers and scientists brave the environment for any length
of time.
Measuring and recording the characteristics of weather conditions in Antarctica requires a use of different kinds of
numbers. For tens of thousands of years, humans have undertaken methods to tally, track, and record numerical
information. While we don't know much about their usage, the Lebombo Bone (dated to about 35,000 BCE) and the
Ishango Bone (dated to about 20,000 BCE) are among the earliest mathematical artifacts. Found in Africa, their clearly
deliberate groupings of notches may have been used to track time, moon cycles, or other information. Performing
calculations with them and using the results to make predictions requires an understanding of relationships among
numbers. In this chapter, we will review sets of numbers and properties of operations used to manipulate numbers. This
understanding will serve as prerequisite knowledge throughout our study of algebra and trigonometry.
1.1 Real Numbers: Algebra Essentials

Learning Objectives
In this section, you will:
Classify a real number as a natural, whole, integer, rational, or irrational number.
Perform calculations using order of operations.
Use the following properties of real numbers: commutative, associative, distributive, inverse, and identity.
Evaluate algebraic expressions.
Simplify algebraic expressions.
8 1 • Prerequisites
It is often said that mathematics is the language of science. If this is true, then an essential part of the language of
mathematics is numbers. The earliest use of numbers occurred 100 centuries ago in the Middle East to count, or
enumerate items. Farmers, cattle herders, and traders used tokens, stones, or markers to signify a single quantity—a
sheaf of grain, a head of livestock, or a fixed length of cloth, for example. Doing so made commerce possible, leading to
improved communications and the spread of civilization.
Three to four thousand years ago, Egyptians introduced fractions. They first used them to show reciprocals. Later, they
used them to represent the amount when a quantity was divided into equal parts.
But what if there were no cattle to trade or an entire crop of grain was lost in a flood? How could someone indicate the
existence of nothing? From earliest times, people had thought of a “base state” while counting and used various
symbols to represent this null condition. However, it was not until about the fifth century CE in India that zero was added
to the number system and used as a numeral in calculations.
Clearly, there was also a need for numbers to represent loss or debt. In India, in the seventh century CE, negative
numbers were used as solutions to mathematical equations and commercial debts. The opposites of the counting
numbers expanded the number system even further.
Because of the evolution of the number system, we can now perform complex calculations using these and other
categories of real numbers. In this section, we will explore sets of numbers, calculations with different kinds of numbers,
and the use of numbers in expressions.
Classifying a Real Number

The numbers we use for counting, or enumerating items, are the natural numbers: 1, 2, 3, 4, 5, and so on. We describe
them in set notation as where the ellipsis (…) indicates that the numbers continue to infinity. The natural
numbers are, of course, also called the counting numbers. Any time we enumerate the members of a team, count the
coins in a collection, or tally the trees in a grove, we are using the set of natural numbers. The set of whole numbers is
the set of natural numbers plus zero:
The set of integers adds the opposites of the natural numbers to the set of whole numbers:
It is useful to note that the set of integers is made up of three distinct subsets: negative
integers, zero, and positive integers. In this sense, the positive integers are just the natural numbers. Another way to
think about it is that the natural numbers are a subset of the integers.
The set of rational numbers is written as Notice from the definition that rational
numbers are fractions (or quotients) containing integers in both the numerator and the denominator, and the
denominator is never 0. We can also see that every natural number, whole number, and integer is a rational number
with a denominator of 1.
Because they are fractions, any rational number can also be expressed in decimal form. Any rational number can be
represented as either:
ⓐ a terminating decimal: or ⓑ a repeating decimal:

We use a line drawn over the repeating block of numbers instead of writing the group multiple times.
EXAMPLE 1
Writing Integers as Rational Numbers

Write each of the following as a rational number.
ⓐ 7 ⓑ 0 ⓒ –8
Solution
Write a fraction with the integer in the numerator and 1 in the denominator.
ⓐ ⓑ ⓒ
TRY IT #1 Write each of the following as a rational number.
ⓐ 11 ⓑ 3 ⓒ –4

1.1 • Real Numbers: Algebra Essentials 9
EXAMPLE 2
Identifying Rational Numbers

Write each of the following rational numbers as either a terminating or repeating decimal.
ⓐ ⓑ ⓒ
Solution
Write each fraction as a decimal by dividing the numerator by the denominator.
ⓐ a repeating decimal ⓑ (or 3.0), a terminating decimal
ⓒ a terminating decimal
TRY IT #2 Write each of the following rational numbers as either a terminating or repeating decimal.
ⓐ ⓑ ⓒ
Irrational Numbers
At some point in the ancient past, someone discovered that not all numbers are rational numbers. A builder, for
instance, may have found that the diagonal of a square with unit sides was not 2 or even but was something else. Or
a garment maker might have observed that the ratio of the circumference to the diameter of a roll of cloth was a little bit
more than 3, but still not a rational number. Such numbers are said to be irrational because they cannot be written as
fractions. These numbers make up the set of irrational numbers. Irrational numbers cannot be expressed as a fraction
of two integers. It is impossible to describe this set of numbers by a single rule except to say that a number is irrational if
it is not rational. So we write this as shown.
EXAMPLE 3
Differentiating Rational and Irrational Numbers

Determine whether each of the following numbers is rational or irrational. If it is rational, determine whether it is a
terminating or repeating decimal.
ⓐ ⓑ ⓒ ⓓ ⓔ
Solution
ⓐ This can be simplified as Therefore, is rational.
ⓑ Because it is a fraction of integers, is a rational number. Next, simplify and divide.
So, is rational and a repeating decimal.
ⓒ This cannot be simplified any further. Therefore, is an irrational number.
ⓓ Because it is a fraction of integers, is a rational number. Simplify and divide.
So, is rational and a terminating decimal.
ⓔ is not a terminating decimal. Also note that there is no repeating pattern because the group
of 3s increases each time. Therefore it is neither a terminating nor a repeating decimal and, hence, not a rational
number. It is an irrational number.
TRY IT #3 Determine whether each of the following numbers is rational or irrational. If it is rational,
determine whether it is a terminating or repeating decimal.
ⓐ ⓑ ⓒ ⓓ ⓔ
Real Numbers
Given any number n, we know that n is either rational or irrational. It cannot be both. The sets of rational and irrational
numbers together make up the set of real numbers. As we saw with integers, the real numbers can be divided into
three subsets: negative real numbers, zero, and positive real numbers. Each subset includes fractions, decimals, and
irrational numbers according to their algebraic sign (+ or –). Zero is considered neither positive nor negative.
The real numbers can be visualized on a horizontal number line with an arbitrary point chosen as 0, with negative
numbers to the left of 0 and positive numbers to the right of 0. A fixed unit distance is then used to mark off each integer
(or other basic value) on either side of 0. Any real number corresponds to a unique position on the number line.The
converse is also true: Each location on the number line corresponds to exactly one real number. This is known as a one-
to-one correspondence. We refer to this as the real number line as shown in Figure 1.
Figure 1 The real number line
EXAMPLE 4
Classifying Real Numbers

Classify each number as either positive or negative and as either rational or irrational. Does the number lie to the left or
the right of 0 on the number line?
ⓐ ⓑ ⓒ ⓓ ⓔ
Solution
ⓐ is negative and rational. It lies to the left of 0 on the number line.
ⓑ is positive and irrational. It lies to the right of 0.
ⓒ is negative and rational. It lies to the left of 0.

ⓓ is negative and irrational. It lies to the left of 0.
ⓔ is a repeating decimal so it is rational and positive. It lies to the right of 0.
TRY IT #4 Classify each number as either positive or negative and as either rational or irrational. Does the
number lie to the left or the right of 0 on the number line?
ⓐ ⓑ ⓒ ⓓ ⓔ
Sets of Numbers as Subsets
Beginning with the natural numbers, we have expanded each set to form a larger set, meaning that there is a subset
relationship between the sets of numbers we have encountered so far. These relationships become more obvious when
seen as a diagram, such as Figure 2.

Figure 2 Sets of numbers

N: the set of natural numbers
W: the set of whole numbers
I: the set of integers
Q: the set of rational numbers
Q´: the set of irrational numbers
Sets of Numbers
The set of natural numbers includes the numbers used for counting:
The set of whole numbers is the set of natural numbers plus zero:
The set of integers adds the negative natural numbers to the set of whole numbers:
The set of rational numbers includes fractions written as
The set of irrational numbers is the set of numbers that are not rational, are nonrepeating, and are nonterminating:
EXAMPLE 5
Differentiating the Sets of Numbers

Classify each number as being a natural number (N), whole number (W), integer (I), rational number (Q), and/or
irrational number (Q′).
ⓐ ⓑ ⓒ ⓓ ⓔ
Solution
N W I Q Q′
a. X X X X
b. X
c. X
d. –6 X X
e. 3.2121121112... X
TRY IT #5 Classify each number as being a natural number (N), whole number (W), integer (I), rational
number (Q), and/or irrational number (Q′).
ⓐ ⓑ ⓒ ⓓ ⓔ
Performing Calculations Using the Order of Operations
When we multiply a number by itself, we square it or raise it to a power of 2. For example, We can raise
any number to any power. In general, the exponential notation means that the number or variable is used as a
factor times.
In this notation, is read as the nth power of or to the where is called the base and is called the exponent. A
term in exponential notation may be part of a mathematical expression, which is a combination of numbers and
operations. For example, is a mathematical expression.
To evaluate a mathematical expression, we perform the various operations. However, we do not perform them in any
random order. We use the order of operations. This is a sequence of rules for evaluating such expressions.
Recall that in mathematics we use parentheses ( ), brackets [ ], and braces { } to group numbers and expressions so that
anything appearing within the symbols is treated as a unit. Additionally, fraction bars, radicals, and absolute value bars
are treated as grouping symbols. When evaluating a mathematical expression, begin by simplifying expressions within
grouping symbols.
The next step is to address any exponents or radicals. Afterward, perform multiplication and division from left to right
and finally addition and subtraction from left to right.
Let’s take a look at the expression provided.
There are no grouping symbols, so we move on to exponents or radicals. The number 4 is raised to a power of 2, so
simplify as 16.
Next, perform multiplication or division, left to right.
Lastly, perform addition or subtraction, left to right.
Therefore,
For some complicated expressions, several passes through the order of operations will be needed. For instance, there
may be a radical expression inside parentheses that must be simplified before the parentheses are evaluated. Following
the order of operations ensures that anyone simplifying the same mathematical expression will get the same result.
Order of Operations
Operations in mathematical expressions must be evaluated in a systematic order, which can be simplified using the

acronym PEMDAS:
P(arentheses)
E(xponents)
M(ultiplication) and D(ivision)
A(ddition) and S(ubtraction)
...
HOW TO
Given a mathematical expression, simplify it using the order of operations.
Step 1. Simplify any expressions within grouping symbols.

Step 2. Simplify any expressions containing exponents or radicals.
Step 3. Perform any multiplication and division in order, from left to right.
Step 4. Perform any addition and subtraction in order, from left to right.
EXAMPLE 6
Using the Order of Operations

Use the order of operations to evaluate each of the following expressions.
ⓐ ⓑ ⓒ ⓓ
ⓔ
Solution
ⓐ
Note that in the first step, the radical is treated as a grouping symbol, like parentheses. Also, in the third step, the
fraction bar is considered a grouping symbol so the numerator is considered to be grouped.
ⓒ
In this example, the fraction bar separates the numerator and denominator, which we simplify separately until the
last step.
TRY IT #6 Use the order of operations to evaluate each of the following expressions.
ⓐ ⓑ ⓒ
ⓓ ⓔ
Using Properties of Real Numbers
For some activities we perform, the order of certain operations does not matter, but the order of other operations does.
For example, it does not make a difference if we put on the right shoe before the left or vice-versa. However, it does
matter whether we put on shoes or socks first. The same thing is true for operations in mathematics.
Commutative Properties
The commutative property of addition states that numbers may be added in any order without affecting the sum.
We can better see this relationship when using real numbers.
Similarly, the commutative property of multiplication states that numbers may be multiplied in any order without
affecting the product.
Again, consider an example with real numbers.
It is important to note that neither subtraction nor division is commutative. For example, is not the same as
Similarly,
Associative Properties
The associative property of multiplication tells us that it does not matter how we group numbers when multiplying.
We can move the grouping symbols to make the calculation easier, and the product remains the same.
Consider this example.
The associative property of addition tells us that numbers may be grouped differently without affecting the sum.
This property can be especially helpful when dealing with negative integers. Consider this example.

Are subtraction and division associative? Review these examples.
As we can see, neither subtraction nor division is associative.
Distributive Property
The distributive property states that the product of a factor times a sum is the sum of the factor times each term in the
sum.
This property combines both addition and multiplication (and is the only property to do so). Let us consider an example.
Note that 4 is outside the grouping symbols, so we distribute the 4 by multiplying it by 12, multiplying it by –7, and
adding the products.
To be more precise when describing this property, we say that multiplication distributes over addition. The reverse is not
true, as we can see in this example.
A special case of the distributive property occurs when a sum of terms is subtracted.
For example, consider the difference We can rewrite the difference of the two terms 12 and by
turning the subtraction expression into addition of the opposite. So instead of subtracting we add the opposite.
Now, distribute and simplify the result.
This seems like a lot of trouble for a simple sum, but it illustrates a powerful result that will be useful once we introduce
algebraic terms. To subtract a sum of terms, change the sign of each term and add the results. With this in mind, we can
rewrite the last example.
Identity Properties
The identity property of addition states that there is a unique number, called the additive identity (0) that, when added
to a number, results in the original number.
The identity property of multiplication states that there is a unique number, called the multiplicative identity (1) that,
when multiplied by a number, results in the original number.
For example, we have and There are no exceptions for these properties; they work for every
real number, including 0 and 1.
Inverse Properties
The inverse property of addition states that, for every real number a, there is a unique number, called the additive
inverse (or opposite), denoted by (−a), that, when added to the original number, results in the additive identity, 0.
For example, if the additive inverse is 8, since
The inverse property of multiplication holds for all real numbers except 0 because the reciprocal of 0 is not defined.
The property states that, for every real number a, there is a unique number, called the multiplicative inverse (or
reciprocal), denoted that, when multiplied by the original number, results in the multiplicative identity, 1.
For example, if the reciprocal, denoted is because
Properties of Real Numbers
The following properties hold for real numbers a, b, and c.
Addition Multiplication
Commutative
Property
Associative
Property
Distributive
Property
Identity There exists a unique real number called the There exists a unique real number called the
Property additive identity, 0, such that, for any real multiplicative identity, 1, such that, for any real
number a number a
Inverse Every real number a has an additive inverse, Every nonzero real number a has a
Property or opposite, denoted –a, such that multiplicative inverse, or reciprocal, denoted
such that
EXAMPLE 7
Using Properties of Real Numbers

Use the properties of real numbers to rewrite and simplify each expression. State which properties apply.
ⓐ ⓑ ⓒ ⓓ ⓔ

Solution
ⓐ
TRY IT #7 Use the properties of real numbers to rewrite and simplify each expression. State which
properties apply.
ⓐ ⓑ ⓒ
ⓓ ⓔ
Evaluating Algebraic Expressions
So far, the mathematical expressions we have seen have involved real numbers only. In mathematics, we may see
expressions such as or In the expression 5 is called a constant because it does not vary
and x is called a variable because it does. (In naming the variable, ignore any exponents or radicals containing the
variable.) An algebraic expression is a collection of constants and variables joined together by the algebraic operations
of addition, subtraction, multiplication, and division.
We have already seen some real number examples of exponential notation, a shorthand method of writing products of
the same factor. When variables are used, the constants and variables are treated the same way.
In each case, the exponent tells us how many factors of the base to use, whether the base consists of constants or
variables.
Any variable in an algebraic expression may take on or be assigned different values. When that happens, the value of the
algebraic expression changes. To evaluate an algebraic expression means to determine the value of the expression for a
given value of each variable in the expression. Replace each variable in the expression with the given value, then simplify
the resulting expression using the order of operations. If the algebraic expression contains more than one variable,
replace each variable with its assigned value and simplify the expression as before.
EXAMPLE 8
Describing Algebraic Expressions

List the constants and variables for each algebraic expression.
ⓐ x+5 ⓑ ⓒ
Solution
Constants Variables
a. x + 5 5 x
b.
c. 2
TRY IT #8 List the constants and variables for each algebraic expression.
ⓐ ⓑ 2(L + W) ⓒ
EXAMPLE 9
Evaluating an Algebraic Expression at Different Values

Evaluate the expression for each value for x.
ⓐ ⓑ ⓒ ⓓ
Solution
ⓐ Substitute 0 for ⓑ Substitute 1 for ⓒ Substitute for ⓓ Substitute for
TRY IT #9 Evaluate the expression for each value for y.
ⓐ ⓑ ⓒ ⓓ
EXAMPLE 10
Evaluating Algebraic Expressions

Evaluate each expression for the given values.
ⓐ for ⓑ for ⓒ for ⓓ for
ⓔ for
Solution
ⓐ Substitute for ⓑ Substitute 10 for ⓒ Substitute 5 for

ⓓ Substitute 11 for and –8 for ⓔ Substitute 2 for and 3 for
TRY IT #10 Evaluate each expression for the given values.
ⓐ for ⓑ for ⓒ for
ⓓ for ⓔ for
Formulas
An equation is a mathematical statement indicating that two expressions are equal. The expressions can be numerical
or algebraic. The equation is not inherently true or false, but only a proposition. The values that make the equation true,
the solutions, are found using the properties of real numbers and other results. For example, the equation
has the solution of 3 because when we substitute 3 for in the equation, we obtain the true statement
A formula is an equation expressing a relationship between constant and variable quantities. Very often, the equation is
a means of finding the value of one quantity (often a single variable) in terms of another or other quantities. One of the
most common examples is the formula for finding the area of a circle in terms of the radius of the circle:
For any value of the area can be found by evaluating the expression
EXAMPLE 11
Using a Formula
A right circular cylinder with radius and height has the surface area (in square units) given by the formula
See Figure 3. Find the surface area of a cylinder with radius 6 in. and height 9 in. Leave the answer in
terms of
Figure 3 Right circular cylinder
Solution
Evaluate the expression for and
The surface area is square inches.
TRY IT #11 A photograph with length L and width W is placed in a mat of width 8 centimeters (cm). The area
of the mat (in square centimeters, or cm2) is found to be See
Figure 4. Find the area of a mat for a photograph with length 32 cm and width 24 cm.
Figure 4
Simplifying Algebraic Expressions

Sometimes we can simplify an algebraic expression to make it easier to evaluate or to use in some other way. To do so,
we use the properties of real numbers. We can use the same properties in formulas because they contain algebraic
expressions.
EXAMPLE 12
Simplifying Algebraic Expressions

Simplify each algebraic expression.
ⓐ ⓑ ⓒ ⓓ
Solution
ⓐ
TRY IT #12 Simplify each algebraic expression.
ⓐ ⓑ ⓒ
ⓓ
EXAMPLE 13
Simplifying a Formula
A rectangle with length and width has a perimeter given by Simplify this expression.

Solution
TRY IT #13 If the amount is deposited into an account paying simple interest for time the total value of
the deposit is given by Simplify the expression. (This formula will be explored in
more detail later in the course.)
MEDIA
Access these online resources for additional instruction and practice with real numbers.
Simplify an Expression. (http://openstax.org/l/simexpress)

Evaluate an Expression 1. (http://openstax.org/l/ordofoper1)
Evaluate an Expression 2. (http://openstax.org/l/ordofoper2)
1.1 SECTION EXERCISES

Verbal
1. Is an example of a 2. What is the order of 3. What do the Associative

rational terminating, operations? What acronym Properties allow us to do
rational repeating, or is used to describe the order when following the order of
irrational number? Tell why of operations, and what operations? Explain your
it fits that category. does it stand for? answer.
Numeric
For the following exercises, simplify the given expression.
4. 5. 6.
7. 8. 9.
10. 11. 12.
13. 14. 15.
16. 17. 18.
19. 20. 21.
22. 23. 24.
25. 26. 27.

Algebraic
For the following exercises, evaluate the expressions using the given variable.
28. for 29. for 30. for
31. for 32. for 33. for
34. For the 35. for 36. for

for
37. for
For the following exercises, simplify the expression.
38. 39. 40.
41. 42. 43.
44. 45. 46.
47. 48. 49.
50. 51. 52.
Real-World Applications
For the following exercises, consider this scenario: Fred earns $40 at the community garden. He spends $10 on a
streaming subscription, puts half of what is left in a savings account, and gets another $5 for walking his neighbor’s dog.
53. Write the expression that represents the number 54. How much money does Fred keep?
of dollars Fred keeps (and does not put in his
savings account). Remember the order of
operations.
For the following exercises, solve the given problem.
55. According to the U.S. Mint, the diameter of a 56. Jessica and her roommate, Adriana, have decided
quarter is 0.955 inches. The circumference of the to share a change jar for joint expenses. Jessica
quarter would be the diameter multiplied by Is put her loose change in the jar first, and then
the circumference of a quarter a whole number, a Adriana put her change in the jar. We know that it
rational number, or an irrational number? does not matter in which order the change was
added to the jar. What property of addition
describes this fact?

For the following exercises, consider this scenario: There is a mound of pounds of gravel in a quarry. Throughout the
day, 400 pounds of gravel is added to the mound. Two orders of 600 pounds are sold and the gravel is removed from the
mound. At the end of the day, the mound has 1,200 pounds of gravel.
57. Write the equation that describes the situation. 58. Solve for g.
For the following exercise, solve the given problem.
59. Ramon runs the marketing department at their

company. Their department gets a budget every
year, and every year, they must spend the entire
budget without going over. If they spend less than
the budget, then the department gets a smaller
budget the following year. At the beginning of this
year, Ramon got $2.5 million for the annual
marketing budget. They must spend the budget
such that What property of
addition tells us what the value of x must be?
Technology
For the following exercises, use a graphing calculator to solve for x. Round the answers to the nearest hundredth.
60. 61.
Extensions
62. If a whole number is not a 63. Determine whether the 64. Determine whether the
natural number, what must statement is true or false: statement is true or false:
the number be? The multiplicative inverse The product of a rational
of a rational number is also and irrational number is
rational. always irrational.
65. Determine whether the 66. Determine whether the 67. The division of two natural
simplified expression is simplified expression is numbers will always result
rational or irrational: rational or irrational: in what type of number?
68. What property of real

numbers would simplify
the following expression:
1.2 Exponents and Scientific Notation

Learning Objectives
In this section, you will:
Use the product rule of exponents.
Use the quotient rule of exponents.
Use the power rule of exponents.
Use the zero exponent rule of exponents.
Use the negative rule of exponents.
Find the power of a product and a quotient.
Simplify exponential expressions.
Use scientific notation.
Mathematicians, scientists, and economists commonly encounter very large and very small numbers. But it may not be
obvious how common such figures are in everyday life. For instance, a pixel is the smallest unit of light that can be
perceived and recorded by a digital camera. A particular camera might record an image that is 2,048 pixels by 1,536
pixels, which is a very high resolution picture. It can also perceive a color depth (gradations in colors) of up to 48 bits per
frame, and can shoot the equivalent of 24 frames per second. The maximum possible number of bits of information
used to film a one-hour (3,600-second) digital film is then an extremely large number.
Using a calculator, we enter and press ENTER. The calculator displays 1.304596316E13.
What does this mean? The “E13” portion of the result represents the exponent 13 of ten, so there are a maximum of
approximately bits of data in that one-hour film. In this section, we review rules of exponents first and then
apply them to calculations involving very large or small numbers.
Using the Product Rule of Exponents

Consider the product Both terms have the same base, x, but they are raised to different exponents. Expand each
expression, and then rewrite the resulting expression.
The result is that
Notice that the exponent of the product is the sum of the exponents of the terms. In other words, when multiplying
exponential expressions with the same base, we write the result with the common base and add the exponents. This is
the product rule of exponents.
Now consider an example with real numbers.
We can always check that this is true by simplifying each exponential expression. We find that is 8, is 16, and is
128. The product equals 128, so the relationship is true. We can use the product rule of exponents to simplify
expressions that are a product of two numbers or expressions with the same base but different exponents.
The Product Rule of Exponents
For any real number and natural numbers and the product rule of exponents states that
EXAMPLE 1
Using the Product Rule

Write each of the following products with a single base. Do not simplify further.

1.2 • Exponents and Scientific Notation 25
ⓐ ⓑ ⓒ
Solution
Use the product rule to simplify each expression.
ⓐ ⓑ ⓒ
At first, it may appear that we cannot simplify a product of three factors. However, using the associative property of
multiplication, begin by simplifying the first two.
Notice we get the same result by adding the three exponents in one step.
TRY IT #1 Write each of the following products with a single base. Do not simplify further.
ⓐ ⓑ ⓒ
Using the Quotient Rule of Exponents
The quotient rule of exponents allows us to simplify an expression that divides two numbers with the same base but
different exponents. In a similar way to the product rule, we can simplify an expression such as where
Consider the example Perform the division by canceling common factors.
Notice that the exponent of the quotient is the difference between the exponents of the divisor and dividend.
In other words, when dividing exponential expressions with the same base, we write the result with the common base
and subtract the exponents.
For the time being, we must be aware of the condition Otherwise, the difference could be zero or negative.
Those possibilities will be explored shortly. Also, instead of qualifying variables as nonzero each time, we will simplify
matters and assume from here on that all variables represent nonzero real numbers.
The Quotient Rule of Exponents
For any real number and natural numbers and such that the quotient rule of exponents states that
EXAMPLE 2
Using the Quotient Rule

ⓐ ⓑ ⓒ
Solution
Use the quotient rule to simplify each expression.
ⓐ ⓑ ⓒ
ⓐ ⓑ ⓒ
Using the Power Rule of Exponents

Suppose an exponential expression is raised to some power. Can we simplify the result? Yes. To do this, we use the
power rule of exponents. Consider the expression The expression inside the parentheses is multiplied twice
because it has an exponent of 2. Then the result is multiplied three times because the entire expression has an exponent
of 3.
The exponent of the answer is the product of the exponents: In other words, when raising an
exponential expression to a power, we write the result with the common base and the product of the exponents.
Be careful to distinguish between uses of the product rule and the power rule. When using the product rule, different
terms with the same bases are raised to exponents. In this case, you add the exponents. When using the power rule, a
term in exponential notation is raised to a power. In this case, you multiply the exponents.
The Power Rule of Exponents
For any real number and positive integers and the power rule of exponents states that
EXAMPLE 3
Using the Power Rule

ⓐ ⓑ ⓒ

Solution
Use the power rule to simplify each expression.
ⓐ ⓑ ⓒ
ⓐ ⓑ ⓒ
Using the Zero Exponent Rule of Exponents
Return to the quotient rule. We made the condition that so that the difference would never be zero or
negative. What would happen if In this case, we would use the zero exponent rule of exponents to simplify the
expression to 1. To see how this is done, let us begin with an example.
If we were to simplify the original expression using the quotient rule, we would have
If we equate the two answers, the result is This is true for any nonzero real number, or any variable representing
a real number.
The sole exception is the expression This appears later in more advanced courses, but for now, we will consider the
value to be undefined.
The Zero Exponent Rule of Exponents
For any nonzero real number the zero exponent rule of exponents states that
EXAMPLE 4
Using the Zero Exponent Rule

Simplify each expression using the zero exponent rule of exponents.
ⓐ ⓑ ⓒ ⓓ
Solution
Use the zero exponent and other rules to simplify each expression.
ⓑ
TRY IT #4 Simplify each expression using the zero exponent rule of exponents.
ⓐ ⓑ ⓒ ⓓ
Using the Negative Rule of Exponents

Another useful result occurs if we relax the condition that in the quotient rule even further. For example, can we
simplify When —that is, where the difference is negative—we can use the negative rule of exponents to
simplify the expression to its reciprocal.
Divide one exponential expression by another with a larger exponent. Use our example,
If we were to simplify the original expression using the quotient rule, we would have
Putting the answers together, we have This is true for any nonzero real number, or any variable representing
a nonzero real number.

A factor with a negative exponent becomes the same factor with a positive exponent if it is moved across the fraction
bar—from numerator to denominator or vice versa.
We have shown that the exponential expression is defined when is a natural number, 0, or the negative of a natural
number. That means that is defined for any integer Also, the product and quotient rules and all of the rules we will
look at soon hold for any integer
The Negative Rule of Exponents
For any nonzero real number and natural number the negative rule of exponents states that
EXAMPLE 5
Using the Negative Exponent Rule

Write each of the following quotients with a single base. Do not simplify further. Write answers with positive exponents.
ⓐ ⓑ ⓒ
Solution
ⓐ ⓑ
ⓒ
TRY IT #5 Write each of the following quotients with a single base. Do not simplify further. Write answers
with positive exponents.
ⓐ ⓑ ⓒ
EXAMPLE 6
Using the Product and Quotient Rules

Write each of the following products with a single base. Do not simplify further. Write answers with positive exponents.
ⓐ ⓑ ⓒ
Solution
ⓐ ⓑ
ⓒ
TRY IT #6 Write each of the following products with a single base. Do not simplify further. Write answers
with positive exponents.
ⓐ ⓑ
Finding the Power of a Product
To simplify the power of a product of two exponential expressions, we can use the power of a product rule of exponents,
which breaks up the power of a product of factors into the product of the powers of the factors. For instance, consider
We begin by using the associative and commutative properties of multiplication to regroup the factors.
In other words,
The Power of a Product Rule of Exponents
For any real numbers and and any integer the power of a product rule of exponents states that
EXAMPLE 7
Using the Power of a Product Rule

Simplify each of the following products as much as possible using the power of a product rule. Write answers with
positive exponents.
ⓐ ⓑ ⓒ ⓓ ⓔ
Solution
Use the product and quotient rules and the new definitions to simplify each expression.
ⓐ ⓑ
ⓒ ⓓ
ⓔ
TRY IT #7 Simplify each of the following products as much as possible using the power of a product rule.
Write answers with positive exponents.
ⓐ ⓑ ⓒ ⓓ ⓔ
Finding the Power of a Quotient

To simplify the power of a quotient of two expressions, we can use the power of a quotient rule, which states that the
power of a quotient of factors is the quotient of the powers of the factors. For example, let’s look at the following
example.
Let’s rewrite the original problem differently and look at the result.
It appears from the last two steps that we can use the power of a product rule as a power of a quotient rule.

The Power of a Quotient Rule of Exponents
For any real numbers and and any integer the power of a quotient rule of exponents states that
EXAMPLE 8
Using the Power of a Quotient Rule

Simplify each of the following quotients as much as possible using the power of a quotient rule. Write answers with
positive exponents.
ⓐ ⓑ ⓒ ⓓ ⓔ
Solution
ⓐ ⓑ
ⓒ ⓓ
ⓔ
TRY IT #8 Simplify each of the following quotients as much as possible using the power of a quotient rule.
Write answers with positive exponents.
ⓐ ⓑ ⓒ ⓓ ⓔ
Simplifying Exponential Expressions
Recall that to simplify an expression means to rewrite it by combing terms or exponents; in other words, to write the
expression more simply with fewer terms. The rules for exponents may be combined to simplify expressions.
EXAMPLE 9
Simplifying Exponential Expressions

Simplify each expression and write the answer with positive exponents only.
ⓐ ⓑ ⓒ ⓓ
ⓔ ⓕ
Solution
ⓐ
TRY IT #9 Simplify each expression and write the answer with positive exponents only.
ⓐ ⓑ ⓒ ⓓ
ⓔ ⓕ
Using Scientific Notation

Recall at the beginning of the section that we found the number when describing bits of information in digital
images. Other extreme numbers include the width of a human hair, which is about 0.00005 m, and the radius of an

electron, which is about 0.00000000000047 m. How can we effectively work read, compare, and calculate with numbers
such as these?
A shorthand method of writing very small and very large numbers is called scientific notation, in which we express
numbers in terms of exponents of 10. To write a number in scientific notation, move the decimal point to the right of the
first digit in the number. Write the digits as a decimal number between 1 and 10. Count the number of places n that you
moved the decimal point. Multiply the decimal number by 10 raised to a power of n. If you moved the decimal left as in a
very large number, is positive. If you moved the decimal right as in a small large number, is negative.
For example, consider the number 2,780,418. Move the decimal left until it is to the right of the first nonzero digit, which
is 2.
We obtain 2.780418 by moving the decimal point 6 places to the left. Therefore, the exponent of 10 is 6, and it is positive
because we moved the decimal point to the left. This is what we should expect for a large number.
Working with small numbers is similar. Take, for example, the radius of an electron, 0.00000000000047 m. Perform the
same series of steps as above, except move the decimal point to the right.
Be careful not to include the leading 0 in your count. We move the decimal point 13 places to the right, so the exponent
of 10 is 13. The exponent is negative because we moved the decimal point to the right. This is what we should expect for
a small number.
Scientific Notation
A number is written in scientific notation if it is written in the form where and is an integer.
EXAMPLE 10
Converting Standard Notation to Scientific Notation

Write each number in scientific notation.
ⓐ Distance to Andromeda Galaxy from Earth: 24,000,000,000,000,000,000,000 m
ⓑ Diameter of Andromeda Galaxy: 1,300,000,000,000,000,000,000 m
ⓒ Number of stars in Andromeda Galaxy: 1,000,000,000,000
ⓓ Diameter of electron: 0.00000000000094 m
ⓔ Probability of being struck by lightning in any single year: 0.00000143
Solution
ⓐ
ⓑ
Analysis
Observe that, if the given number is greater than 1, as in examples a–c, the exponent of 10 is positive; and if the number
is less than 1, as in examples d–e, the exponent is negative.
TRY IT #10 Write each number in scientific notation.
ⓐ U.S. national debt per taxpayer (April 2014): $152,000
ⓑ World population (April 2014): 7,158,000,000
ⓒ World gross national income (April 2014): $85,500,000,000,000
ⓓ Time for light to travel 1 m: 0.00000000334 s
ⓔ Probability of winning lottery (match 6 of 49 possible numbers): 0.0000000715
Converting from Scientific to Standard Notation

To convert a number in scientific notation to standard notation, simply reverse the process. Move the decimal places
to the right if is positive or places to the left if is negative and add zeros as needed. Remember, if is positive, the
value of the number is greater than 1, and if is negative, the value of the number is less than one.
EXAMPLE 11
Converting Scientific Notation to Standard Notation

Convert each number in scientific notation to standard notation.
ⓐ ⓑ ⓒ ⓓ
Solution
ⓐ ⓑ ⓒ ⓓ

TRY IT #11 Convert each number in scientific notation to standard notation.
ⓐ ⓑ ⓒ ⓓ
Using Scientific Notation in Applications
Scientific notation, used with the rules of exponents, makes calculating with large or small numbers much easier than
doing so using standard notation. For example, suppose we are asked to calculate the number of atoms in 1 L of water.
Each water molecule contains 3 atoms (2 hydrogen and 1 oxygen). The average drop of water contains around
molecules of water and 1 L of water holds about average drops. Therefore, there are
approximately atoms in 1 L of water. We simply multiply the decimal
terms and add the exponents. Imagine having to perform the calculation without using scientific notation!
When performing calculations with scientific notation, be sure to write the answer in proper scientific notation. For
example, consider the product The answer is not in proper scientific notation
because 35 is greater than 10. Consider 35 as That adds a ten to the exponent of the answer.
EXAMPLE 12
Using Scientific Notation

Perform the operations and write the answer in scientific notation.
ⓐ ⓑ ⓒ
ⓓ ⓔ
Solution
ⓐ
TRY IT #12 Perform the operations and write the answer in scientific notation.
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Church, Which will not brook of disobedience. Vergli, the
disinherited indeed! Isola too a disinherited! The poor, the
disinherited of Erth! ’Tis Revolution, ’tis Revolt indeed, Which
must be checked at once and instantly. Vergli, Isola shall not
mock at me.”
[Retires pondering.
ACT FIRST.
SCENE I.
The Palace of Dreaming, in the Metropolis of Infantlonia, capital of
the Island of Saxa, which with Scotia and Bernia, forms the
Saxscober Sovereignty.
Time: Midnight; outside the Palace Gates.
Vergli. Solus, looking through them: “Home of my fathers, where I
claim the right To live, and by the law Fair Play, to be The Prince
of Scota. By that law I am My fathers heir, and the young fledgling
boy, Who steals from me the title I should hold, Mocks at me, I,
the Disinherited! Ay, disinherited; for he and I Are both the
offspring of a common sire, Who called me son, long prior to the
day When my young brother first beheld the light, And took the
title which is mine alone. Does not this base injustice cast a slur
Upon my most beloved mother’s name? Did she not wed my sire
by Scota’s law? Am I not part of her as well as him? By what
unnatural law is she denied The right to bear the title of The
Queen? Does not the very act, which weds the two, And by the law
of Nature makes them one, Proclaim a union most legitimate? Yet
ye, Oh! Prelates, hold aloft a book, Concocted in the gloomy ages
gone, By men as selfish and unjust as ye, Who flaunt the Act of
Nature, and declare It wicked and unbinding, unless blest By
superstitious Mummery, conceived By the immoral Prophets of
the Past. They dare to call my pure-souled mother bad. Dub her a
wanton, robe her name in shame! Curses upon them and the
ranting Cant Which voices such a foul and hideous lie. Away with
it! Perdition to its name, I will for ever be its fiercest foe; I, who
love Nature, the true, only God, I, Vergli, the poor bastard son of
him Who lives in legalized Adultery With the unhappy and
degraded slave, Which his priest-ridden Creed has called The
Queen, I swear to fight it to its very death. I vow it! I, the
Disinherited.”—
Enter Maxim, who has overheard the last words. “What, Vergli
here? ‘The Disinherited!’ Sighing o’er wrongs. Planning
Revolution. Dost know King Hector is abroad to-night, And will
return this way without a doubt? What will he say if he should
find thee here? Put thee in prison, man, most probably. Oh! thou
art rash to venture thus, as ’twere Into the precincts of The Lion’s
den, The person of The Disinherited.”
Vergli. “Maxim, that’s why I came; I fain would speak With my liege
lord and King, and Father too, I would plead just once more for
my own rights And crave respect for my dear Mother’s name. She
lies sore sick, sick unto very death, That Mother, dearer to me
than my life, She, who should be our fair Saxscober’s Queen, Not
as is poor Isola, a mere slave, But reigning all conjointly with my
sire, I, the presumptive heir to him and her And not the forced
usurper of her rights.”
Maxim. “Oh! these are dreams, Vergli; thou dream’st strange
dreams; Woman is but the appanage of man, At least our priestly
tutors tell us so. ’Tis they who have assigned that place to her.
Would’st thou make her Man’s equal? Have a care, Freedom to
Woman would doom Privilege, And that we have secured from
ages old By help of Superstition and false gods, Who bade the
Woman bow the knee to Man. Mind’st thou how in the days that
have gone by Thou had’st a sister, little Merani? She was thy elder
by a year or more, Did she live now, would’st put her in thy place
And as the eldest born declare her heir, Princess of Scota and
prospective Queen Of fair Saxscober, leaving out thyself As a
nonentity and younger born?”
Vergli. “Aye, that I would. Fervently I say it, So long as
Primogeniture is law, Consistency declares the eldest born, And
not the male first-born alone, the heir. Saxscober’s laws do not
deny the right To Woman to inherit, when no boy Stands in the
way depriving her of such. Why should a Woman therefore lose
this right Because a younger brother sees the light? No Maxim, if
Merani were alive, I’d dub her Scota’s Princess and declare That
she was the true heiress of this realm.”
Maxim. “Ah! well Vergli; I see thy point, ’tis just, But Justice is not
loved by many men. He who would see it reign, is seldom found;
’Tis but a selfish creature, average man! And yet methinks he is
not all to blame, Why do not Women teach him in his youth The
principle of Justice to their sex?”
Vergli. “Because they know no better. They are slaves Drilled to
believe the priestly fashioned laws Part of Divine instruction and
command. In the dark ages gone, the prophets knew That
Woman, to be held in check, must bend Prostrate before the
superstitious spell Which has enveloped her with obscure mist
And hidden from her sight The Promised Land. And so, poor
thing, she hugs her chains and drills Her very children to believe
them just, And if amidst these children, a girl child Dares to
dispute this creed, the world aghast Gapes at her shouting, ‘How
so miscreant! What! You say; You are disinherited? Presume you
thus to question God’s decree And the most holy spouter of His
Will, The Great Saint Saul, so chivalrous, so just, Who bade the
Woman sanctify herself By humbly subjecting herself to man.’
‘But,’ cries the child, and Maxim you will know I quote Isola’s
words, which she has dared To fling broadcast upon a gaping
world, ‘But I deny that such a God exists, And that he ever lived to
say such things. He is the fabrication of those men Progenitors of
Chivalrous Saint Saul! As chivalrous and just as that Good Man,
Who, I declare, at every turn of speech Insults the woman and
proclaims her slave.’ Thus speaks Isola, poor Isola, who Bore the
young boy who holds the name I claim Of ‘Prince of Scota,’ unto
my own sire; And thus assisted, though unwillingly, In rivetting
upon my mother’s neck, And on that of her sex the cruel chains,
Cast round them by a man-made, man-shaped God, And rivetted
upon them by Saint Saul! Small wonder that Isola’s loud protest
Has roused some of the disinherited, As it has spurred me also to
revolt; Aye, here I stand, ‘The Disinherited,’ In spirit speaking to
that lonely soul, Dwelling within that Palace’s cold Prison, And
join with her my cry against foul Wrong. But hark! Voices! Maxim
retire. The King.”
[Maxim glides away. Enter King Hector and a boon companion].
King Hector, catching sight of Vergli; “Thou Vergli? Thou art rash
and most presuming To test my patience thus. What wantest
thou?”
Vergli. “To speak with thee, my father and my King.”
King Hector. “Of what avail? I know before thou speakest”——
Vergli (interposing). “My Mother’s dying, sire. I bear to thee Her
farewell message and some words of love.”
King Hector (starting). “Dying! What say’st thou, Vergli? Here
Larar, Precede me, I will follow on anon.”
Larar. “Yes Sire.” [Retires.
Vergli (turning to King Hector): “Father! For thus I learnt to call
thee, e’re Thou taught’st me that my mother had no rights And
that I was a Disinherited. I come to bear to thee her dying words.
‘Tell him,’ she whispered, ‘that I love him still, Hector, my rightful
husband before God. Tell him Merani’s dying thoughts forgive,
Forgive him for the Wrong he has upheld By wedding Isola and
scorning me. But tell him also, Vergli, that no creed Can sanctify
a Sin, nor any law, No matter how ’tis worded, alter God, God,
who is Nature indestructible. I am his wife by the true law of God,
He is my husband by that self-same law, And by that law thou art
the rightful heir, So long as Primogeniture is law, For Merani thy
sister is no more. Were she alive, however, I declare Her right to
be the heir, a prior one To thine, my son. In this we are agreed. Go
tell thy father Merani’s last words, And pray him to do justice to
Vergli.’ Father, I pray thee harken to those words, Be just, be
brave; Oh! Father, be a King In deed as well as name, be that, and
more, Be a true Man, dear Nature’s genuine son, And not the
creature of unnatural laws, The offspring of a superstitious creed.”
King Hector (aside). “My son is eloquent, his words convince, And
yet I dare not flout the Church or State, Which bids me worship
and obey them both.”
To Vergli. “How now, mad youth, I bid thee once for all Cease this
revolt against established law, And yield obedience to our Mother
Church. My views are dreams; all Revolution is The outcome of
fantastic, rebel thought. Thou and Isola, both are dreaming fools,
Doubtless I’ll find her in a mood like thine, Which I intend to
crush relentlessly. Beware, rash lad, try me no more. Be wise. I
warn thee, Vergli, but for the last time.”
[He turns on his heel, leaving Vergli alone.
SCENE II.
A large room on an upper floor in a housed, situate in a side street,
leading off the populous thoroughfare and district of Stairway.
The room is full of men and women, of poor but respectable class.
They are listening to a somewhat eccentric looking man, who is
addressing them; Scrutus by name.
Time: Early Dawn.
Scrutus (pleadingly). “Be honest, comrades, show that which men
lack, The Courage of their own convictions. Hark! Truth’s silver
voice is pleading for you now. ’Tis Vergli, Hector’s son, who has
flung down The gauntlet of defiance against Wrong. Vergli,
himself, a disinherited; ’Tis he who has proclaimed our sacred
rights, The rights which human beings claim by right, Right,
moral and divine, and by divine I mean, as you all know, by
Nature’s law. What are these rights? They are to live and be, To
have access to Opportunity, To eat a wholesome meal once in the
day, To be afforded work and honest toil, To be assured the idle
shall not loaf, To know the infirm shall have free succour, The
aged live in comfortable homes, To be assured likewise that every
sex Shall have a voice in governing our land, That Privilege shall
never be usurped, And that in Merit only, rank shall find Its
resting place, which is its rightful due. We have the Human Right
likewise to rule Our lives by laws divine. Vergli has said, And
Vergli speaks with reason, ‘that no law Should bind Humanity but
Human law, Which law is Nature, therefore Perfection.’ A natural
religion is our right, Religion founded by the laws of God, Not
Superstition’s God, as made by priests, But God as Nature
represents this force, Whose laws no man-made creed can
controvert. Rest certain, Nature orders all things best, And when
we seek to flout her, sorrow comes. Look round ye, comrades.
Nature is oppressed, On every side the disinherited Roam
speechless, mutely wond’ring whence their pain, Begging as
Charity what is their right; Right filched from them by those who
mock and scout As wicked and immoral, Nature’s laws.”
Verita (interposing, speaks): “Scrutus is right, he voices Vergli’s
words, Words which are gold and silver in our ears. If we would
win the common rights detailed We must combine, and practice
what we preach. What do we seek to win? Just human rights, And
to be governed by diviner laws Than now prevail. Our revolution
is The evolution of both Thought and Mind, Which working
upwards yearns to find the Truth. Wander in Stairway’s slums. Is
Truth found there? No, nothing but a huge and monster lie, The
offspring of a Superstitious creed, That creed which
Sanctimonious bids us hug, And which is bolstered up by Church
and State. What has it done for us, that boasted creed? Why made
us the poor disinherited, The outcasts of a sham Society, In which
Sham’s influence is paramount; And when we cry ‘Reform,’ retorts
‘Revolt,’ And dubs our movement ‘Social Revolution.’ Our noble
Vergli calls it ‘Moral Force,’ Seeking a level where it can abide,
And influence entire Society. And thus it is, dear comrades,
without doubt, And therefore to attain it we must work, Using all
forces which we can command. We seek not Anarchy, that’s not
our creed, We ask for Human rights and Human laws, For true
religion, and not Superstition.”
A Voice. “I hear a step. Surely it is Vergli’s.”
[Enter Vergli. All rise and greet him with looks of affection.
Vergli. “The top of the morning! to you, kind friends, Our burrow
then is not evacuated?”
A Voice. “No, noble Vergli! but the ferrets prowl And sniff around its
entrance, seeking prey, The secret ‘peerers’ of our sharp Ardrigh
Are searching for that which they may devour. Vergli’s ‘free
lances,’ who are just the nuts Which Sanctimonious loves to
gobble up, Having first pulverised to dust their shells. But every
dog enjoys its day. We will Open his grace’s eyes, and make them
stare When Vergli is returned to Parliament, And his most
graciousness’s abject slave Is given the ‘good-bye’ by Stairway’s
votes.”
Vergli. “How goes it, Scrutus? How now, Verita, Are you and he
making good headway still? Shall we succeed this time? How go
the funds? Low, I’m afraid? What no? Why do you smile And
shake your head and laugh so pleasantly?”
Verita. “Because the silver lining of our cloud Is shining brightly.
Stairway is aroused, And Isola has filled our purse with gold. She
sent it secretly ‘for Vergli’s cause,’ But we know well it is Isola’s
gift. That poor Isola, pining, as the lark Pines in its gilded cage,
with eyes intent Upon the Heav’n its cagèd spirit craves.”
Vergli. “Isola, ah! yes, she is Vergli’s friend, The heart of that poor
captive beats with love For all the disinherited of Erth, Be they of
human or of brute creation, Knowing that All Creation has its
rights, The dumb brute and the voluble human. From both of
which the sanctimonious laws, Which rule Society, have filched
their dues. Isola is in heart and deed a Queen, Not that gay puppet
which man dresses up In tawdry garments trimmed with tinsel
daubs, Pulling the strings which make the puppet dance The
weird, fantastic jig his fancy loves, But what a monarch should be,
a kind friend, The people’s Maypole, round which Joy is rife And
laughter is not drowned in Suff’ring’s tears. Yet our false laws
deny her human rights, Class her with the poor idiot whose dulled
brain, Diseased by causes physical, is mute, And cannot use the
right, which nature gives To all the human family of this erth, No
matter of which sex its items are, That right to think, and speak,
and fashion laws Demanded by Necessity. Progress Demands new
laws, and busy evolution Will not be bound by antiquated
thought, Whose crude ideas no longer satisfy The ever moving
forces of Mankind. Yet Isola, proud Sanctimonious says, Has not
the right to vote or represent, Or be that, which she is, a human
being! Is she not—leastwise Sanctimonious says,— An offcast of
the man, piece of his bone, That piece, a rib, filched by God from
his side, Which he can pet, mal-use, treat as a thing Dependent on
him, not of much account, Unless it be to pander to his wants
Physical or Political, a slave. Bone of his bone? Ha! Ha! a
splintered bone? Or stay! Perhaps the long sought missing link,
The bone of that lost tail! I have it now; Oh! happy thought! Oh!
Sanctimonious, What will you pay me for this missing link? No
wonder we have searched for it in vain, Seeing your Deity made
use of it To fashion her, to whom no doubt He said, ‘Woman, thou
art indeed the tail of Man.’[3] A vast idea, is it not, Verita? Are you
not fascinated by the thought? Just ponder it. Bone of his bone.
Sublime! The missing link between the ape and man.”
Verita (laughing). “Oh! thought divine! Who dares to question now
The wondrous evolutionary power Which fashions thought, and
from an Embryo Will turn it into a discerning God. Haste Vergli!
Haste! Give Scientists the clue, Oh! Physiologists, examine quick
The rib made woman. Surely a mistake! A slip of pen, a literary
‘mot.’ If only you can reconcile that tale And get the rib to waive
its ancient claims, And find in Woman’s bones a trace of that
Most noble Relic of primeval man, Then you and Sanctimonious
can embrace And stitch up all your little differences, Hold a most
amicable, state Pow Wow, Issue a new and Authorised edition Of
a revised and up-to-date religion, Smoking together fragrant Pipes
of Peace. But Vergli, apart from joking, good news! Ay excellent
the news I have received. Isola has assured your cause success By
sending us the sinews that we lacked. I have no fear. Vergli, you’ll
be returned, The Sanctimonious nominee o’erturned, Next
Parliament will hail you an M.P.”
Vergli. “Verita, Scrutus, kindly comrades, thanks, For your brave
work on my behalf. I swear To labour in your service to the last,
Whether I represent you as M.P. Or lead you forward to fair
Freedom’s goal, As King in deed and not alone in name. Take
Vergli’s gratitude. He ne’er forgets. His aim will be to reign within
your hearts, And reap his people’s love, faithful and true. And
now, good morning to you, see the sun Is clasping in its rays those
shamefaced clouds Which Night is beckoning, as off she flies, To
leave to Day an equal spell of rule As she has held. We must not
linger here, A sadder scene demands my presence now, So let us
leave our burrow solitary, And go our diff’rent ways as silently As
we came here. We disinheriteds Will bear in mind our motto and
watchwords, ‘Forward’ to fight for ‘Liberty and Truth.’”
3. The doctrine of the formation of woman out of a man’s rib is one degrading
to her, and calculated to foster the belief held by many men, that the wife is the
husband’s property. Since my esteemed ancestress “The Rib” was made an
institution she has been treated as a chattel.—Author.
SCENE III.
Glen Glory on the Firth of Glory.
A cottage overlooking the Firth, in the island of Scota. The cottage is
covered with climbing roses and creepers, and flowers abound in
rich profusion. The cottage nestles amidst stately trees, and grassy
glades surround it, and in these glades rabbits and pheasants feed
in perfect peace and security. In this woodland retreat every kind
of bird finds a home, and their song gives glory to their joy and
happiness. Here, too, the roe deer dwells amidst the bracken and
the squirrel is permitted to revel in Life amongst the dark pines
which rear aloft their spreading branches. A rippling burn runs
through the whole Glen, making its way towards the sea, and its
waters shelter the shy brown trout, who leads, as far as man is
concerned, an undisturbed existence. Life is sacred in Glen Glory
by order of its Mistress, Merani.
Merani (stretched on a couch in her bedroom, close to an open
window. She is alone. Time: Evening): “So this is Death? How
quietly it comes, Creeping like Evening’s shadows slowly on. I feel
its presence drawing very nigh, Its cold breath hovering around
my face, Like the chill wind which heralds in a storm. God of my
heart! I do not fear its touch; It is from Thee it comes, so must be
right, The Pow’r that rules all things, that put me here And takes
me hence, will clasp me in its arms And make me still a part of
endless Life, Part of the Mighty Universe divine, Part of that
matter indestructible, Whose very death creates and recreates,
Fashioning Life from out of all decay. Oh! Life, thou art a strange
enigma here. Marred by the vices and the sins of Man, Distorted
by his weird, fantastic creed Which shapes a most impossible,
dread God And makes him parent of unnatural laws. This is the
God who judges me outcast, A prostitute, a disinherited, Because I
would not utter shameful vows, And call myself the slave of e’en a
King. And yet by the true laws, of the true God, Nature, the one
and only God I own, I am the wife of Hector, as he is The husband,
whom I loved, and loving still Claim as my wedded co-mate,
though he has Proclaimed me outcast and forced to his side That
poor Isola, loved of Escanior, Fair Escanior to whom her heart
was wed, Who died before her eyes unwillingly, For life was sweet
to him when she was nigh, And bright to her so long as he was
near. Ah! well, we suffer when we cast defiance At Nature, so
must willing hands strike down The superstitions and the lies of
Men, And fight to win fair Justice and bright Truth. Vergli, my
son, dear Scota’s rightful prince, Have I not given thee these
thoughts of mine? Yes, and have bidden thee spread them afar
And labour to achieve Success for them. Vergli, it seems to me
thou drawest nigh Often we think of those who think of us, What
binds together sudden intercourse, Community of thought?
Spirits blending? What hidden force of interchanging thought
Brings this about? Oh! Science thou art dense, Thou hast a vast
immensity to learn. Clear out the Charnel House of thy dull brain
And flood it with that penetrating thought Which some have
sneered at as Imagination. Where would all Truth have been but
for its aid? Sometimes its shapes are vague and most obscure, As
all conception is, e’en Life itself, Which from a speck becomes a
thinking brain, Fruit of the tiny atom first conceived. Thus shall
Thought be the ovule of a Life At present far beyond our
comprehension. A life whose thought, in Evolution’s arms Shall
far transcend the ovule of to-day, Bringing us knowledge that
shall pierce the veil That veil which hides the secret of Creation.”
Enter an Attendant, exclaiming: “Lady Merani, your son is here, just
come.”
Merani. “See dear Azalea to his needs, and then Bid him come to his
mother’s side. The lights are growing dim and darkness steals
Across the vision of these once bright eyes. Ah! ’tis his voice, ’tis
Vergli’s, dearest boy, So without tarrying thou seekest me? Azalea
you may leave us quite alone, It is my last ‘alone’ with my dear
son.”
Vergli (kissing her): “Mother, I bore thy message to my sire. If I
mistake not, it struck home a shaft Which made him wince
although he held high head And bade me bow to the inevitable.
But fear not mother, Truth and Right shall win, I’ll work for it
unto my latest breath. I’ll plant the seed thou gav’st me. It may be
I shall not reap the harvest it shall bring. But other hands can
reap where I have sown And in the reaping thou shalt win the
day.”
Merani. “It matters little who will reap the grain, So it is reaped.
Our work is Evolution, In which all Nature, that is God, directs
The ceaseless ever active spinning wheels Which weave the vast
materials of space Into forms known to us, and all unknown.
Here I, advancing into that unknown, Upon whose threshold I
shall shortly stand, Counsel thee Vergli to work endlessly To find
the Truth of all things by research And by developing the Thought
of Man. But Thought will never soar to heights sublime, Those
heights where dwell the knowledge that we seek, Save in the brain
of recreated Man, By which I mean the Human perfected. It is not
perfect to be full of lust, It is not perfect to have cruel hearts, It is
not perfect to oppress the weak, Or to deny to all and everything
The rights which Nature gives them as their own. The perfect man
will not delight in war, Nor crave to make his food of bleeding
flesh, The Vivisection Hell and Slaughter House, The pastime
known as ‘Sport’ and other crimes, Which Superstition and
imperfect Man Have hitherto upheld and countenanced, Will
cease to be and our fair Erth become That which Perfection shall
attain for Man, An Eden Garden, one in fact, not myth, A world
where love and kindness shall hold sway. Thus shalt thou toil
towards that far off goal. Vergli, my son, be just, be merciful, Treat
every living thing that breathes and feels As kith and kin, nor seek
to disinherit That living life of Life’s fair heritage, Nor filch from
Life its dearest privilege, The right to live and to enjoy its own.
Work to make Man divine in heart and form, Teach him that
beauty is assured to all Who shall be born of well selected mates.
Teach him that ’tis a crime to the unborn To breed unhealthy
offspring or oppress Woman with childbirth’s oft-recurring
strain. Quality, not Quantity, should be the aim, And every child
should be the fruit of love, And not of lust, incontinence or greed,
Which latter is ungoverned Passion’s child. Vergli, my son, these
are thy Mother’s words, The mother who has lived and nurtured
thee. Thou wilt be true, I feel it, for I know Thou art in truth born
of my very bone. See Evening fades. Upon horizon’s face Soft
lights are dying, slowly, as I die; Dying, but only to be born again
As all is born anew in Nature’s arms. Behind the fading evening,
darksome Night Looms like a ghost, and yet a fair-faced wraith.
Around whom brilliant worlds irradiate And glorify the endless
Universe. Behind dark Night I see the face of Dawn, Dawn,
dimpled-cheeked and rosy like a child, Dawn that proclaims the
birth of a new day, The offspring of Eternal Evolution. There is no
end, Vergli, there is no end, Who dares to say the infinite can die?
Science? Ah: Science, quit your A. B. C. And learn to read until
you find the Truth. Vergli, dear Son, thy Mother sinks to sleep
Good night, but some day it will be good morning. Kiss me,
Merani’s eyes are courting sleep, The Sleep which Death awards to
everyone. The Sleep which must awake, as certainly As cycle
wheel goes ever turning round. Bury me, Vergli, where the wild
flow’rs bloom. Kill not a single bud to deck my grave; No faded
wreaths let any man lay there. Let Nature only whisper with soft
voice When Merani rests in the lap of Erth. Hold my hand, Vergli;
see, I have no fear. Oh! Death, where is thy terror or thy sting?”
[Dies.
Vergli (kneeling down beside his Mother’s couch): “No, Mother.
Fear of Death is not for thee, Or for those others who, like thee,
believe That Nature’s laws are part of the divine, And the divine,
the great Inscrutable, And the Inscrutable, the only God, Which
Human minds cannot distort or mar, Because they cannot
formulate the thought Which shall conceive thee as thou art
indeed. I bow before thee, vast creating force, And will not dare to
mock thy Majesty By sculpturing thee in any kind of form. Yes,
Mother, I will plough and sow the grain Which thou hast
counselled me to cultivate. And it shall root, and grow, and
multiply Until the world shall shine with golden corn, And Man
shall reap and feast upon this grain, And wax beneath its potent
nourishment, A Hercules in Thought and Perfect Love, Parents of
Knowledge that we hunger for. Oh! future Thought! Oh! Perfect
Love! true mates, Creators of that Truth we yearn to find. I see ye,
yes I see ye, though afar, The time will come when we shall clasp
your hands And revel in the Knowledge yet unknown.”
[He rises, closes his Mother’s eyes and leaves the room.
End of Act I.
ACT SECOND.
SCENE I.
A large Meeting Hall in Stairway, densely filled with people. The
election of a member, for that district, to the House of Privilege, is
over, the votes have been counted, and Vergli, to the intense
surprise of the party, influenced by Sanctimonious, the Ardrigh of
Saxscober, and which has hitherto been the paramount power in
Stairway, has been declared to be the returned candidate. The
crowded meeting is awaiting his arrival, to hear an address from
him.
[Enter Vergli, Scrutus, Verita, Maxim and Members of Vergli’s
Election Committee. He receives an immense ovation. The chair is
taken by Verita, who, on silence being obtained, rises and
introduces the new Member of Privilege for Stairway in the
following speech:
Verita. “Friends; Right has triumphed. Vergli is returned. The
Cause of Progress, Human love and Truth Has made another
bound, and left behind The prison ground wherein it was
confined. For what does Vergli’s advent here portend? Why, that
the voice of Reason shall be heard, Not trembling in the slums, or
whispering In muffled accents its convincing words; But ringing
through the House of Privilege, Echoing in the Chamber of the
Bores, Re-echoing in the press and through our land, Filling the
brains of Men with new-born thought, Thought, recreated from a
vanished past, Whose sombre clouds are hastening away, And
with them the dark ages which they clothed. Now have the people
won their voice a place, And soon that voice, falling from Vergli’s
lips, Will cry aloud the human rights of Man, Which term, of
course, includes the Woman too. Vergli is Woman’s friend,
undoubtedly. His creed does not coerce her with its weight, No
Saulite dictum soils his honest lips, To him the human rights are
not controlled By that inhuman thief, Sex Privilege. His mission
here is to assist the weak, To lift the suffering from out the mire,
To give to all a chance of Happiness. To see appalling Contrasts
shall not live, To order Labour to protect itself, And Capital to
share with Labour’s toil The golden grain accruing from the two,
Instead of fabricating Millionaires.”
A Voice. “Fat-stomached monsters! Greedy Cormorants!”
[Cheers and laughter.
Verita. “You wrong the Cormorant! He fills his pouch, To satiate
hunger legitimate. ‘Fat-stomached Misshapes!’ That, I grant they
are, Sinners, beside which all the lordly Bores, Are saints
immaculate and preferable. Toil is ennobling, ease contemptible,
‘Away with such!’ That is our Vergli’s cry. But let him speak. We’ll
listen to his voice, Hearken to accents that we love so well. I yield
to our new representative, One who is such in deed, as well as
name.”
Vergli (rising). “Comrades, my thanks to you of either sex, My
cordial gratitude for all your toil, Which has resulted in a victory.
Nor can I pass from Gratitude’s fond side, Till I have bidden her
seek that of one, Whose heart is with us, though it beats behind
The gilded barrier of Palace walls. Ye know that dauntless spirit,
nameless here, Nameless, because its mention would entail
Suffering on one, whose name our hearts revere. [Murmurs of
assent. And yet one other I would speak of, too. One, who since
last ye fondly greeted me, Has sunk to sleep in Nature’s kind
embrace; My Mother, Merani, who taught Vergli To make the
Cause of all who suffer woe, His own. To save the disinherited,
And preach the Gospel of Fair Play and Truth. [Murmurs of
assent. The Gospel of Fair Play means equal laws, And equal
opportunities to all, Women and Men, to live an honoured life, To
toil, but reap the fruits of honest toil. Fair Play demands that men
who sow shall reap, Not toil to bolster up a selfish Log! For
instance, let us take as an example Two men of Property. One
owns a mill, The other owns a coal mine. Both pay well. How
should these owners work their properties? Is not the wages
system a mistake? Would not Co-operation simplify And bind
together owner, workman, all? Let him who owns and those who
work, receive Their fair division of the profits reaped. The owner
gives the land and the machines To work the raw material,
yielding gain. Let this be calculated as his toil, And grain,
proportionate to such, bestowed, While those, whose labour has
produced the grain, Receive their fair share of the profits too.
Thus all would have an interest in the work, And feel they
laboured not, nor toiled in vain. Strikes and disputes would fade
like restless dreams, And Brotherhood would knit the hearts of
men. Fair Play demands that money for the State Shall be
collected, so that all shall pay, And pay in due proportion to their
means, Allowance given for the right to live. He who earns just
sufficient for his needs Should not be asked to give his daily bread,
But all who profit by their toil should yield Unto the State their
equitable share; Commodities required in daily life, And necessary
to the weal of Man, Should not be taxable, but free as air, And
luxuries alone be charged upon. Fair Play demands that Squalor
shall not be, That bread and wholesome food shall be Man’s due,
That able-bodied persons shall not loaf, That none shall be denied
the right to work, That habitations must be fit abodes, Not dens of
Misery and Pestilence, That cruelty to man or to the brute Shall be
a most severely punished Crime, For Cruelty to anything that feels
Is Crime undoubtedly. We have no right, No right, I say, and say it
solemnly, To mete out pain to any sentient thing. The Gospel of
Fair Play demands this. Hark! Comrades, its far-famed tenets
sound aloud ‘Thou shalt not kill,’ ‘Be merciful, be just,’ ‘Do unto
others what ye would have done Unto yourselves.’ These are Fair
Play’s commands. He who would reap the grain of Happiness
Must sow as he would reap. He must be just. And now I would
point out that Truth derides, Derides with scorn all priestly
superstition. If priests would be, they must adhere to Truth, They
must not seek to bolster up a lie. Truth only dwells in Nature. She
abides With her sole God, the endless Universe. Go, seek her
there, and not in fairy tales, Proclaim her as she is, not cloaked in
sham. Truth is a meteor leading on to more, Leading to where
abounding knowledge reigns. Where Truth is not, Falsehood
alone can be. Comrades, I pray ye, give your hearts to Truth And
let your reasoning be drilled by her. Laws or Religions founded on
a lie Cannot be good, nay more, they are pernicious. Laws born of
Truth must be what men should frame. I go to struggle to attain
this end. Now, let me map a programme and a creed, Both of
which shall be our unerring guide, And which shall ultimately
Freedom win And give to all the disinherited That which is theirs,
their own, their simple right, The right of all things living to enjoy
And to preserve their lives in Comfort’s arms. But first take in the
fact that Human Life, And much of brute creation can exist, And is
intended to exist on grain, On fruit, on vegetables, likewise herbs,
And not upon the bleeding, tortured flesh Of animals, bred for
immoral use, As such flesh-eating is, when Nature’s laws Proclaim
Man and a part of brute Creation Intended to be non-carnivorous.
I urge this point upon you. All around Land bids you live upon
her wholesome fruit. Throughout the world the natural food of
Man Teems in unbounded wealth awaiting him. Let him put forth
his hand, and pluck, and eat. Rememb’ring always also
Moderation. Kill not for food, and where Necessity Demands the
sacrifice of sentient life, Kill with all kindness and with due regard
To Physical—and Mental—feelings. Pain Is a nerve-racking, dread
experience, Especially unto the dumb Creation, Who cannot
question, yet are forced to bear That dread experience, all
unwillingly. Our programme then must be to fashion laws Akin to
Nature for the people’s good, To overturn the thief, Sex Privilege,
To make all property, when worked by toil Co-operative in the
profits shared, And land, the birthright of the Human race.
Wealth must remember what its duties are, And never hoard its
substance greedily. Taxation must be regulated by Far juster and
more equitable laws Than now prevail. Justice must reign, and
though Equality can never be until All men are perfect, we must
have a care That ghastly contrasts are impossible. To Woman give
all reverence. Hark! ye, Men, The crime of Prostitution, is a crime
In Vergli’s eyes worse than foul murder’s act. Woman and Man
were born to be together, But Nature’s tie should bind the two as
one. It is the marriage service, which no creed Should dare to
trample on or overturn. See here I stand a disinherited, I am the
Prince of Scota, yet denied By that false creed of Sanctimonious,
The right to call myself legitimate. By that same creed my mother
was condemned And called a Prostitute, while Isola, Who did not
wish to wed my father, holds The empty title of a Consort Queen
And stands by him his legal prostitute. Oh! hideous travesty of
Nature’s law, Oh! hateful doctrine of a priestly creed. Call it not
God’s, for Nature cries it Shame! And Nature is alone the real,
true God. So now I leave ye bent on Evolution. Men have declared
us Revolutionists, Not so, we are but Evolutionists, Evolving
Order out of Chaos, and Creating where Creation is required. Let
us be true unto our principles, Come weal, come woe, stick to
them everyone, And if we work and practise what we preach,
Assuredly shall Victory be ours.”
[Amidst a scene of intense enthusiasm, Vergli declares the meeting
at an end and leaves the hall with his supporters.

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