Professional Documents
Culture Documents
Full Download PDF of (Ebook PDF) Elementary & Intermediate Algebra For College Students, Media Update 4th Edition All Chapter
Full Download PDF of (Ebook PDF) Elementary & Intermediate Algebra For College Students, Media Update 4th Edition All Chapter
http://ebooksecure.com/product/intermediate-algebra-for-college-
students-10th-edition-ebook-pdf/
http://ebooksecure.com/product/ebook-pdf-intermediate-algebra-
for-college-students-7th-edition/
http://ebooksecure.com/product/original-pdf-intermediate-algebra-
for-college-students-10th-edition/
http://ebooksecure.com/product/ebook-pdf-intermediate-algebra-
for-college-students-9th-edition/
(eBook PDF) Introductory & Intermediate Algebra for
College Students 5th Edition
http://ebooksecure.com/product/ebook-pdf-introductory-
intermediate-algebra-for-college-students-5th-edition/
http://ebooksecure.com/product/ebook-pdf-elementary-geometry-for-
college-students-7th-edition/
http://ebooksecure.com/product/ebook-pdf-elementary-geometry-for-
college-students-6th-edition/
http://ebooksecure.com/product/ebook-pdf-introductory-algebra-
for-college-students-8th-edition/
http://ebooksecure.com/product/ebook-pdf-elementary-and-
intermediate-algebra-4th-edition-by-tom-carson/
Contents vii
Appendices 915
Appendix A Review of Decimals and Percent 915
Appendix B Finding the Greatest Common Factor and Least Common
Denominator 918
Appendix C Geometry 921
Appendix D Review of Exponents, Polynomials, and Factoring 925
Answers A1
Applications Index I1
Subject Index I5
Preface
This book was written for college students and other Enhancements to Resources
adults who have never been exposed to algebra or who • The Chapter Test Prep Video and Lecture Series
have been exposed but need a refresher course. Our pri- Videos are now captioned in both English and Spanish.
mary goal was to write a book that students can read, un- The videos are available in MyMathLab. The Chapter
derstand, and enjoy. To achieve this goal we have used Test Prep videos are also available on YouTube.
short sentences, clear explanations, and many detailed, • MyMathLab and MathXL have been significantly
worked-out examples. We have tried to make the book rel- updated including:
evant to college students by using practical applications of
algebra throughout the text. 1. A substantial increase in exercises coverage
The many factors that contributed to the success of the 2. Suggested Assignments in homework builder
previous editions have been retained. In preparing this re- 3. New study skills and math-reading connections
vision, we considered the suggestions of instructors and stu- coverage
dents throughout the country. The Principles and Standards
for School Mathematics, prepared by the National Council Features of the Text
of Teachers of Mathematics (NCTM), and Beyond Cross-
roads: Implementing Mathematics Standards in the First Full-Color Format
Two Years of College, by the American Mathematical Asso- Color is used pedagogically in the following ways:
ciation of Two-Year Colleges (AMATYC) together with
advances in technology, influenced the writing of this text. • Important definitions and procedures are color
screened.
• Color screening or color type is used to make other
New to This Edition important items stand out.
One of the most important features of the text is its read- • Artwork is enhanced and clarified with use of multi-
ability. The book is very readable for students of all reading ple colors.
skill levels. The Fourth Edition continues this emphasis and • The full-color format allows for easy identification of
has been revised with a focus on improving accessibility and important features by students.
addressing the learning needs and styles of today’s students. • The full-color format makes the text more appealing
To this end, the following changes have been made: and interesting to students.
Goals of This Chapter text, discusses such study skills. This section should be very
This feature on the chapter opener page gives students a beneficial for your students and should help them to
preview of the chapter and also indicates where this achieve success in mathematics.
material will be used again in other chapters of the book.
This material helps students see the connections among Understanding Algebra
various topics in the book and the connection to real- The new Understanding Algebra boxes appear in the mar-
world situations. gin throughout the text. Placed at key points,
Understanding Algebra helps students focus on the impor-
The Use of Icons tant concepts and facts that they need to master.
At the beginning of each exercise set the icons for
MathXL®, , and for MyMathLab, , Helpful Hints
are illustrated to remind students of these homework re- The Helpful Hint boxes offer useful suggestions for
sources. problem solving and other varied topics. They are set off
in a special manner so that students will be sure to read
Keyed Section Objectives them.
Each section opens with a list of skills that the student
should learn in that section. The objectives are then keyed Avoiding Common Errors
to the appropriate portions of the sections with blue num-
Common student errors are illustrated. Explanations of
bers such as 1 .
why the shown procedures are incorrect are given. Expla-
nations of how students may avoid such errors are also
Problem Solving presented.
Pólya’s five-step problem-solving procedure is discussed in
Section 1.2. Throughout the book, problem solving and
Pólya’s problem-solving procedure are emphasized.
Exercise Sets
Practical Applications The exercise sets are broken into three main categories:
Practical applications of algebra are stressed throughout Warm-Up Exercises, Practice the Skills, and Problem Solv-
the text. Students need to learn how to translate applica- ing. Many exercise sets also contain Concept/Writing,
tion problems into algebraic symbols. The problem-solving Challenge Problems, and/or Group Activities. Each exer-
approach used throughout this text gives students ample cise set is graded in difficulty. The early problems help de-
practice in setting up and solving application problems. velop the student’s confidence, and then students are
The use of practical applications motivates students. eased gradually into the more difficult problems. A suffi-
cient number and variety of examples are given in each
Detailed, Worked-Out Examples section for the student to successfully complete even the
more difficult exercises. The number of exercises in each
A wealth of examples have been worked out in a step-by- section is more than ample for student assignments and
step, detailed manner. Important steps are highlighted in practice.
color, and no steps are omitted until after the student has
seen a sufficient number of similar examples.
Warm-Up Exercises
Now Try Exercises Exercise sets now begin with new Warm-Up Exercises.
These fill-in-the-blank exercises include an emphasis on
In each section, after each example, students are asked to vocabulary. They serve as a great warm-up to the home-
work an exercise that parallels the example given in the work exercises or as 5-minute quizzes.
text. These Now Try Exercises make the students active,
rather than passive, learners and they reinforce the con-
cepts as students work the exercises. Through these exercis- Problem-Solving Exercises
es, students have the opportunity to immediately apply These exercises help students become better thinkers and
what they have learned. After each example, Now Try problem solvers. Many of these exercises involve real-life
Exercises are indicated in green type such as Now Try applications of algebra. It is important for students to be
Excercise 27. They are also indicated in green type in the ex- able to apply what they learn to real-life situations. Many
ercise sets, such as 27. problem-solving exercises help with this.
material. Many of these exercises involve problem solving Chapter Practice Tests
and conceptualization and help develop better reasoning The comprehensive end-of-chapter practice test will enable
and critical thinking skills. These exercises are located fol- the students to see how well they are prepared for the actu-
lowing the Problem-Solving exercises within the end-of- al class test. The section where the material was first intro-
section exercise sets. duced is indicated in brackets in the student answers.
INSTRUCTOR RESOURCES
TestGen®
• Available for download from the IRC
Jeanne Pirie, Erie Community College (North), NY Andrea Vorwark, Maple Woods Community College, MO
David Price, Tarrant County College, TX Ken Wagman, Gavilan Community College, CA
Elise Price, Tarrant County College, TX Patrick Ward, Illinois Central College, IL
Dennis Reissig, Suffolk County Community College, NY Robert E. White, Allan Hancock College, CA
Linda Retterath, Mission College, CA Cindy Wilson, Henderson State University, AZ
Dale Rohm, University of Wisconsin–Stevens Point, WI Ronald Yates, Community College of Southern
Behnaz Rouhani, Athens Technical College, GA Nevada, NV
Troy Rux, Spokane Falls Community College, WA
Hassan Saffari, Prestonburg Community College, KY Focus Group Participants
Brian Sanders, Modesto Junior College, CA Linda Barton, Ball State University, IN
Glenn R. Sandifer, San Jacinto Community College, Karen Egedy, Baton Rouge Community College, LA
(Central), TX Daniel Fahringer, Harrisburg Area Community College, PA
Rebecca Schantz, Prairie State College, IL Sharon Hansa, Longview Community College, MO
Cristela Sifuentez, University of Texas–Pan American, TX Cynthia Harrison, Baton Rouge Community College, LA
Rick Silvey, St. Mary College, KS Judy Kasabian, El Camino College, CA
Julia Simms, Southern Illinois University–Edwardsville, IL Mark Molino, Erie Community College, NY
Linda Smoke, Central Michigan University, MI Kris Mudunuri, Long Beach City College, CA
Jed Soifer, Atlantic Cape Community College, NJ Fred Peskoff, Borough of Manhattan Community
Richard C. Stewart, Monroe Community College, NY College, NY
Elizabeth Suco, Miami–Dade College, FL David Price, Tarrant County College, TX
Fereja Tahir, Illinois Central College, IL Elise Price, Tarrant County College, TX
Harold Tanner, Orangeburg–Calhoun Technological Adrian Ranic, Erie Community College, NY
College, SC Dale Siegel, Kingsborough Community College, NY
Dale Thielker, Ranken Technological College, MO Christopher Yarish, Harrisburg Area Community
Burnette Thompson, Jr., Houston Community College, TX College, PA
Mary Vachon, San Joaquin Delta College, CA
To the Student
Algebra is a course that requires active participation. You Cumulative Review Exercises. You should work these
must read the text and pay attention in class, and, most im- problems on a regular basis, even if they are not assigned.
portant, you must work the exercises. The more exercises These problems are from earlier sections and chapters of
you work, the better. the text, and they will refresh your memory and reinforce
The text was written with you in mind. Short, clear sen- those topics. If you have a problem when working these ex-
tences are used, and many examples are given to illustrate ercises, read the appropriate section of the text or study
specific points. The text stresses useful applications of alge- your notes that correspond to that material. The section of
bra. Hopefully, as you progress through the course, you the text where the Cumulative Review Exercise was intro-
will come to realize that algebra is not just another math duced is indicated by brackets, [ ], to the left of the exercise.
course that you are required to take, but a course that of- After reviewing the material, if you still have a problem,
fers a wealth of useful information and applications. make an appointment to see your professor. Working the
This text makes full use of color. The different colors Cumulative Review Exercises throughout the semester will
are used to highlight important information. Important also help prepare you to take your final exam.
procedures, definitions, and formulas are placed within Near the middle of each chapter is a Mid-Chapter Test.
colored boxes. You should take each Mid-Chapter Test to make sure you
The boxes marked Understanding Algebra should be understand the material up to that point. The section
studied carefully. They emphasize concepts and facts that where the material was first introduced is given in brackets
you need to master to succeed. Helpful Hints should be after the answer in the answer section of the book.
studied carefully, for they stress important information. Be At the end of each chapter are a Chapter Summary,
sure to study Avoiding Common Errors boxes. These Chapter Review Exercises, a Chapter Practice Test, and a
boxes point out common errors and provide the correct Cumulative Review Test. Before each examination you
procedures for doing these problems. should review this material carefully and take the Chapter
After each example you will see a Now Try Exercise ref- Practice Test (you may want to review the Chapter Test Prep
erence, such as Now Try Exercise 27.The exercise indicated is Video also). If you do well on the Chapter Practice Test, you
very similar to the example given in the book.You may wish should do well on the class test.The questions in the Review
to try the indicated exercise after you read the example to Exercises are marked to indicate the section in which that
make sure you truly understand the example. In the exercise material was first introduced. If you have a problem with a
set, the Now Try Exercises are written in green, such as 27. Review Exercise question, reread the section indicated. You
Some questions you should ask your professor early in may also wish to take the Cumulative Review Test that ap-
the course include: What supplements are available for pears at the end of every chapter (starting with Chapter 2).
use? Where can help be obtained when the professor is not In the back of the text there is an answer section that
available? Supplements that may be available include the contains the answers to the odd-numbered exercises, in-
Student Solutions Manual; the Lecture Series Videos; the cluding the Challenge Problems. Answers to all Cumula-
Chapter Test Prep Videos; ; and . tive Review Exercises, Mid-Chapter Tests, Chapter Review
All these items are discussed under the heading of Exercises, Chapter Practice Tests, and Cumulative Review
Supplements in Section 1.1 and listed in the Preface. Tests are provided. Answers to the Group Activity exercis-
You may wish to form a study group with other students es are not provided, for we wish students to reach agree-
in your class. Many students find that working in small ment by themselves on answers to these exercises. The
groups provides an excellent way to learn the material. By answers should be used only to check your work. For the
discussing and explaining the concepts and exercises to Mid-Chapter Tests, Chapter Practice Tests, and Cumulative
one another, you reinforce your own understanding. Once Review Tests, after each answer the section number where
guidelines and procedures are determined by your group, that type of exercise was covered is provided.
make sure to follow them. We have tried to make this text as clear and error free as
One of the first things you should do is to read Section possible. No text is perfect, however. If you find an error in
1.1, Study Skills for Success in Mathematics. Read this sec- the text, or an example or section that you believe can be im-
tion slowly and carefully, and pay particular attention to proved, we would greatly appreciate hearing from you. If
the advice and information given. Occasionally, refer back you enjoy the text, we would also appreciate hearing from
to this section. This could be the most important section of you. You can submit comments to math@pearson.com, sub-
the book. Pay special attention to the material on doing ject for Allen Angel and Dennis Runde.
your homework and on attending class. Allen R. Angel
At the end of all exercise sets (after the first two) are Dennis C. Runde
xvi
1
Real Numbers
1
2 Chapter 1 Real Numbers
Prepare for and Attend Class To be prepared for class, you need to do your homework
assignments completely. If you have difficulty with the homework, or some of the concepts,
write down questions to ask your instructor. If you were given a reading assignment,
read the appropriate material carefully before class.
Section 1.1 Study Skills for Success in Mathematics 3
After the material is explained in class, read the corresponding sections of the
text slowly and carefully, word by word.
You should plan to attend every class. Generally, the more absences you have, the
lower your grade will be. Every time you miss a class, you miss important information.
If you must miss a class, contact your instructor ahead of time, and get the reading as-
signment and homework. If possible, before the next class, try to copy a friend’s notes
to help you understand the material you missed.
In algebra and other mathematics courses, the material you learn is cumulative.
The new material is built on material that was presented previously. You must under-
stand each section before moving on to the next section, and each chapter before moving
on to the next chapter. Therefore, do not let yourself fall behind. Seek help as soon as you
need it—do not wait! You will greatly increase your chance of success in this course by
following the study skills presented in this section.
While in class, pay attention to what your instructor is saying. If you don’t under-
stand something, ask your instructor to repeat the material. If you don’t ask questions,
your instructor will not know that you have a problem understanding the material.
In class, take careful notes. Write numbers and letters clearly, so that you can read
them later. Make sure your x’s do not look like y’s and vice versa. It is not necessary to
write down every word your instructor says. Copy the major points and the examples
that do not appear in the text. You should not be taking notes so frantically that you
lose track of what your instructor is saying.
Read the Text Mathematics textbooks should be read slowly and carefully, word by
word. If you do not understand something, reread that material. It is a good idea to
read with a pencil in your hand, making notes as you proceed.
Don’t panic! As you read the examples, notice that the “flow” is basically down-
ward. It is a challenge but try to understand the reasons for each step. This downward
movement is a sequence of steps that takes a problem from statement toward its solu-
tion. Each step is important to understand. If you have trouble with the rationale for a
step, you should ask your instructor for clarification.
When you come across a new concept or definition, you may wish to underline or
highlight it so that it stands out. Then it will be easier to find later. Also, work the Now
Try Exercises that appear in the text following each example. The Now Try Exercises
are designed so that you have the opportunity to immediately apply new ideas. Make
notes of things you do not understand to ask your instructor.
There are numerous boxes in the left margin marked Understanding Algebra.
These boxes give alternative wording and additional illustration of important concepts.
You may want to give these special attention as you read and see how they help with
topics in the text and examples.
This textbook has other special features to help you. I suggest that you pay partic-
ular attention to these highlighted features, including the Avoiding Common Errors
boxes, the Helpful Hint boxes, and important procedures and definitions identified by
color. The Avoiding Common Errors boxes point out the most common errors made by
students. Read and study this material very carefully and make sure that you under-
stand what is explained. If you avoid making these common errors, your chances of
success in this and other mathematics classes will be increased greatly. The Helpful
Hints offer many valuable techniques for working certain problems. They may also
present some very useful information or show an alternative way to work a problem.
Do the Homework Two very important commitments that you must make to be suc-
cessful in this course are attending class and doing your homework regularly. Your as-
signments must be worked conscientiously and completely. Do your homework as
soon as possible, so the material presented in class will be fresh in your mind. It is
through doing homework that you truly learn the material. While working home-
work you will become aware of the types of problems that you need further help
with. If you do not work the assigned exercises, you will not know what questions to
ask in class.
When you do your homework, make sure that you write it neatly and carefully.
Pay particular attention to copying signs and exponents correctly.
4 Chapter 1 Real Numbers
Don’t forget to check the answers to your homework assignments. This book con-
tains the answers to the odd-numbered exercises in the back of the book. In addition,
the answers to all the Cumulative Review Exercises, Mid-Chapter Tests, Chapter Re-
view Exercises, Chapter Practice Tests, and Cumulative Review Tests are in the back of
the book. The section number where the material is first introduced is provided next to
the exercises for the Cumulative Review Exercises and Chapter Review Exercises. The
section number where the material is first introduced is provided with the answers in
the back of the book for the Mid-Chapter Tests, Chapter Practice Tests, and Cumula-
tive Review Tests. Answers to the Group Activity Exercises are not provided because
we want you to arrive at the answers as a group.
Ask questions in class about homework problems you don’t understand. You
should not feel comfortable until you understand all the concepts needed to work
every assigned problem successfully.
Study for Class Study in the proper atmosphere, in an area where you will not be con-
stantly disturbed, so that your attention can be devoted to what you are reading. The
area where you study should be well ventilated and well lit. You should have sufficient
desk space to spread out all your materials. Your chair should be comfortable. You
should try to minimize distractions while you are studying. You should not study for
hours on end. Short study breaks are a good idea.
Before you begin studying, make sure that you have all the materials you need
(pencils, markers, calculator, etc.). You may wish to highlight the important points cov-
ered in class or in the book.
It is recommended that students study and do homework for at least two hours
for each hour of class time. Some students require more time than others. It is impor-
tant to spread your studying time out over the entire week rather than studying during
one large block of time.
When studying, you should not only understand how to work a problem but also
know why you follow the specific steps you do to work the problem. If you do not have
an understanding of why you follow the specific process, you will not be able to trans-
fer the process to solve similar problems.
This book has Mid-Chapter Tests in the middle of each chapter. These exercis-
es reinforce material presented in the first half of the chapter. They will also help
you determine if you need to go back and review the topics covered in the first half
of the chapter. For any of the Mid-Chapter Test questions that you get incorrect,
turn to the section provided with the answers in the back of the book and review
that section. This book also has Cumulative Review Exercises at the end of every
section after Section 1.2. These exercises reinforce material presented earlier in the
course, and you will be less likely to forget the material if you review it repeatedly
throughout the course. The exercises will also help prepare you for the final exam.
Even if these exercises are not assigned for homework, I urge you to work them as
part of your studying process.
Prepare for Midterm and Final Exam When studying for a comprehensive midterm or
final exam follow the procedures discussed for preparing for an exam. However, also:
1. Study all your previous tests and quizzes carefully. Make sure that you have
learned to work the problems that you may have previously missed.
2. Work the Cumulative Review Test at the end of each chapter. These tests cover the
material from the beginning of the book to the end of that chapter.
© Lisa F. Young/Shutterstock
3. If your instructor has given you a worksheet or practice exam, make sure that you
complete it. Ask questions about any problems you do not understand.
4. Begin your studying process early so that you can seek all the help you need in a
timely manner.
Take an Exam Make sure you get sufficient sleep the night before the test. Arrive at
the exam site early so that you have a few minutes to relax before the exam. If you rush
into the exam, you will start out nervous and anxious. After you are given the exam,
you should do the following:
1. Carefully write down any formulas or ideas that you want to remember.
2. Look over the entire exam quickly to get an idea of its length. Also make sure that
no pages are missing.
3. Read the test directions carefully.
4. Read each question carefully. Show all of your work. Answer each question com-
pletely, and make sure that you have answered the specific question asked.
5. Work the questions you understand best first; then go back and work those you are
not sure of. Do not spend too much time on any one problem or you may not be
able to complete the exam. Be prepared to spend more time on problems worth
more points.
6. Attempt each problem. You may get at least partial credit even if you do not ob-
tain the correct answer. If you make no attempt at answering the question, you will
lose full credit.
7. Work carefully step by step. Copy all signs and exponents correctly when work-
ing from step to step, and make sure to copy the original question from the test
correctly.
6 Chapter 1 Real Numbers
8. Write clearly so that your instructor can read your work. If your instructor cannot
read your work, you may lose credit. When appropriate, make sure that your final
answer stands out by placing a box around it.
9. If you have time, check your work and your answers.
10. Do not be concerned if others finish the test before you or if you are the last to fin-
ish. Use any extra time to check your work.
Stay calm when taking your test. Do not get upset if you come across a problem
you can’t figure out right away. Go on to something else and come back to that prob-
lem later.
Use Supplements This text comes with a large variety of supplements. Find out from
your instructor early in the semester which supplements are available and might be
beneficial for you to use. Supplements should not replace reading the text, but should
be used to enhance your understanding of the material. If you miss a class, you may
want to review the video on the topic you missed before attending the next class.
The supplements available are: the Student Solutions Manual which works out
the odd section exercises as well as all the end-of-chapter exercises; the Lecture Series
Videos, which show about 20 minutes of lecture per section; the Chapter Test Prep
Video, which works out every problem in every Chapter Practice Test; Math-
XL®, a powerful online tutorial and homework system; MyMathLab, the
online course which houses MathXL. The Lecture Series Videos and Chapter Test Prep
Videos are available through MyMathLab. The Chapter Test Prep Videos are also
available on YouTube (search Angel “Elementary and Intermediate Algebra” and
click on “Channels”).
Seek Help Be sure to get help as soon as you need it! Do not wait! In mathematics,
one day’s material is usually based on the previous day’s material. So, if you don’t
understand the material today, you may not be able to understand the material
tomorrow.
Where should you seek help? There are often a number of resources on campus.
Try to make a friend in the class with whom you can study. Often, you can help one an-
other. You may wish to form a study group with other students in your class. Discussing
the concepts and homework with your peers will reinforce your own understanding of
the material.
You should know your instructor’s office hours, and you should not hesitate to seek
help from your instructor when you need it. Make sure you read the assigned material
and attempt the homework before meeting with your instructor. Come prepared with
specific questions to ask.
Section 1.2 Problem Solving 7
There are often other sources of help available. Many colleges have a mathemat-
ics lab or a mathematics learning center where tutors are available. Ask your instructor
early in the semester where and when tutoring is available. Arrange for a tutor as soon
as you need one.
A Final Word You can be successful at mathematics if you attend class regularly, pay
attention in class, study your text carefully, do your homework daily, review regularly,
and seek help as soon as you need it. Good luck in your course and remember:
Mathematics is not a spectator sport!
Understanding In step 2 we use the words algebraic expression. An algebraic expression, some-
Algebra times simply referred to as an expression, is a general term for any collection of num-
bers, letters (called variables), grouping symbols such as parentheses ( ) or brackets [ ],
An expression is a collection of
and operations (such as addition, subtraction, multiplication, and division). In this sec-
numbers, letters, grouping
symbols, and operations.
tion we will not be using variables, so we will discuss their use later.
Examples of Expressions
3 + 4, 6112 , 32, 122172
The following examples show how to apply the guidelines for problem solving. In
some problems it may not be possible or necessary to list every step in the procedure.
If you need to review procedures for adding, subtracting, multiplying, or dividing deci-
mal numbers, or if you need a review of percents, read Appendix A before proceeding.
the world. The local toy store is only minutes from Georgia’s house. Therefore, the
cost of gasoline for her car will not factor into her decision. On eBay, the three
games Georgia would like to purchase cost $5.99, $9.95, and $19.95. Shipping costs
for the games would total $11.10. There would be no sales tax on this purchase. At
the local toy store, the total cost for the same three games would be $57.89 plus
8.25% sales tax.
a) Which would be less expensive for Georgia, purchasing the games on eBay or at
the local toy store?
b) How much would Georgia save by making the less expensive purchase?
Another random document with
no related content on Scribd:
nemrég vétetett, azok is csak lovak, s ilyen nyomorúságos időben
senkinék sem válnék szégyenére. E helyett egy nagy darab
határszéli föld eladását indítványozta, a melyre a szomszédbirtokos,
a mint tisztje mondja, rég áhítozik és jó pénzt megadna érette.
– Ősi birtokomból adjak el valamit – folytatta Radnóthy még
hevesebben – azt a szép darab földet? Soha. A nemesi birtok,
számtartó uram, nem városi ház, a melyet adni-venni, cserélni-
berélni lehet. Azt karddal szerezték, az szent dolog, az a családé,
nem egy emberé. Úgy adom át fiamnak, a mint atyámtól örököltem.
Annak a grófnak adjam el, a ki mindig ellenségem volt, alispánná
választatásomat is ellenezte? Soha. Inkább éhen halok meg. Bezzeg
szeretné az én szép földemmel kikerekíteni az ő dib-dáb földjeit –
semmi sem lesz belőle – számtartó uram pedig ne czimboráljon az
én ellenségem embereivel.
A számtartó most is hallgatott, nem merte megjegyezni, hogy az
a szép darab föld az idén is vetetlen maradt, mert az elcsapott
tiszttartó nem bírta megmíveltetni, sőt még azt is elmulasztá, hogy
felébe adja ki; új indítványnyal állott elő, tanácsolta, hogy állíttassa
helyre pálinkafőzőjét, árultassa saját pálinkáját a falu korcsmáján,
mert bizony most a mástól vett pálinka árultatása keveset
jövedelmez.
– Mit, én pálinkát főzessek, a finánczokkal vesződjem,
törvénytelen adót szaporítsak? Számtartó uram ilyeneket ne merjen
nekem beszélni. A pipát is azért hagyom el, hogy ne szaglálódjanak
utánam a finánczok. Én pálinkát főzessek? Hogy’ jut eszébe ilyesmi?
Teremtette, nem tanácsolná azt is, hogy álljak be bezirkernek, mert
akkor több jövedelmem lesz.
A számtartó nem mert egy darabig szólani. Radnóthy hevesen
járt fel s alá, s folyvást a törvénytelen adó ellen dühöngött. Később,
midőn csendesülni kezdett, a számtartó újra bátorságot vett, s az
erdő eladását hozta szóba.
– Azt a szép erdőt – kiáltá újra Radnóthy – az valóságos
prédálás lenne. Nem tudja, számtartó uram, hogy ezelőtt egy
hónappal is el akartunk adni belőle egy darabot, vagy ötven szekér
fát, s mily keveset igért a vásárhelyi pálinkafőző. Most sem ad
többet. A jó gazdának mindent a maga idejében kell eladni, a mikor
ára van s nem elprédálni, csakhogy pénzt lásson. Mindig úgy tettem
és soh’ sem bántam meg.
Valóban igazat mondott; hajdan jó gazda volt, s talán még most
is az, ha nem éri annyi politikai és családi csapás és jószága régi
állapotjában van, de ez az örökös összetévesztése a múltnak és
jelennek, hol büszkeségből, hol bánatból, hol bosszúságból, ez az
örökös tervezés, tétlen álmodozás, zavarba hozták minden dolgát és
szakadatlan keserítették. Most is alig egyezett belé az erdő
eladásába, már megbánta, más tervet dolgozott ki, s midőn mégis el
kellett adnia, vigasztalhatatlan lőn. Azt hitte, hogy az egész megye
csak róla beszél, hogyan pazarolja erdejét, mily rossz gazda, mily
koldus méltóságos úr, mily ütött-kopott alispán, a ki meggyalázza
egész multját.
– Azt a szép erdőt – kiáltá újra Radnóthy –
valóságos prédálás lenne.