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iv Contents

3 Polynomial and Rational Functions 243

3.1 Quadratic Functions 244
3.2 Polynomial Functions of Higher Degree 254
3.3 Real Zeros of Polynomial Functions 266
3.4 The Fundamental Theorem of Algebra 281
3.5 Rational Functions and Asymptotes 288
3.6 Graphs of Rational Functions 297
3.7 Quadratic Models 307
Chapter Summary 314
Review Exercises 316
Chapter Test 320
Proofs in Mathematics 321

4 Exponential and Logarithmic Functions 323

4.1 Exponential Functions and Their Graphs 324
4.2 Logarithmic Functions and Their Graphs 336
4.3 Properties of Logarithms 347
4.4 Solving Exponential and Logarithmic Equations 354
4.5 Exponential and Logarithmic Models 365
4.6 Nonlinear Models 377
Chapter Summary 386
Review Exercises 388
Chapter Test 392
Library of Parent Functions Review 393
Proofs in Mathematics 395
Progressive Summary (Chapters P– 4) 396

5 Linear Systems and Matrices 397

5.1 Solving Systems of Equations 398
5.2 Systems of Linear Equations in Two Variables 408

y
5.3 Multivariable Linear Systems 417
5.4 Matrices and Systems of Equations 432
5.5 Operations with Matrices 446
5.6 The Inverse of a Square Matrix 460
5.7 The Determinant of a Square Matrix 469

3
5.8 Applications of Matrices and Determinants 476
Chapter Summary 486
Review Exercises 488
Chapter Test 494

2
Cumulative Test: Chapters 3– 5 495
Proofs in Mathematics 497

x
2x −2 −1 1 2 3
f x
x 3 −2
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 Contents v

6 Sequences, Series, and Probability 499

6.1 Sequences and Series 500
6.2 Arithmetic Sequences and Partial Sums 511
6.3 Geometric Sequences and Series 519
6.4 The Binomial Theorem 529
6.5 Counting Principles 537
6.6 Probability 546
Chapter Summary 556
Review Exercises 558
Chapter Test 561
Proofs in Mathematics 562

7 Conics and Parametric Equations 565

7.1 Circles and Parabolas 566
7.2 Ellipses 577
7.3 Hyperbolas 586
7.4 Parametric Equations 596
Chapter Summary 604
Review Exercises 606
Chapter Test 610
Cumulative Test: Chapters 6 –7 611
Proofs in Mathematics 613
Progressive Summary (Chapters P–7) 614

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vi Contents

Appendices
Appendix A Technology Support Guide A1
Appendix B Concepts in Statistics (web)
B.1 Measures of Central Tendency and Dispersion
B.2 Least Squares Regression
Appendix C Variation (web)
Appendix D Solving Linear Equations and Inequalities (web)
Appendix E Systems of Inequalities (web)
E.1 Solving Systems of Inequalities
E.2 Linear Programming
Appendix F Mathematical Induction (web)

Answers to Odd-Numbered Exercises and Tests A25

Index of Selected Applications A101
Index A103

3
2

x
2x −2 −1 1 2 3
f x
x 3 −2
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 Preface

Welcome to College Algebra: Real Mathematics, Real People, Seventh Edition. I am proud to present to you this
new edition. As with all editions, I have been able to incorporate many useful comments from you, our user. And
while much has changed in this revision, you will still find what you expect—a pedagogically sound, mathematically
precise, and comprehensive textbook. In this book you will see how algebra is used by real people to solve real-life
problems and make real-life decisions.
In addition to providing real and relevant mathematics, I am pleased and excited to offer you something brand
new—a companion website at LarsonPrecalculus.com. My goal is to provide students with the tools they need
to master algebra.

New To This Edition

NEW LarsonPrecalculus.com
This companion website offers multiple tools and resources
to supplement your learning. Access to these features is free.
View and listen to worked-out solutions of Checkpoint
problems in English or Spanish, explore examples, download
data sets, watch lesson videos, and much more.

NEW Checkpoints
Accompanying every example, the Checkpoint problems
encourage immediate practice and check your understanding
of the concepts presented in the example. View and listen to
worked-out solutions of the Checkpoint problems in English
or Spanish at LarsonPrecalculus.com.

y
130. HOW DO YOU SEE IT? Decide whether the two
y
NEW How Do You See It?
The How Do You See It? feature in each section presents
functions shown in each graph appear to be inverse an exercise that you will solve by visual inspection
functions of each other. Explain your reasoning. using the concepts learned in the lesson. This exercise is

8
y excellent for classroom discussion or test preparation.
(a) (b) y

L1
3 3

L3
2 2 NEW Data Spreadsheets
1
Download these editable spreadsheets from

6
x x
−3 −2 −1 2 3 −3 −2 2 3 LarsonPrecalculus.com and use the data to solve exercises.
−2
−3 REVISED Exercise Sets

4
y The exercise sets have been carefully and extensively
(c) (d) y

x
examined to ensure they are rigorous and relevant and to
3
2
include all topics our users have suggested. The exercises
2
have been reorganized and titled so you can better

L2
1

2
x x see the connections between examples and exercises.

x
−1 2 3 −2 1 2 Multi-step exercises reinforce problem-solving skills and
−2 mastery of concepts by giving you the opportunity to apply
the concepts in real-life situations.

x
4 6 8
vii

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
viii Preface

REVISED Remarks
These hints and tips reinforce or expand upon concepts, help you learn how to study mathematics,
address special cases, or show alternative or additional steps to a solution of an example.

Trusted Features
Calc Chat
For the past several years, an independent website—CalcChat.com—has provided free solutions to all
odd-numbered problems in the text. Thousands of students have visited the site for practice and help
with their homework.

Side-By-Side Examples
Throughout the text, we present solutions to examples
from multiple perspectives—algebraically, graphically, and
numerically. The side-by-side format of this pedagogical
feature helps you to see that a problem can be solved in more
than one way and to see that different methods yield the same
result. The side-by-side format also addresses different
learning styles.

Why You Should Learn It Exercise

An engaging real-life application of the concepts in the
section. This application exercise is typically described in
the section opener as a motivator for the section.

Library of Parent Functions

To facilitate familiarity with the basic functions, several elementary and nonelementary functions have
been compiled as a Library of Parent Functions. Each function is introduced at its first appearance in the
text with a definition and description of basic characteristics. The Library of Parent Functions Examples
are identified in the title of the example and there is a Review of Library of Parent Functions after

y
Chapter 4. A summary of functions is presented on the inside cover of this text.

Make a Decision Exercises

The Make a Decision exercises at the end of selected sections

3
involve in-depth applied exercises in which you will work with Explore the Concept
large, real-life data sets, often creating or analyzing models.
These exercises are offered online at LarsonPrecalculus.com. Complete the following:
=i i7 = ■

2
i1
i2 = −1 i8 = ■
Chapter Openers i9 = ■
i3 = −i
Each Chapter Opener highlights a real-life modeling problem, i4 =1 i =■
10
showing a graph of the data, a section reference, and a short i5 =■ i11 = ■
description of the data. i6 =■ i12 = ■
What pattern do you see?

x
Explore the Concept Write a brief description of
Each Explore the Concept engages you in active discovery of how you would find i raised to

−22 −1 1 2 3
mathematical concepts, strengthens critical thinking skills, and any positive integer power.

2x 1
helps build intuition.

f x
x 3 −2
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Preface ix

What’s Wrong?
Technology Tip Each What’s Wrong? points out common errors made using graphing utilities.
Some graphing utilities will
produce graphs of inequalities.
For instance, you can
Technology Tip
graph 2x2 + 5x > 12 by Technology Tips provide graphing calculator tips or provide alternative methods
setting the graphing utility of solving a problem using a graphing utility.
to dot mode and entering
y = 2x2 + 5x > 12.
Using −10 ≤ x ≤ 10 Algebra of Calculus
and −4 ≤ y ≤ 4, your
graph should look like Throughout the text, special emphasis is given to the algebraic techniques used in
the graph shown below. calculus. Algebra of Calculus examples and exercises are integrated throughout
The solution appears to be
the text and are identified by the symbol .
(− ∞, −4) ∪ (32, ∞). See
Example 6 for an algebraic
solution and for an alternative Algebraic-Graphical-Numerical Exercises
graphical solution.
These exercises allow you to solve a problem using multiple approaches––algebraic,
graphical, and numerical. This helps you to see that a problem can be solved in more
than one way and to see that different methods yield the same result.

Modeling Data Exercises

These multi-part applications that involve real-life data offer you the opportunity
to generate and analyze mathematical models.

Vocabulary and
Concept Check
The Vocabulary and Concept What you should learn
Find the slopes of lines.
Check appears at the beginning Write linear equations given
of the exercise set for each points on lines and their slopes.
section. Each of these checks Use slope-intercept forms of
linear equations to sketch lines.
asks fill-in-the-blank, matching, Use slope to identify
and non-computational questions parallel and perpendicular lines.

y
designed to help you learn Why you should learn it

y
mathematical terminology and to The slope of a line can be used
test basic understanding of that to solve real-life problems. For
instance, in Exercise 97 on page 95,
section’s concepts. you will use a linear equation to
model student enrollment at Penn
State University.

8
What you should learn/Why you should learn it

L1
These summarize important topics in the section and why they are

L3
important in math and in life.

6
Chapter Summaries
1
The Chapter Summary includes explanations and examples of the11/10/14
objectives
3:45 PM

taught in the chapter.

4 Error Analysis Exercises

This exercise presents a sample solution that contains a common error
x
L2
which you are asked to identify.

x 2 Enhanced WebAssign combines exceptional algebra content with the

x
most powerful online homework solution, WebAssign. Enhanced
WebAssign engages you with immediate feedback, rich tutorial content
and interactive, fully customizable eBooks (YouBook) helping you to

4 6 8
develop a deeper conceptual understanding of the subject matter.
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 Instructor Resources

Complete Solutions Manual

• ISBN-13: 9781305117846
This manual contains solutions to all exercises from the text, including Chapter Review
Exercises and Chapter Tests. This manual is found on the Instructors Companion Site.

Test Bank
• ISBN-13: 9781305117815
This supplement includes test forms for every chapter of the text, and is found on the
instructor companion site.

Text-Specific DVDs
• ISBN-13: 9781305117761
These text-specific DVDs cover all sections of the text—providing explanations of key
concepts as well as examples, exercises, and applications in a lecture-based format.

Enhanced WebAssign
Printed Access Card: 9781285858333
Instant Access Code: 9781285858319
Enhanced WebAssign combines exceptional mathematics content with the most powerful
online homework solution, WebAssign. Enhanced WebAssign engages your students with
immediate feedback, rich tutorial content, and an interactive, fully customizable eBook,
Cengage YouBook helping students to develop a deeper conceptual understanding of the
subject matter.

Instructor Companion Site

Everything you need for your course in one place! This collection of book-specific
lecture and class tools is available online via www.cengage.com/login. Access and
download PowerPoint presentations, images, instructor’s manual, and more.

y
Cengage Learning Testing Powered by Cognero
• ISBN-13: 9781305258518
CLT is a flexible online system that allows you to author, edit, and manage test bank
content; create multiple test versions in an instant; and deliver tests from your LMS, your
classroom, or wherever you want. This is available online via www.cengage.com/login.

3
2

x
2x −2 −1 1 2 3
f x
x 3
x

−2
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 ContentsResources
Student

Student Solutions Manual

• ISBN-13: 9781305117754
Contains fully worked-out solutions to all of the odd-numbered exercises in the text,
giving you a way to check your answers and ensure that you took the correct steps to
arrive at an answer.

Enhanced WebAssign
Printed Access Card: 9781285858333
Instant Access Code: 9781285858319
Enhanced WebAssign combines exceptional mathematics content with the most
powerful online homework solution, WebAssign. Enhanced WebAssign engages you
with immediate feedback, rich tutorial content, and an interactive, fully customizable
eBook, Cengage YouBook helping you to develop a deeper conceptual understanding
of the subject matter.

CengageBrain.com
To access additional course materials, please visit www.cengagebrain.com. At the
CengageBrain.com home page, search for the ISBN of your title (from the back cover
of your book) using the search box at the top of the page. This will take you to the
product page where these resources can be found.

y y

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6
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4 6 8
xi

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 Acknowledgments
I would like to thank my colleagues who have helped me develop this program.
Their encouragement, criticisms, and suggestions have been invaluable to me.

Reviewers
Hugh Cornell, University of North Florida
Kewal Krishan, Hudson County Community College
Ferdinand Orock, Hudson County Community College
Marnie Phipps, North Georgia College and State University
Nancy Schendel, Iowa Lakes Community College
Ann Wheeler, Texas Woman’s University

I would also like to thank the following reviewers, who have given me many useful insights to this
and previous editions.

Tony Homayoon Akhlaghi, Bellevue Community College; Daniel D. Anderson, University of Iowa;
Bruce Armbrust, Lake Tahoe Community College; Jamie Whitehead Ashby, Texarkana College;
Teresa Barton, Western New England College; Kimberly Bennekin, Georgia Perimeter College;
Charles M. Biles, Humboldt State University; Phyllis Barsch Bolin, Oklahoma Christian University;
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Otterbein College; Patricia J. Ernst, St. Cloud State University; Eunice Everett, Seminole Community
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College; Jeff Frost, Johnson County Community College; James R. Fryxell, College of Lake County;
Khadiga H. Gamgoum, Northern Virginia Community College; Nicholas E. Geller, Collin County
Community College; Betty Givan, Eastern Kentucky University; Patricia K. Gramling, Trident
Technical College; Michele Greenfield, Middlesex County College; Bernard Greenspan, University
of Akron; Zenas Hartvigson, University of Colorado at Denver; Rodger Hergert, Rock Valley

y
College; Allen Hesse, Rochester Community College; Rodney Holke-Farnam, Hawkeye Community
College; Lynda Hollingsworth, Northwest Missouri State University; Jean M. Horn, Northern
Virginia Community College; Spencer Hurd, The Citadel; Bill Huston, Missouri Western State
College; Deborah Johnson, Cambridge South Dorchester High School; Francine Winston Johnson,
Howard Community College; Luella Johnson, State University of New York, College at Buffalo;

3
Susan Kellicut, Seminole Community College; John Kendall, Shelby State Community College;
Donna M. Krawczyk, University of Arizona; Laura Lake, Center for Advanced Technologies/
Lakewood High School; Peter A. Lappan, Michigan State University; Charles G. Laws, Cleveland

2
State Community College; JoAnn Lewin, Edison Community College; Richard J. Maher, Loyola
University; Carl Main, Florida College; Marilyn McCollum, North Carolina State University;
Judy McInerney, Sandhills Community College; David E. Meel, Bowling Green University;
Beverly Michael, University of Pittsburgh; Wendy Morin, Dwight D. Eisenhower High School;
Roger B. Nelsen, Lewis and Clark College; Stephen Nicoloff, Paradise Valley Community College;
Jon Odell, Richland Community College; Paul Oswood, Ridgewater College; Wing M. Park, College
of Lake County; Rupa M. Patel, University of Portland; Robert Pearce, South Plains College;

x
David R. Peterson, University of Central Arkansas; Sandra Poinsett, College of Southern Maryland;
James Pommersheim, Reed College; Antonio Quesada, University of Akron; Laura Reger,
Milwaukee Area Technical College; Jennifer Rhinehart, Mars Hill College; Lila F. Roberts, Georgia

2x 1 2 3
Southern University; Keith Schwingendorf, Purdue University North Central; Abdallah Shuaibi,
Truman College; George W. Shultz, St. Petersburg Junior College; Stephen Slack, Kenyon College;
−2 −1
f x
x 3
xii

−2
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 Preface xiii

Judith Smalling, St. Petersburg Junior College; Pamela K. M. Smith, Fort Lewis College;
Cathryn U. Stark, Collin County Community College; Craig M. Steenberg, Lewis-Clark State
College; Mary Jane Sterling, Bradley University; G. Bryan Stewart, Tarrant County Junior
College; Diane Veneziale, Burlington County College; Mahbobeh Vezvaei, Kent State University;
Ellen Vilas, York Technical College; Hayat Weiss, Middlesex Community College; Rich West,
Francis Marion University; Vanessa White, Southern University; Howard L. Wilson, Oregon State
University; Joel E. Wilson, Eastern Kentucky University; Michelle Wilson, Franklin University;
Paul Winterbottom, Montgomery County Community College; Fred Worth, Henderson State
University; Karl M. Zilm, Lewis and Clark Community College; Cathleen Zucco-Teveloff, Rowan
University

I hope that you enjoy learning the mathematics presented in this text. More than that, I hope you
gain a new appreciation for the relevance of mathematics to careers in science, technology, business,
and medicine.
My thanks to Robert Hostetler, The Behrend College, The Pennsylvania State University,
Bruce Edwards, University of Florida, and David Heyd, The Behrend College, The Pennsylvania
State University, for their significant contributions to previous editions of this text.
I would also like to thank the staff of Larson Texts, Inc. who assisted in preparing the manuscript,
rendering the art package, and typesetting and proofreading the pages and supplements.
On a personal level, I am grateful to my spouse, Deanna Gilbert Larson, for her love, patience,
and support. Also, a special thanks goes to R. Scott O’Neil.
If you have suggestions for improving this text, please feel free to write me. Over the past two
decades I have received many useful comments from both instructors and students, and I value
these very much.

Ron Larson, Ph.D.

Professor of Mathematics
Penn State University
www.RonLarson.com

y y

8 L1
6
L3
4 x
x 2 L2
x
4 6 8
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 P
3
1 Prerequisites
11,000

P.1 Real Numbers

P.2 Exponents and Radicals
P.3 Polynomials and Factoring
P.4 Rational Expressions
1900 2020 P.5 The Cartesian Plane
0
P.6 Representing Data Graphically
Section P.6, Example 5
U.S. Immigrants

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2 Chapter P Prerequisites

P.1 Real Numbers

Real Numbers What you should learn
Represent and classify real
Real numbers are used in everyday life to describe quantities such as age, miles per
numbers.
gallon, and population. Real numbers are represented by symbols such as
Order real numbers and use
4
−5, 9, 0, 3, 0.666 . . . , 28.21, √2, π, and 3
√ −32. inequalities.
Find the absolute values of
Here are some important subsets (each member of subset B is also a member of set A)
real numbers and the distance
of the set of real numbers.
between two real numbers.
{ 1, 2, 3, 4, . . . } Set of natural numbers Evaluate algebraic expressions
and use the basic rules and
{ 0, 1, 2, 3, 4, . . . } Set of whole numbers
properties of algebra.
{ . . . , −3, −2, −1, 0, 1, 2, 3, . . . } Set of integers
Why you should learn it
A real number is rational when it can be written as the ratio pq of two integers, where Real numbers are used in every
q ≠ 0. For instance, the numbers aspect of our lives, such as finding
1 1 125 the surplus or deficit in the federal
= 0.3333 . . . = 0.3, = 0.125, and = 1.126126 . . . = 1.126 budget. See Exercises 89–94 on
3 8 111
page 10.
are rational. The decimal representation of a rational number either repeats (as in
55 = 3.145) or terminates (as in 2 = 0.5). A real number that cannot be written as the
173 1

ratio of two integers is called irrational. Irrational numbers have infinite nonrepeating
decimal representations. For instance, the numbers
√2 = 1.4142135 . . . ≈ 1.41

and
π = 3.1415926 . . . ≈ 3.14
are irrational. (The symbol ≈ means “is approximately equal to.”) Figure P.1
shows subsets of real numbers and their relationships to each other.

Noninteger
fractions Natural
(positive and numbers
Rational Whole
negative)
numbers numbers
Real
numbers Integers Zero
Irrational Negative
numbers integers

Figure P.1 Subsets of Real Numbers

− 53 0.75 π
Real numbers are represented graphically by a real number line. The point 0 on
the real number line is the origin. Numbers to the right of 0 are positive and numbers −3 −2 −1 0 1 2 3

to the left of 0 are negative, as shown in Figure P.2. The term nonnegative describes a Every point on the real number line
number that is either positive or zero. corresponds to exactly one real number.
Origin
Negative Positive
direction −4 −3 −2 −1 0 1 2 3 4 direction
− 2.4 2
Figure P.2 The Real Number Line
−3 −2 −1 0 1 2 3
There is a one-to-one correspondence between real numbers and points on the real Every real number corresponds to
number line. That is, every point on the real number line corresponds to exactly one exactly one point on the real
real number, called its coordinate, and every real number corresponds to exactly one number line.
point on the real number line, as shown in Figure P.3. Figure P.3 One-to-One Correspondence

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 Section P.1 Real Numbers 3

Ordering Real Numbers

One important property of real numbers is that they are ordered.

Definition of Order on the Real Number Line

If a and b are real numbers, then a is less than b when b − a is positive. This
order is denoted by the inequality a < b. This relationship can also be described
by saying that b is greater than a and writing b > a. The inequality a ≤ b means
that a is less than or equal to b, and the inequality b ≥ a means that b is greater
than or equal to a. The symbols <, >, ≤, and ≥ are inequality symbols.

Geometrically, this definition implies that a < b if and only if a lies to the left
of b on the real number line, as shown in Figure P.4.
a b
−1 0 1 2
Figure P.4 a < b if and only if a lies to the left of b.

x≤2
E XAM P L E 1 Interpreting Inequalities x
0 1 2 3 4
See LarsonPrecalculus.com for an interactive version of this type of example.
Figure P.5
Describe the subset of real numbers that the inequality represents.
a. x ≤ 2 b. x > −1 c. −2 ≤ x < 3 x > −1
Solution x
−2 −1 0 1 2 3
a. The inequality x ≤ 2 denotes all real numbers less than or equal to 2, as shown in
Figure P.5. Figure P.6

b. The inequality x > −1 denotes all real numbers greater than −1, as shown in
Figure P.6. −2 ≤ x < 3
c. The inequality −2 ≤ x < 3 means that x ≥ −2 and x < 3. The “double x
inequality” denotes all real numbers between −2 and 3, including −2 but not −2 −1 0 1 2 3
including 3, as shown in Figure P.7. Figure P.7

Checkpoint Audio-video solution in English & Spanish at LarsonPrecalculus.com.

Describe the subset of real numbers that the inequality represents.

a. x > −3 b. 0 < x ≤ 4

Inequalities can be used to describe subsets of real numbers called intervals. In the
bounded intervals below, the real numbers a and b are the endpoints of each interval.

Bounded Intervals on the Real Number Line

Notation Interval Type Inequality Graph
[a, b] Closed a≤ x≤ b x
a b Remark
(a, b) Open a < x < b x The endpoints of a closed
a b interval are included in the
[a, b) a≤ x < b x interval. The endpoints of an
a b open interval are not included
(a, b] a < x≤ b x in the interval.
a b

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4 Chapter P Prerequisites

The symbols ∞, positive infinity, and − ∞, negative infinity, do not represent

real numbers. They are simply convenient symbols used to describe the unboundedness
of an interval, such as (1, ∞) or (− ∞, 3].

Unbounded Intervals on the Real Number Line

Notation Interval Type Inequality Graph Remark
An interval is unbounded
[a, ∞) x≥ a x
when it continues indefinitely
a
in one or both directions.
(a, ∞) Open x > a x
a

(− ∞, b] x≤ b x
b

(− ∞, b) Open x < b x
b

(− ∞, ∞) Entire real line −∞ < x < ∞ x

E XAM P L E 2 Using Inequalities to Represent Intervals

Use inequality notation to represent each of the following.
a. c is at most 2.
b. All x in the interval (−3, 5]
c. t is at least 4 but less than 11.
Solution
a. The statement “c is at most 2” can be represented by c ≤ 2.
b. “All x in the interval (−3, 5]” can be represented by −3 < x ≤ 5.
c. The statement “t is at least 4 but less than 11” can be represented by 4 ≤ t < 11.

Checkpoint Audio-video solution in English & Spanish at LarsonPrecalculus.com.

Use inequality notation to represent the statement “x is greater than −2 and at most 4.”

E XAM P L E 3 Interpreting Intervals

Give a verbal description of each interval.
a. (−1, 0)
b. [2, ∞)
c. (− ∞, 0)
Solution
a. This interval consists of all real numbers that are greater than −1 and less than 0.
b. This interval consists of all real numbers that are greater than or equal to 2.
c. This interval consists of all negative real numbers.

Checkpoint Audio-video solution in English & Spanish at LarsonPrecalculus.com.

Give a verbal description of the interval [−2, 5).

The Law of Trichotomy states that for any two real numbers a and b, precisely
one of three relationships is possible:
a = b, a < b, or a > b. Law of Trichotomy

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 Section P.1 Real Numbers 5

Absolute Value and Distance

The absolute value of a real number is its magnitude, or the distance between the origin
and the point representing the real number on the real number line. Explore the Concept
Absolute value expressions
Definition of Absolute Value can be evaluated on a graphing
utility. When evaluating an
If a is a real number, then the absolute value of a is
expression such as 3 − 8 , ∣ ∣
∣∣
a = {
a, a ≥ 0
−a, a < 0
.
parentheses should surround the
expression, as shown below.
Evaluate each expression. What
can you conclude?
Notice from this definition that the absolute value of a real number is never a. 6 ∣∣ b. −1 ∣ ∣
negative. For instance, if a = −5, then −5 = − (−5) = 5. The absolute value of ∣ ∣ ∣
c. 5 − 2 ∣ ∣
d. 2 − 5 ∣
a real number is either positive or zero. Moreover, 0 is the only real number whose
absolute value is 0. So, 0 = 0. ∣∣
E XAM P L E 4 Evaluating an Absolute Value Expression

Evaluate
∣x∣ for (a) x > 0 and (b) x < 0.
x
Solution
∣x∣ = x = 1.
a. If x > 0, then x = x and ∣∣ x x
∣x∣ = −x = −1.
b. If x < 0, then x = −x and ∣∣ x x

Checkpoint Audio-video solution in English & Spanish at LarsonPrecalculus.com.

Evaluate
∣x + 3∣ for (a) x > −3 and (b) x < −3.
x+3

Properties of Absolute Value

∣∣
1. a ≥ 0 ∣ ∣ ∣∣
2. −a = a

3. ∣ab∣ = ∣a∣∣b∣ 4.
∣∣
a
b
=
∣a∣, b ≠ 0
∣b∣

Absolute value can be used to define 7

the distance between two points on the real
number line. For instance, the distance between −3 −2 −1 0 1 2 3 4
−3 and 4 is Figure P.8 The distance between
∣−3 − 4∣ = ∣−7∣ = 7 −3 and 4 is 7.

as shown in Figure P.8.

Distance Between Two Points on the Real Number Line

Let a and b be real numbers. The distance between a and b is

∣
d(a, b) = b − a = a − b . ∣ ∣ ∣

©Samo Trebizan/Shutterstock.com ©kurhan/Shutterstock.com

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6 Chapter P Prerequisites

Algebraic Expressions and the Basic Rules of Algebra

One characteristic of algebra is the use of letters to represent numbers. The letters are
variables, and combinations of letters and numbers are algebraic expressions. Here
are a few examples of algebraic expressions.
4
5x, 2x − 3, , 7x + y
x2 + 2

Definition of an Algebraic Expression

An algebraic expression is a combination of letters (variables) and real numbers
(constants) combined using the operations of addition, subtraction, multiplication,
division, and exponentiation.

The terms of an algebraic expression are those parts that are separated by addition.
For example,
x2 − 5x + 8 = x2 + (−5x) + 8
has three terms: x2 and −5x are the variable terms, and 8 is the constant term. The
numerical factor of a term is called the coefficient. For instance, the coefficient of −5x
is −5, and the coefficient of x2 is 1.
To evaluate an algebraic expression, substitute numerical values for each of the
variables in the expression.

E XAM P L E 5 Evaluating Algebraic Expressions

Value of Value of
Expression Variable Substitute Expression
a. −3x + 5 x=3 −3(3) + 5 −9 + 5 = −4
b. 3x2 + 2x − 1 x = −1 3(−1)2 + 2(−1) − 1 3−2−1=0
2x 2(−3) −6
c. x = −3 =3
x+1 −3 + 1 −2
Note that you must substitute the value for each occurrence of the variable.

Checkpoint Audio-video solution in English & Spanish at LarsonPrecalculus.com.

Evaluate 4x − 5 when x = 0.

When an algebraic expression is evaluated, the Substitution Principle is used.

It states, “If a = b, then a can be replaced by b in any expression involving a.” For
instance, in Example 5(a), 3 is substituted for x in the expression −3x + 5.
There are four arithmetic operations with real numbers: addition, multiplication,
subtraction, and division, denoted by the symbols
+, × or ∙ , −, and ÷ or .
Of these, addition and multiplication are the two primary operations. Subtraction and
division are the inverse operations of addition and multiplication, respectively.
Subtraction: Add the opposite of b. Division: Multiply by the reciprocal of b.

a − b = a + (−b) If b ≠ 0, then ab = a (1b) = ba.

In these definitions, −b is the additive inverse (or opposite) of b, and 1b is the
multiplicative inverse (or reciprocal) of b. In the fractional form ab, a is the
numerator of the fraction and b is the denominator.

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 Section P.1 Real Numbers 7

Because the properties of real numbers below are true for variables and algebraic
expressions, as well as for real numbers, they are often called the Basic Rules of
Algebra. Try to formulate a verbal description of each property. For instance, the
Commutative Property of Addition states that the order in which two real numbers are
added does not affect their sum.

Basic Rules of Algebra

Let a, b, and c be real numbers, variables, or algebraic expressions.
Property Example
Commutative Property of Addition: a+b=b+a 4x + x2 = x2 + 4x
Commutative Property of Multiplication: ab = ba (1 − x)x2 = x2(1 − x)
Associative Property of Addition: (a + b) + c = a + (b + c) (x + 5) + x2 = x + (5 + x2)
Associative Property of Multiplication: (ab)c = a(bc) (2x ∙ 3y)(8) = (2x)(3y ∙ 8)
Distributive Properties: a(b + c) = ab + ac 3x(5 + 2x) = 3x ∙ 5 + 3x ∙ 2x
(a + b)c = ac + bc ( y + 8)y = y ∙ y + 8 ∙ y
Additive Identity Property: a+0=a 5y2 + 0 = 5y2
Multiplicative Identity Property: a∙1=a (4x2)(1) = 4x2
Additive Inverse Property: a + (−a) = 0 6x3 + (−6x3) = 0

Multiplicative Inverse Property: a∙

1
a
= 1, a ≠ 0 (x2 + 4) (x 2
1
+4
=1 )

Because subtraction is defined as “adding the opposite,” the Distributive Properties

are also true for subtraction. For instance, the “subtraction form” of a(b + c) = ab + ac
is written as

a(b − c) = ab − ac.

Properties of Negation and Equality

Let a, b, and c be real numbers, variables, or algebraic expressions.
Property Example
1. (−1)a = −a (−1)7 = −7
2. − (−a) = a − (−6) = 6
3. (−a)b = − (ab) = a(−b) (−5)3 = − (5 ∙ 3) = 5(−3) Remark
Be sure you see the difference
4. (−a)(−b) = ab (−2)(−x) = 2x
between the opposite of a
5. − (a + b) = (−a) + (−b) − (x + 8) = (−x) + (−8) = −x − 8 number and a negative number.
1 If a is already negative, then
6. If a = b, then a + c = b + c. + 3 = 0.5 + 3
2 its opposite, −a, is positive.
7. If a = b, then ac = bc. 42(2) = 16(2) For instance, if a = −2, then
−a = − (−2) = 2.
8. If a ± c = b ± c, then a = b. 1.4 − 1 = 75 − 1 ⇒ 1.4 = 75
9. If ac = bc and c ≠ 0, 3x = 3 ∙ 4 ⇒ x = 4
then a = b.

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Abner truly told me I was beginning at the wrong end when I first
spoke to him long ago. I did not understand him then, but I begin to
do so now. I may never see things clearly, as you do, in the heavenly
light; but at least I do see that our first aim and object must be to do
God’s work on earth in His way; not blinded by our own wishes and
ambitions. The fate of poor Saul Tresithny will always be a warning
and a landmark to me. He might have grown as wild and reckless
without my teaching—with that I have nothing to do—but I did teach
him dangerous doctrines of all sorts, and his life and death are a
standing memorial to me of what such teaching may lead to. I trust
the lesson has not been learned in vain.”
“And I think his death was a very happy one,” said Bride softly. “I
think I am glad he died with us alone. He loved you, Eustace. And I
am sure if any of us had our choice, we should always choose to be
with the being we love best at the moment of our death. It was so
with him. I think it was rather beautiful and wonderful how he rose
and came to you when the hand of death was upon him. Poor Saul!
—but we need not grieve for him. Abner has ceased to grieve, and is
more peaceful and happy than I have seen him for many years. ‘To
depart and be with Christ’ was so much better for him than anything
he had to expect upon earth. He learned his lesson at the last—I am
sure his end was peace.”
After that there was no reserve on any subject between Eustace and
his betrothed wife. Bride was able to speak to him from the very
depths of her heart, and as she elevated and strengthened his
spiritual perceptions, so did he in another fashion impart to her such
knowledge of the things of this world as were beneficial to her in
forming her mind and character, and helping her to obtain a just and
accurate outlook upon the affairs of the nation and the events
moving the hearts of men. They acted as a check one upon the
other; helping, strengthening, teaching, and encouraging—growing
every day nearer in love and in spirit, finding fresh happiness and
closer unity of soul each day as it passed, and always upheld by the
thought that a few days more would see their union hallowed and
blessed in the sight of God—a thought so unspeakably sweet and
precious to both that they seldom spoke of it, though it was never
altogether out of their thoughts.
Mr. St. Aubyn was to perform the ceremony, with the cordial consent
of Mr. Tremodart, who was glad to be spared the task himself. The
Rector of St. Erme had been much at the castle when Eustace lay in
so critical a state, and the young man had profited much from his
instruction and counsel. Now he came frequently to see both Bride
and her betrothed husband, for he was one of those who rejoice to
see true spirituality in all its forms, and to be certain before hearing
pronounced any solemn and binding vows that they are spoken from
the very heart.
The Duke went about looking very happy in those days, and his
manner to his daughter was more gentle and fatherly than it had
ever been before. The whole castle was in a subdued state of
excitement, whilst a lawyer from London arrived, who was to remain
till the completion of the ceremony and see to all the needful papers.
But with these things Bride felt little concern, and went about with a
tranquil face, thankful to be spared the bustle of preparation which
would have been needful under ordinary circumstances, but which
was quite superfluous now.
A bridal dress and veil were, however, quickly provided, and Bride
was content that it should be so, knowing that her white would be
pleasing to the eye of the sick man. She herself was calmly and
tranquilly happy, spending much time beside the patient, and the rest
in earnest musings and meditation, or in visits to the poor, amongst
whom so much of her life had been passed.
It was a clear, sunny morning toward the end of January when Bride
awoke with the consciousness that it was her wedding-day—though
so quiet and uneventful a wedding as was to be hers perhaps no
Duke’s daughter had yet known. Even her name would not be
changed, as Eustace had playfully told her, nor would she leave the
shelter of her father’s roof. All the change that would take place
would be that she and her husband would take up their quarters in a
suite of rooms specially prepared for them, with Bride’s nurse and
Eustace’s man for their especial attendants. But the young wife
would continue to take her place at her father’s table when he took
his meals, waiting upon her husband and sharing his at different
hours, such hours as were prescribed by his medical man. Although
all this sounded strange to outsiders, who heard with amaze that
Lady Bride was going to marry her father’s heir while he was still
crippled and helpless, it did not seem strange to her. Others said it
was an obvious marriage of convenience and diplomacy, but never
had been a marriage of purer and truer affection. Bride robed herself
with a happy heart and a serene face, and was not surprised to
receive a message at the last that Abner would much like a few
words with his young mistress, if she could spare them for him.
He was in the great conservatory when she went down—the place
where so many talks had taken place between them, and where
Bride pictured Eustace lying in comfort and pleasure before very
long, surrounded by sweet scents and beautiful blossoms. Abner
held in his hand a beautiful bouquet of white flowers, and Bride
thanked him with one of her sweetest smiles as she took it from his
hands.
“I did want to see yu my own self, my Ladybird,” he said in a voice
that shook a little, “to wish yu every joy and a blessing on your new
life. I know there will be a blessing on it, for there’s One above as
has yu very near His heart; but yu’ll let an old man as has loved yu
ever since yu were a babe in the nurse’s arms give yu his blessing
to-day.”
Bride held out her slim white hand, which the old man took and
carried very tenderly to his lips; and her voice shook a little as she
said, “Thank you for that blessing, Abner. I feel my heart the warmer
for it. We know that this world’s happiness is but a small thing
compared to the glory that is to be revealed; but yet we must be
thankful when it does come to us, and take it as God’s best gift. I
think that your heart is at peace now, and that your worst trouble is
laid at rest.”
“Bless the Lord—it is so indeed. My boy died with His name on his
lips. I couldn’t ask more for myself.”
Bride could not linger. Mr. St. Aubyn had already arrived and wished
to speak with her alone. She found him pacing the room with slow
and thoughtful mien, but his eyes were very bright and glad.
“My child,” he said softly, “I wished to speak with you a few moments
before we go upstairs. I have just been seeing him you are to wed.
My dear, I think I need not say all that I feel about the change I find in
him since first I knew him. I can pronounce the benediction of holy
matrimony over you two with a glad and thankful heart. In the sight of
man and of God such a union as yours must be holy indeed.”
Bride’s eyes were softly bright.
“I know we love one another,” she said softly, “but I think that the
love of God comes first—indeed, I trust it is so.”
“I believe so truly,” he answered; “and, my child, I have been talking
to-day to Eustace. He has long been hindered by sickness from the
ordinances of the Church—the most blessed ordinance instituted by
our Lord for His faithful people to follow until His coming again.
Before that, as you know, he was something slack and doubtful, and
did not avail himself of the Christian privileges in their fullest
measure; and it is long since he has partaken of the bread and wine
blessed in the name of the Lord. And he wishes now that he may
receive this Holy Communion with you—his newly wedded wife—so
soon as you are made one. I indeed have thankfully and joyfully
assented to this, and even now the room is being prepared for the
simple ceremony which shall make you his, and then you can
together partake of that Body and Blood—the sign and symbol of the
Ineffable Love. I am sure, my child, that your heart will rejoice, as
mine does, over this return of the lost sheep to the fold. We have
known for long that that son has been turning homewards, and that
the Father has gone forth to meet him. Now we shall see him at the
Father’s table, partaking of the mystical feast which it is our Christian
privilege to enjoy. ‘Do this in remembrance of Me.’ It will, I know, be a
joyous thing for you that the following of this gracious and simple
command shall be the first act of your married life.”
Tears were standing in Bride’s soft eyes. She put out her hand and
laid it on Mr. St. Aubyn’s arm.
“I am too happy to talk about it,” she said; “it is the one thing to make
the day complete; but oh! Mr. St. Aubyn, I have so often wanted to
thank you for what you said to me that day long ago about the lost
son and the returning home. It was such a help. It was that which
made me begin to pray in hope for Eustace, instead of naming him
only in a sort of faithless despondency. I was in danger of being like
the elder brother, and looking upon him and many others as
altogether beyond the pale of the Father’s love. After that I could
always pray in hope; and I think—I believe, that my prayers did help
him. You know what you said about that being God’s way of leading
to Him some one who would not yet pray for himself.”
The clergyman smiled tenderly upon the girl.
“God bless you, my child,” he said softly. “I think you will be your
mother over again as the years go by. Such faith as hers I have
never seen in any one else, but I think I shall live to see it in you.”
“I have received so much,” answered Bride softly, “I should not be
able to doubt even if I wished.”
Only a few minutes later, and Bride entered the room where Eustace
lay, leaning on her father’s arm, her face shaded by her veil, but not
so concealed that its serene beauty and composure could not be
seen. Some dozen of the old servants of the castle, and two or three
old friends, were present to witness the simple ceremony; but Bride
only saw Eustace; and none who caught the glance that flashed from
one to the other ever forgot it. The room was decked with flowers,
everything was perfectly simple, yet perfectly appropriate, and Mr.
St. Aubyn’s rendering of the holy words was doubly impressive from
the peculiar circumstances of the case. Bride’s vows were spoken
with a steady sweetness which brought tears to many eyes; all the
faltering was on Eustace’s part, and was made through the depth of
his emotion. It was a strangely simple yet strangely impressive
wedding, never forgotten by those who saw it. When all was spoken
that was needed to make them man and wife, Bride stooped and
kissed her husband, without a thought of any who stood by, and they
heard the passionate intensity of love in the voice that responded—
“My Bride—my wife!”
 CHAPTER XXIV
CONCLUSION
BRIDE was riding homewards from Pentreath to the castle on a
sunny day early in June. The sound of joy-bells was in the air, the
faces of men were glad and triumphant, all nature seemed in tune
with the general rejoicing which some recent event had plainly set on
foot; and the young wife’s face was glad, too, though thoughtfully
and temperately. For she knew that the news of which she was the
bearer would gladden the heart of her husband, though it would not
be to him now that source of triumphant exhilaration which it would
have been a year before.
Behind her rode the servant with a bag full of papers at his saddle-
bow. It was these letters and newspapers which had been the object
of Bride’s ride that day. Her husband had persuaded her to go
herself on the chance of news; he was always glad to make an
excuse to induce her to take the amount of needful air and exercise
which was good for her health, and she always found it so hard to
leave him.
But to-day she had been persuaded, and was now riding rapidly
homewards with her budget of news, knowing how impatiently her
husband and father at home would be awaiting her return.
Dismounting at the castle door, and taking the bag from the hands of
the servant, she passed hastily through hall and corridor into the
great conservatory, where Eustace was now daily wheeled upon his
couch. Since the beginning of May he had been taken down to a
ground-floor room in the wing which he and his wife occupied, in
order that, when possible, he might be taken out of doors, or into this
pleasant place of flowers. He had made as much progress as the
most sanguine could hope for during the past months, and recovery
was considered now only a matter of time and patience. Time and
patience were the only doctors for such a case as his, and Eustace
surprised all who came in contact with him by the extreme patience
and cheerfulness he showed under a condition of helplessness so
trying to youthful manhood; but he would say, with a smile, that Bride
made life too sweet for him for any repining to be possible. Each day
he found filled with happiness—the happiness of her presence, and
of that full community of soul which made their union what it was.
Every day brought its own measure of temporal happiness and
spiritual growth; and though the young man looked forward with
ardent expectation to the hope of being able to fight the battle of life
once more, and work in the service of his fellow-men, he recognised
fully and freely that this period of enforced idleness had been sent
him by the Father in mercy and love, and was resolved that the
lesson it was sent to teach him should not be learnt in vain.
The way in which his face kindled at the sight of his wife was a sight
good to see. She came quickly forward, bent over and kissed him,
and said softly—
“It is good news, Eustace. The Lords have passed the bill!”
“Ah!” he said, and drew a long breath. “I felt it would be so when the
King was obliged to recall Lord Grey. All parties must have known
then that the mind of the country was made up, and that the thing
was right, and must be made law. Have you read the news?”
“No; I only heard what they were all saying in Pentreath. I met many
friends, and they all told me something. The Duke of Wellington,
when he found the King would create enough new peers to pass the
bill, if that was the only resource left, retired from his place in the
House, and, some say, will retire from public life altogether. Lord
Wharncliffe and his party of waverers came over at once to the side
of Lord Grey, and so the bill was passed at once. The people are
wild with delight, the bells are being rung, and bonfires are being
built up. I sometimes wonder whether they really understand what it
is that they rejoice at. They seem to think that some wonderfully
good time is coming for them. Poor creatures! I fear they will be
disappointed. An act of constitutional justice has been done; but the
troubles of England lie far, far deeper than an imperfect system of
constitutional representation.”
Eustace was eagerly skimming the contents of newspapers and
private letters, and from time to time giving bits of information to his
wife; but the sense of her words came home to his mind for all that,
and by-and-bye, laying down the papers, he said—
“That is only too true, Bride. That is the very point upon which my
eyes have been opened latterly. I used to think that good
government and pure government was the backbone of a nation’s
prosperity and well-being—as in one sense of the word it is. I mean,
that if all men were doing their utmost to walk in the ways appointed
by God, we should have a pure and good government, and the
nation would prosper. But I see only too clearly now that I was quite
deceived in my old belief that this country and the world can ever be
renovated and made good by any scheme of political reform
instituted by man. We may do our best to be just and temperate, to
act uprightly, and think impartially of the interests of all classes; but
that alone will never raise them, never give them true happiness,
never lift them out of the degradation into which they, as well as too
many of us so-called ‘superiors,’ have fallen. There is only one
Power which can do that, only one Power mighty enough for that
task, and that is the Power of which I fear that we, as a nation of
politicians and upright rulers, think singularly little. The time may
come when we shall awake to the remembrance that God must be
Ruler in the earth if right and justice and equity are to be done; but at
present, though we listen to such words with approval from the
pulpit, we are absolutely ignorant how to put them into daily practice,
and our profession and practice are utterly at variance. That is where
our failure comes in, and where I, for one, foresee failure all along
the line. This bill may be the inauguration of an enlightened and
liberal policy for the next generation; but my old hope of seeing the
world raised out of its misery, its degradation, its wickedness by any
such means, is fading fast within me.”
Bride was silent for a while, looking out before her with a sweet sad
smile upon her fair face.
“It will not be achieved by such means,” she said quietly at last; “and
yet, if men would but look to the Lord for help and deliverance, I truly
believe He would show us the perfect way, and restore to us those
things which are lacking in the order of our daily lives, of our worship,
of our government. We know that the powers that be are ordained of
God; but we have lost so much of His guidance. Yet I verily believe
that if men would with one voice and one heart cry to Him for light
and guidance, He would send it to them, even as in days of old. Is
He not the same yesterday, to-day, and for ever? Though we have
forsaken Him, yet He has not forsaken us. As He spoke by holy men
of old, moved by His Spirit, so I truly believe He would speak again
had men but faith to listen. But it is that which is always the
stumbling-block—the hindrance. Men have lost their faith; they will
not believe that God is still amongst them, even as of old—nay, far
more truly and nearly than of old; for Christ is the living Head of His
Church, and all who believe and are baptized are very members of
His mystical Body. And yet we say He is far away, He has passed
into the heavens, He is no more working with and amongst us, save
through the workings of the Spirit in our hearts. But I feel so very,
very sure that, would we let Him, He would fain be much more to us
than that, as indeed He will be one day—in the day when the
Kingdom shall be set up on earth.”
Eustace drew a long breath. He, too, lying there in helplessness, and
seeing much of the brightness of his early visions fade into dimness
as he watched the course of events and learned to see more of the
workings of this world, had come to think with a great longing of the
coming Kingdom, when all that is vile and evil shall be done away,
and when Christ Himself shall be revealed and rule in righteousness.
Once that thought had seemed to him as the veriest vision of the
mystic; now he had come to long for it himself with a great and
increasing longing. Loving his fellow-men as he did, he yet loved the
Lord more; and to see Him reigning over the world, and the misery
and the sin all done away, was a prospect too bright and happy not
to excite his ardent longings. Even in his satisfaction at the news just
brought, he could yet think with calm hopefulness of the time when
the crooked things should be made straight, and the rough places
plain, and men should live together in peace and love, and strivings
and hatred should be done away.
“And until that day comes,” he said softly at last, “we shall do more to
help our brethren by teaching them to look for the Kingdom of God
and of His Christ, than by stirring up in their hearts desires after
earthly good which perhaps may never be theirs.”
Bride looked up with a sweet smile.
“Ah! that is just what I feel about it, Eustace; let us do all that is right
for them, but teach them to strive after contentment and love of God
themselves. That is the only thing that will really raise them or make
them truly happy.”
“Seek ye first——” said Eustace musingly, not finishing the
quotation, for there was no need. “After all, that is the best and
highest wisdom, though for eighteen hundred years men have had
the answer to their strivings and heart-burnings under their hand,
and have not known how to use it. You must help me, sweet wife, in
the future, when I go forth, as I trust by God’s mercy I may, to take
my place in the battle of life, and stand up for the right and the truth,
as I may be called upon to do, to bear in mind that great precept, for
without it we can accomplish nothing.”
Bride gave him an eloquent glance, but made no reply, for her father
was coming in, anxious to know the news.
She told her tale once more, and the papers were read and
discussed between the two men with eager interest. It was strange
how, by almost imperceptible degrees, those two had drawn together
—not entirely in opinion, but in mutual understanding and sympathy,
so that differences of opinion seemed trifles. Now it was real
pleasure to both to be together; and though they still argued and
disputed, it was in a spirit of toleration and mutual respect and liking
which made such argument pleasant and stimulating rather than
irritating. The Duke took a more despondent view of the future of the
country than Eustace, and had far less confidence in the success of
the coming era of more liberal principles of government for
redressing wrongs and bringing about a lasting state of prosperity
and peace; but then Eustace was far less sanguine about the
coming Utopia, far more patient and reasonable when existing
wrongs were discussed, far less confident in the powers of
legislation for the elevation of mankind than he once had been. Like
many other ardent young dreamers in the forefront of the battle of
reform, he had practically left out of his calculations the mystery of
original sin—the inherent corruption of men’s hearts, and their
perversity of vision, their determination to do evil until their eyes are
opened to see God’s dealings in all things, and their hearts are
purified by the Holy Spirit. No system, however perfect, will ever
make men righteous that does not first lead them to God. It was this
that Eustace had never realised before when he sought to raise men
by increased prosperity, and wiser and more just legislation. Now he
had begun to see the futility of his former dreams, and insensibly he
grew to sympathise with the feelings of his kinsman, who had lived
through so many crises of the world’s history, but had found at the
end that human nature was never changed, and that no era of bliss
and joy followed upon the violent efforts made to secure a better
order of things.
Leaving them to talk thus together and to discuss the situation to
their hearts’ content, Bride stole away into the garden, and wandered
along some of the shady paths, thinking her own thoughts, and filled
with a sense of profound thankfulness and joy in the unity of spirit
now existing between herself and her husband. It was the same daily
joy to her that it was to him, and her heart was charged with a peace
and restful content that sometimes seemed to her to be a foretaste
of the Kingdom itself, towards which her heart was always turning.
In one of the alleys of the rose-garden she came upon Abner, who
was tying up the young shoots upon the arch, and picking off the
dead blossoms. He welcomed her with the smile that the sight of her
always called up in his eyes, and stood still with a face full of interest
whilst she told him the news.
“Well, well, well,” he said when she had done, “may be it’ll be a good
thing. It sounds just, and right, and reasonable; but I don’t
understand these big matters, and there’s a deal to be said on both
sides, so far as I can see. My poor boy would have been pleased.
He was terrible set on it; but I used to think that when he got it, he
would find himself as discontented as ever, and set off after some
new teacher who would tell him this was only the beginning of what
men must demand. May be he sees things clearer now. I sometimes
think we’ll know a deal better what to think of such matters once we
are free of the burden of the sinful flesh. But there’s always comfort
in the thought that the Lord’s working in one way or another in all
these things. He sees the fulfilment of His purpose all through,
though we can’t. That’s what I comfort myself with when things seem
blackest. The frost and the snow, the biting winds and the storms, all
seem against the gardener; but by-and-bye he sees they all have
their use, and his plants would not have done as well without them. I
always go back to that when I’m perplexed and worried. The great
Gardener will bring out His perfected garden on the earth in time;
and it should be enough for us to be trying to help Him on in our little
corner, without thinking He can’t rule the world without us.”
Bride smiled as she answered softly—
“Yes; though perhaps He wants to use some of us for great tasks, as
He uses us all for little ones. But I know what you mean, Abner, and I
feel with you. We can never fully understand God’s purposes till they
are revealed to us in His perfect Kingdom; but we can all strive to
live the life of the Kingdom here below, as far as our sinful natures
will let us, and try to make just the little corner about us bear flowers
and fruit, as a garden should. I do not think we shall be called upon
for any great work. I think our lot will lie here, away in the west, in
this little place. But, for my part, I shall be content if we can bring the
hope and the life of the Kingdom into just this little corner of the
vineyard—to our sisters and brothers of St. Bride’s Bay.”
THE END
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