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 Table of Contents v

7 Rational
Expressions 489
7.1 Rational Expressions and Their Simplification 490
7.2 Multiplying and Dividing Rational Expressions 500
7.3 Adding and Subtracting Rational Expressions
with the Same Denominator 507
7.4 Adding and Subtracting Rational Expressions
with Different Denominators 515
Mid-Chapter Check Point 526
7.5 Complex Rational Expressions 527
7.6 Solving Rational Equations 535
7.7 Applications Using Rational Equations
and Proportions 547
7.8 Modeling Using Variation 560
Chapter 7 Review Exercises 578
Chapter 7 Test 580
Cumulative Review Exercises 581
Mid-Textbook Check Point 582
10 Radicals, Radical Functions, and
Rational Exponents 691
10.1 Radical Expressions and Functions 692
10.2 Rational Exponents 705
10.3 Multiplying and Simplifying Radical Expressions 715
10.4 Adding, Subtracting, and Dividing Radical
Expressions 723
Mid-Chapter Check Point 731
10.5 Multiplying with More Than One Term and
Rationalizing Denominators 732
10.6 Radical Equations 742
10.7 Complex Numbers 752
Chapter 10 Review Exercises 766
Chapter 10 Test 768
Cumulative Review Exercises 769

8 Basics
of Functions 585
8.1 Introduction to Functions 586
8.2 Graphs of Functions 596
8.3 The Algebra of Functions 609
Mid-Chapter Check Point 619
8.4 Composite and Inverse Functions 620
Chapter 8 Review Exercises 637
Chapter 8 Test 639
Cumulative Review Exercises 639

9 Inequalities and Problem

Solving 641
9.1 Reviewing Linear Inequalities and Using
Inequalities in Business Applications 642
9.2 Compound Inequalities 654
9.3 Equations and Inequalities Involving
Absolute Value 663
Mid-Chapter Check Point 674
9.4 Linear Inequalities in Two
Variables 675
Chapter 9 Review Exercises 688
Chapter 9 Test 689
Cumulative Review Exercises 690
vi Table of Contents

11 Quadratic Equations and

Functions 771 13 Conic Sections and Systems of
Nonlinear Equations 935
11.1 The Square Root Property and Completing the Square; 13.1 The Circle 936
Distance and Midpoint Formulas 772 13.2 The Ellipse 944
11.2 The Quadratic Formula 788 13.3 The Hyperbola 956
11.3 Quadratic Functions and Their Graphs 803 Mid-Chapter Check Point 965
Mid-Chapter Check Point 821 13.4 The Parabola; Identifying Conic Sections 966
11.4 Equations Quadratic in Form 822 13.5 Systems of Nonlinear Equations in Two Variables 978
11.5 Polynomial and Rational Inequalities 830 Chapter 13 Review Exercises 991
Chapter 11 Review Exercises 849 Chapter 13 Test 993
Chapter 11 Test 851 Cumulative Review Exercises 993
Cumulative Review Exercises 853

12 Exponential and Logarithmic

Functions 855
12.1 Exponential Functions 856
12.2 Logarithmic Functions 870
12.3 Properties of Logarithms 884
Mid-Chapter Check Point 895
12.4 Exponential and Logarithmic Equations 896
12.5 Exponential Growth and Decay; Modeling Data 911
Chapter 12 Review Exercises 928
Chapter 12 Test 931
Cumulative Review Exercises 933
14 Sequences, Series, and the
Binomial Theorem 995
14.1 Sequences and Summation Notation 996
14.2 Arithmetic Sequences 1006
14.3 Geometric Sequences and Series 1016
Mid-Chapter Check Point 1032
14.4 The Binomial Theorem 1033
Chapter 14 Review Exercises 1043
Chapter 14 Test 1045
Cumulative Review Exercises 1046
Appendix A Mean, Median, and Mode 1047
Appendix B Matrix Solutions to Linear Systems 1053

Appendix C Determinants and Cramer’s Rule 1062

Appendix D Where Did That Come From?

Selected Proofs 1071
Answers to Selected Exercises AA1
Applications Index I1
Subject Index I7
Credits C1
 Preface

Introductory and Intermediate Algebra for College Students, Fifth Edition, provides
comprehensive, in-depth coverage of the topics required in a course combining
the study of introductory and intermediate algebra. The book is written for college
students who have no previous experience in algebra and for those who need a
review of basic algebraic concepts before moving on to intermediate algebra. I wrote
the book to help diverse students, with different backgrounds and career plans, to
succeed in a combined introductory and intermediate algebra course. Introductory
and Intermediate Algebra for College Students, Fifth Edition, has two primary goals:
1. To help students acquire a solid foundation in the skills and concepts of
introductory and intermediate algebra, without the repetition of topics in two
separate texts.
2. To show students how algebra can model and solve authentic real-world problems.

One major obstacle in the way of achieving these goals is the fact that very few
students actually read their textbook. This has been a regular source of frustration
for me and for my colleagues in the classroom. Anecdotal evidence gathered over
years highlights two basic reasons students give when asked why they do not take
advantage of their textbook:
• “I’ll never use this information.”
• “I can’t follow the explanations.”

I’ve written every page of the Fifth Edition with the intent of eliminating these two
objections. The ideas and tools I’ve used to do so are described in the features that follow.
These features and their benefits are highlighted for the student in “A Brief Guide to
Getting the Most from This Book,” which appears inside the front cover.

What’s New in the Fifth Edition?

• New Applications and Real-World Data. The Fifth Edition contains 163 new
or revised worked-out examples and exercises based on updated and new data
sets. Many of these applications involve topics relevant to college students and
newsworthy items. Among topics of interest to college students, you’ll find
new and updated data sets describing student loan debt (Chapter 1, Review,
Exercise 103; Exercise Set 3.5, Exercise 39), grade inflation of As and deflation
of Cs (Exercise Set 2.1, Exercises 65–66; Exercise Set 2.7 Exercises 105–106),
median weekly earnings, by education and gender (Exercise Set 1.8,
Exercises 99–100; Section 2.2, Example 8; Exercise Set 2.2, Exercises 71–72),
political orientation of college freshmen (Chapter 3 Test, Exercise 20),
and dormitory charges at public and private colleges (Exercise Set 14.2,
Exercises 65–66). Among newsworthy topics, new applications include income
inequality (Exercise Set 2.4, Exercises 57–58; Exercise Set 4.3, Exercise 70),
perceptions of police officers (Exercise Set 2.4, Exercises 59–60), marijuana use
vii
viii Preface

among college-age students (Chapter 3 Review, Exercise 44), marriage

equality (Chapter 4 Cumulative Review, Exercises 17–20), transformation of the
music industry by the Internet (Exercise Set 7.5, Exercises 51–52), racism,
measured by age and political orientation (Section 5.1 opener; Exercise Set 5.1,
Exercises 103–104), and the changing U.S. population, by race/ethnicity
(Section 14.2, Example 3).
• New Blitzer Bonus Videos with Assessment. The Blitzer Bonus features
throughout the textbook have been turned into animated videos that are built into
the MyMathLab course. These videos help students make visual connections to
algebra and the world around them. Assignable exercises have been created within
the MyMathLab course to assess conceptual understanding and mastery. These
videos and exercises can be turned into a media assignment within the Blitzer
MyMathLab course.
• Updated Learning Guide. Organized by the textbook’s learning objectives,
this updated Learning Guide helps students learn how to make the most of
their textbook for test preparation. Projects are now included to give students
an opportunity to discover and reinforce the concepts in an active learning
environment and are ideal for group work in class.
• Updated Graphing Calculator Screens. All screens have been updated using the
TI-84 Plus C.

What’s New in the Blitzer Developmental

Mathematics Series?
Two new textbooks and MyMathLab courses have been added to the series:
• Developmental Mathematics, First Edition, is intended for a course sequence
covering prealgebra, introductory algebra, and intermediate algebra. The text
provides a solid foundation in arithmetic and algebra.
• Pathways to College Mathematics, First Edition, provides a general survey
of topics to prepare STEM and non-STEM students for success in a variety of
college math courses, including college algebra, statistics, liberal arts mathematics,
quantitative reasoning, finite mathematics, and mathematics for education majors.
The prerequisite is basic math or prealgebra.
• MyMathLab with Integrated Review courses are also available for select Blitzer
titles. These MyMathLab courses provide the full suite of resources for the core
textbook, but also add in study aids and skills check assignments keyed to the
prerequisite topics that students need to know, helping them quickly get up to speed.

What Familiar Features Have Been Retained in the Fifth

Edition of Introductory and Intermediate Algebra for
College Students?
• Learning Objectives. Learning objectives, framed in the context of a student
question (What am I supposed to learn?), are clearly stated at the beginning of each
section. These objectives help students recognize and focus on the section’s most
important ideas. The objectives are restated in the margin at their point of use.
• Chapter-Opening and Section-Opening Scenarios. Every chapter and every
section open with a scenario presenting a unique application of mathematics in
students’ lives outside the classroom. These scenarios are revisited in the course of
the chapter or section in an example, discussion, or exercise.
• Innovative Applications. A wide variety of interesting applications, supported by
up-to-date, real-world data, are included in every section.
• Detailed Worked-Out Examples. Each example is titled, making the purpose of
the example clear. Examples are clearly written and provide students with detailed
step-by-step solutions. No steps are omitted and each step is thoroughly explained
to the right of the mathematics.
 Preface ix

• Explanatory Voice Balloons. Voice balloons are used in a variety of ways

to demystify mathematics. They translate algebraic ideas into everyday
English, help clarify problem-solving procedures, present alternative ways of
understanding concepts, and connect problem solving to concepts students have
already learned.
• Check Point Examples. Each example is followed by a similar matched problem,
called a Check Point, offering students the opportunity to test their understanding
of the example by working a similar exercise. The answers to the Check Points are
provided in the answer section.
• Concept and Vocabulary Checks. This feature offers short-answer exercises,
mainly fill-in-the-blank and true/false items, that assess students’ understanding
of the definitions and concepts presented in each section. The Concept and
Vocabulary Checks appear as separate features preceding the Exercise Sets.
• Extensive and Varied Exercise Sets. An abundant collection of exercises is
included in an Exercise Set at the end of each section. Exercises are organized
within eight category types: Practice Exercises, Practice Plus Exercises, Application
Exercises, Explaining the Concepts, Critical Thinking Exercises, Technology
Exercises, Review Exercises, and Preview Exercises. This format makes it easy to
create well-rounded homework assignments. The order of the Practice Exercises is
exactly the same as the order of the section’s worked examples. This parallel order
enables students to refer to the titled examples and their detailed explanations to
achieve success working the Practice Exercises.
• Practice Plus Problems. This category of exercises contains more challenging
practice problems that often require students to combine several skills or concepts.
With an average of ten Practice Plus problems per Exercise Set, instructors are
provided with the option of creating assignments that take Practice Exercises to a
more challenging level.
• Mid-Chapter Check Points. At approximately the midway point in each chapter,
an integrated set of Review Exercises allows students to review and assimilate the
skills and concepts they learned separately over several sections.
• Early Graphing. Chapter 1 connects formulas and mathematical models to data
displayed by bar and line graphs. The rectangular coordinate system is introduced
in Chapter 3. Graphs appear in nearly every section and Exercise Set. Examples
and exercises use graphs to explore relationships between data and to provide ways
of visualizing a problem’s solution.
• Geometric Problem Solving. Chapter 2 (Linear Equations and Inequalities in One
Variable) contains a section that teaches geometric concepts that are important
to a student’s understanding of algebra. There is frequent emphasis on problem
solving in geometric situations, as well as on geometric models that allow students
to visualize algebraic formulas.
• A Getting Ready for Intermediate Algebra section helps students make the
transition from introductory algebra to intermediate algebra, ensuring that they
have the appropriate prerequisite skills needed to move on.
• Thorough, Yet Optional, Technology. Although the use of graphing utilities
is optional, they are utilized in Using Technology boxes to enable students to
visualize and gain numerical insight into algebraic concepts. The use of graphing
utilities is also reinforced in the Technology Exercises appearing in the Exercise
Sets for those who want this option. With the book’s early introduction to graphing,
students can look at the calculator screens in the Using Technology boxes and gain
an increased understanding of an example’s solution even if they are not using a
graphing utility in the course.
• Great Question! This feature presents a variety of study tips in the context of
students’ questions. Answers to questions offer suggestions for problem solving,
point out common errors to avoid, and provide informal hints and suggestions.
As a secondary benefit, this feature should help students not to feel anxious or
threatened when asking questions in class.
x Preface

• Achieving Success. The Achieving Success boxes at the end of many sections offer
strategies for persistence and success in college mathematics courses.
• Chapter Review Grids. Each chapter contains a review chart that summarizes the
definitions and concepts in every section of the chapter. Examples that illustrate
these key concepts are also included in the chart.
• End-of-Chapter Materials. A comprehensive collection of Review Exercises for
each of the chapter’s sections follows the review grid. This is followed by a Chapter
Test that enables students to test their understanding of the material covered in the
chapter. Beginning with Chapter 2, each chapter concludes with a comprehensive
collection of mixed Cumulative Review Exercises.
• Blitzer Bonuses. These enrichment essays provide historical, interdisciplinary, and
otherwise interesting connections to the algebra under study, showing students that
math is an interesting and dynamic discipline.
• Discovery. Discover for Yourself boxes, found throughout the text, encourage
students to further explore algebraic concepts. These explorations are optional
and their omission does not interfere with the continuity of the topic under
consideration.

I hope that my passion for teaching, as well as my respect for the diversity of
students I have taught and learned from over the years, is apparent throughout this
new edition. By connecting algebra to the whole spectrum of learning, it is my intent to
show students that their world is profoundly mathematical, and indeed, p is in the sky.
Robert Blitzer
Resources for Success
MyMathLab for the Blitzer Developmental
Algebra Series
MyMathLab is available to accompany Pearson’s market-leading text offerings. This text’s flavor and
approach are tightly integrated throughout the accompanying MyMathLab course, giving students a
consistent tone, voice, and teaching method that make learning the material as seamless as possible.

Section Lecture and Chapter Test Prep

Videos
An updated video program provides a multitude of
resources for students. Section Lecture videos walk
students through the concepts from every section of the
text in a fresh, modern presentation format. Chapter Test
Prep videos walk students through the solution of every
problem in the text’s Chapter Tests, giving students video
resources when they might need it most.

Blitzer Bonus Videos

NEW! Animated videos have been created to mirror the Blitzer Bonus features throughout the textbook.
Blitzer Bonus features in the text provide interesting real-world connections to the mathematical topics at
hand, conveying Bob Blitzer’s signature style to engage students. These new Blitzer Bonus videos will help
students to connect the topics to the world around them in a visual way. Corresponding assignable exercises
in MyMathLab are also available, allowing these new videos to be turned into a media assignment to truly
ensure that students have understood what they’ve watched.

Learning Catalytics
Integrated into MyMathLab, the Learning Catalytics
feature uses students’ devices in the classroom for an
engagement, assessment, and classroom intelligence
system that gives instructors real-time feedback on
student learning. Learning Catalytics contains Pearson-
created content for developmental math topics that
allows you to take advantage of this exciting technology
immediately.

Student Success Modules

These modules are integrated within the MyMathLab
course to help students succeed in college courses and
prepare for future professions.

www.mymathlab.com
xi
 Resources for Success
Instructor Resources
Annotated Instructor’s Edition
This version of the text contains answers to
exercises printed on the same page, with graphing
answers in a special Graphing Answer Section at
the back of the text.
The following resources can be downloaded from
www.pearsonhighered.com or in MyMathLab.
PowerPoint® Lecture Slides
Fully editable slides correlated with the textbook
include definitions, key concepts, and examples
for use in a lecture setting.
Instructor’s Solutions Manual
This manual includes fully worked-out solutions
to all text exercises.
Instructor’s Resource Manual
This manual includes a Mini-Lecture, Group
Activities, and Additional Exercises for every
section of the text. It also includes Chapter Test
forms, as well as Cumulative and Final Exams,
with answers.
TestGen®
TestGen® (www.pearsoned.com/testgen) enables
instructors to build, edit, print, and administer
tests using a computerized bank of questions
developed to cover all the objectives of the text.
www.mymathlab.com
xii
Student Resources
The following additional resources are available
to support student success:
Learning Guide
UPDATED! Organized by learning objectives,
the Learning Guide helps students make the
most of their textbook and prepare for tests.
Now updated to include projects, students will
have the opportunity to discover and reinforce
the concepts in an active learning environment.
These projects are ideal for group work in class.
The Learning Guide is available in MyMathLab,
and available as a printed supplement.
Video Lecture Series
Available in MyMathLab, the video program
covers every section in the text, providing
students with a video tutor at home, in lab, or on
the go. The program includes Section Lecture
Videos and Chapter Test Prep videos.
Student Solutions Manual
This manual provides detailed, worked-out
solutions to odd-numbered section exercises,
plus all Check Points, Review/Preview Exercises,
Mid-Chapter Check Points, Chapter Reviews,
Chapter Tests, and Cumulative Reviews.
 Preface xiii

Acknowledgments
An enormous benefit of authoring a successful series is the broad-based feedback
I receive from the students, dedicated users, and reviewers. Every change to this
edition is the result of their thoughtful comments and suggestions. I would like to
express my appreciation to all the reviewers, whose collective insights form the
backbone of this revision. In particular, I would like to thank the following people
for reviewing Introductory and Intermediate Algebra for College Students.

Cindy Adams, San Jacinto College Charles C. Edgar, Onondaga Community

Gwen P. Aldridge, Northwest Mississippi
Community College
Ronnie Allen, Central New Mexico
Community College
Dr. Simon Aman, Harry S. Truman
College
Howard Anderson, Skagit Valley College
John Anderson, Illinois Valley
Community College
Michael H. Andreoli, Miami Dade
College – North Campus
Michele Bach, Kansas City Kansas
Community College
Jana Barnard, Angelo State University
Rosanne Benn, Prince George’s
Community College
Christine Brady, Suffolk County
Community College
Gale Brewer, Amarillo College
Carmen Buhler, Minneapolis
Community & Technical College
Warren J. Burch, Brevard College
Alice Burstein, Middlesex Community
College
Edie Carter, Amarillo College
Jerry Chen, Suffolk County Community
College
Sandra Pryor Clarkson, Hunter College
Sally Copeland, Johnson County
Community College
Valerie Cox, Calhoun Community
College
Carol Curtis, Fresno City College
Robert A. Davies, Cuyahoga Community
College
Deborah Detrick, Kansas City Kansas
Community College
Jill DeWitt, Baker College of Muskegon
Ben Divers, Jr., Ferrum College
Irene Doo, Austin Community College
College
Karen Edwards, Diablo Valley College
Scott Fallstrom, MiraCosta College
Elise Fischer, Johnson County
Community College
Susan Forman, Bronx Community
College
Wendy Fresh, Portland Community
College
Jennifer Garnes, Cuyahoga Community
College
Gary Glaze, Eastern Washington
University
Jay Graening, University of Arkansas
Robert B. Hafer, Brevard College
Andrea Hendricks, Georgia Perimeter
College
Donald Herrick, Northern Illinois
University
Beth Hooper, Golden West College
Sandee House, Georgia Perimeter
College
Tracy Hoy, College of Lake County
Laura Hoye, Trident Community College
Margaret Huddleston, Schreiner
University
Marcella Jones, Minneapolis Community &
Technical College
Shelbra B. Jones, Wake Technical
Community College
Sharon Keenee, Georgia Perimeter
College
Regina Keller, Suffolk County
Community College
Gary Kersting, North Central Michigan
College
Dennis Kimzey, Rogue Community
College
Kandace Kling, Portland Community
College
xiv Preface

Gray Knippenberg, Lansing Community Matthew Peace, Florida Gateway College

College
Mary Kochler, Cuyahoga Community
College
Scot Leavitt, Portland Community College
Robert Leibman, Austin Community
College
Jennifer Lempke, North Central Michigan
College
Ann M. Loving, J. Sargent Reynolds
Community College
Kent MacDougall, Temple College
Jean-Marie Magnier, Springfield
Technical Community College
Hank Martel, Broward College
Kim Martin, Southeastern Illinois College
John Robert Martin, Tarrant County
College
Lisa McMillen, Baker College of Auburn
Hills
Irwin Metviner, State University of New
York at Old Westbury
Jean P. Millen, Georgia Perimeter College
Lawrence Morales, Seattle Central
Community College
Morteza Shafii-Mousavi, Indiana
University South Bend
Lois Jean Nieme, Minneapolis
Community & Technical College
Allen R. Newhart, Parkersburg
Community College
Karen Pain, Palm Beach State College
Peg Pankowski, Community College of
Allegheny County – South Campus
Robert Patenaude, College of the
Canyons
Dr. Bernard J. Piña, New Mexico State
University – Doña Ana Community
College
Jill Rafael, Sierra College
James Razavi, Sierra College
Christopher Reisch, The State University
of New York at Buffalo
Nancy Ressler, Oakton Community
College
Katalin Rozsa, Mesa Community College
Haazim Sabree, Georgia Perimeter
College
Chris Schultz, Iowa State University
Shannon Schumann, University of
Phoenix
Barbara Sehr, Indiana University
Kokomo
Brian Smith, Northwest Shoals
Community College
Gayle Smith, Lane Community College
Dick Spangler, Tacoma Community
College
Janette Summers, University of Arkansas
Robert Thornton, Loyola University
Lucy C. Thrower, Francis Marion College
Mary Thurow, Minneapolis Community &
Tech College
Richard Townsend, North Carolina
Central University
Cindie Wade, St. Clair County
Community College
Andrew Walker, North Seattle
Community College
Kathryn Wetzel, Amarillo College

Additional acknowledgments are extended to Dan Miller and Kelly Barber

for preparing the solutions manuals and the new Learning Guide; Brad Davis,
for preparing the answer section and serving as accuracy checker; the codeMantra
formatting team for the book’s brilliant paging; Brian Morris and Kevin Morris at
Scientific Illustrators, for superbly illustrating the book; and Francesca Monaco, project
manager, and Kathleen Manley, production editor, whose collective talents kept every
aspect of this complex project moving through its many stages.
I would like to thank my editors at Pearson, Dawn Giovanniello and Megan Tripp,
who guided and coordinated the book from manuscript through production. Thanks
to Beth Paquin and Studio Montage for the quirky cover and interior design.
Finally, thanks to marketing manager Alicia Frankel for your innovative marketing
efforts, and to the entire Pearson sales force, for your confidence and enthusiasm
about the book.
 To the Student

The bar graph shows some of the qualities that students say make a great teacher.

Q UAL
ITIES
T H AT
MAKE
Explain
s thing A GRE
s clearl AT T E A
y CHER
Funny a
n d entert
aining
Helpfu 70%
l 47%

Passio
their s nate about
40%
ubjec t
22%
10%
Source:
Avanta Le 30%
arning Sy
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50%

70%

It was my goal to incorporate each of the qualities that make a great teacher
throughout the pages of this book.

Explains Things Clearly

I understand that your primary purpose in reading Introductory and Intermediate
Algebra for College Students is to acquire a solid understanding of the required topics
in your algebra course. In order to achieve this goal, I’ve carefully explained each
topic. Important definitions and procedures are set off in boxes, and worked-out
examples that present solutions in a step-by-step manner appear in every section.
Each example is followed by a similar matched problem, called a Check Point, for you
to try so that you can actively participate in the learning process as you read the book.
(Answers to all Check Points appear in the back of the book.)

xv
xvi To the Student

Funny/Entertaining
Who says that an algebra textbook can’t be entertaining? From our quirky cover to
the photos in the chapter and section openers, prepare to expect the unexpected.
I hope some of the book’s enrichment essays, called Blitzer Bonuses, will put a smile
on your face from time to time.

Helpful
I designed the book’s features to help you acquire knowledge of introductory
and intermediate algebra, as well as to show you how algebra can solve authentic
problems that apply to your life. These helpful features include:
• Explanatory Voice Balloons: Voice balloons are used in a variety of ways to make
math less intimidating. They translate algebraic language into everyday English,
help clarify problem-solving procedures, present alternative ways of understanding
concepts, and connect new concepts to concepts you have already learned.
• Great Question!: The book’s Great Question! boxes are based on questions
students ask in class. The answers to these questions give suggestions for problem
solving, point out common errors to avoid, and provide informal hints and
suggestions.
• Achieving Success: The book’s Achieving Success boxes give you helpful strategies
for success in learning algebra, as well as suggestions that can be applied for
achieving your full academic potential in future college coursework.
• Detailed Chapter Review Charts: Each chapter contains a review chart that
summarizes the definitions and concepts in every section of the chapter. Examples
that illustrate these key concepts are also included in the chart. Review these
summaries and you’ll know the most important material in the chapter!

Passionate about Their Subject

I passionately believe that no other discipline comes close to math in offering a more
extensive set of tools for application and development of your mind. I wrote the book
in Point Reyes National Seashore, 40 miles north of San Francisco. The park consists
of 75,000 acres with miles of pristine surf-washed beaches, forested ridges, and bays
bordered by white cliffs. It was my hope to convey the beauty and excitement of
mathematics using nature’s unspoiled beauty as a source of inspiration and creativity.
Enjoy the pages that follow as you empower yourself with the algebra needed to
succeed in college, your career, and your life.

Regards,
Bob
Robert Blitzer
 About the Author

Bob Blitzer is a native of Manhattan and

received a Bachelor of Arts degree with dual
majors in mathematics and psychology (minor:
English literature) from the City College
of New York. His unusual combination of
academic interests led him toward a Master
of Arts in mathematics from the University of
Miami and a doctorate in behavioral sciences
from Nova University. Bob’s love for teaching
mathematics was nourished for nearly 30 years
at Miami Dade College, where he received
numerous teaching awards, including Innovator
of the Year from the League for Innovations
in the Community College and an endowed
chair based on excellence in the classroom.
In addition to Introductory and Intermediate
Algebra for College Students, Bob has written
textbooks covering developmental mathematics,
introductory algebra, intermediate algebra,
college algebra, algebra and trigonometry, precalculus, and liberal arts mathematics,
all published by Pearson. When not secluded in his Northern California writer’s cabin,
Bob can be found hiking the beaches and trails of Point Reyes National Seashore,
and tending to the chores required by his beloved entourage of horses, chickens, and
irritable roosters.

xvii
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 1

CHAPTER
Variables, Real Numbers,
and Mathematical Models
W
•
hat can algebra possibly tell me about

the rising cost of movie ticket prices over the years?

• how I can stretch or shrink my lifespan?
• the widening imbalance between numbers of women and men on college campuses?
• the number of calories I need to maintain energy balance?
• the widening imbalance between salaries of male and female college graduates?

In this chapter, you will learn how the special language of algebra describes your world.

Here’s where you’ll find these applications:

• Movie ticket prices: Exercise Set 1.1, Exercises 83–84
• Stretching or shrinking my lifespan: Section 1.6, Example 6
• College gender imbalance: Section 1.7, Example 9
• Caloric needs: Section 1.8, Example 12; Exercise Set 1.8, Exercises 97–98
• Gender divide in salaries for college graduates: Exercise Set 1.8, Exercises 99–100.

1958 1967 1980 1990 2000 2010 2013

Cat on a Hot Tin Roof Cool Hand Luke Ordinary People Dances with Wolves Miss Congeniality Alice in Wonderland 12 Years a Slave
TICKET PRICE TICKET PRICE TICKET PRICE TICKET PRICE TICKET PRICE TICKET PRICE TICKET PRICE
$0.68 $1.22 $2.69 $4.23 $5.39 $7.89 $8.38

Sources: Motion Picture Association of America, National Association of Theater Owners (NATO), and Bureau of Labor Statistics (BLS) 1
2 C H AP T E R 1 Variables, Real Numbers, and Mathematical Models
SEC TION
1.1
What am I supposed
to learn?
After studying this section,
you should be able to:
1 Evaluate algebraic
expressions.
2 Translate English
phrases into algebraic
expressions.
3 Determine whether a
number is a solution of
an equation.
4 Translate English
sentences into
algebraic equations.
5 Evaluate formulas.
1 Evaluate algebraic
expressions.
Introduction to Algebra: Variables and
Mathematical Models
You are thinking about buying a high-
definition television. How much distance
should you allow between you and the
TV for pixels to be undetectable and the
image to appear smooth?
Algebraic Expressions
Let’s see what the distance between you
and your TV has to do with algebra. The
biggest difference between arithmetic and
algebra is the use of variables in algebra. A variable
is a letter that represents a variety of different numbers. For example, we can let x
represent the diagonal length, in inches, of a high-definition television. The industry
rule for most of the current HDTVs on the market is to multiply this diagonal length
by 2.5 to get the distance, in inches, at which a person with perfect vision can see a
smooth image. This can be written 2.5 # x, but it is usually expressed as 2.5x. Placing a
number and a letter next to one another indicates multiplication.
Notice that 2.5x combines the number 2.5 and the variable x using the operation
of multiplication. A combination of variables and numbers using the operations of
addition, subtraction, multiplication, or division, as well as powers or roots, is called an
algebraic expression. Here are some examples of algebraic expressions:
x
x + 2.5 x − 2.5 2.5x 2.5 3x + 5 !x + 7.
6JGXCTKCDNGx 6JGXCTKCDNGx VKOGUVJG 6JGXCTKCDNGx OQTGVJCP OQTGVJCP
KPETGCUGFD[ FGETGCUGFD[ XCTKCDNGx FKXKFGFD[ VKOGUVJG VJGUSWCTGTQQV
XCTKCDNGx QHVJGXCTKCDNGx
Great Question!
Are variables always represented by x?
No. As you progress through algebra, you will often see x, y, and z used, but any letter
can be used to represent a variable. For example, if we use l to represent a TV’s diagonal
length, your ideal distance from the screen is described by the algebraic expression 2.5l.
Evaluating Algebraic Expressions
We can replace a variable that appears in an algebraic expression by a number. We
are substituting the number for the variable. The process is called evaluating the
expression. For example, we can evaluate 2.5x (the ideal distance between you and
your x-inch TV) for x = 50. We substitute 50 for x. We obtain 2.5 # 50, or 125. This
means that if the diagonal length of your TV is 50 inches, your distance from the
screen should be 125 inches. Because 12 inches = 1 foot, this distance is 12512 feet, or
approximately 10.4 feet.
Many algebraic expressions involve more than one operation. The order in which
we add, subtract, multiply, and divide is important. In Section 1.8, we will discuss the
rules for the order in which operations should be done. For now, follow this order:
 SECTI ON 1.1 Introduction to Algebra: Variables and Mathematical Models 3

A First Look at Order of Operations

1. Perform all operations within grouping symbols, such as parentheses.

2. Do all multiplications in the order in which they occur from left to right.
3. Do all additions and subtractions in the order in which they occur from left
to right.

Great Question! EXAMPLE 1 Evaluating Expressions

What am I supposed
to do with the worked Evaluate each algebraic expression for x = 5:
examples?
a. 3 + 4x b. 4(x + 3).
Study the step-by-step
solutions in these examples.
Reading the solutions slowly Solution
and with great care will a. We begin by substituting 5 for x in 3 + 4x. Then we follow the order of operations:
prepare you for success with Multiply first, and then add.
the exercises in the Exercise
Sets. 3 + 4x

4GRNCEGxYKVJ

=3+4∙5
= 3 + 20 Perform the multiplication: 4 # 5 = 20.
= 23 Perform the addition.

Great Question! b. We begin by substituting 5 for x in 4(x + 3). Then we follow the order of operations:
Why is it so important to
Perform the addition in parentheses first, and then multiply.
work each of the book’s
Check Points? 4(x + 3)
You learn best by doing.
Do not simply look at the 4GRNCEGxYKVJ
worked examples and
conclude that you know how = 4(5 + 3)
to solve them. To be sure
you understand the worked = 4(8) Perform the addition inside the
examples, try each Check parentheses: 5 + 3 = 8.
Point. Check your answer 4(8) can also be written as 4 # 8.
in the answer section before = 32 Multiply. 
continuing your reading.
Expect to read this book
with pencil and paper handy
CHECK POINT 1 Evaluate each expression for x = 10:
to work the Check Points. a. 6 + 2x b. 2(x + 6).

Example 2 illustrates that algebraic expressions can contain more than one
variable.

EXAMPLE 2 Evaluating Expressions

Evaluate each algebraic expression for x = 6 and y = 4:

3x + 5y + 2
a. 5x - 3y b. .
2x - y
4 C H AP T E R 1 Variables, Real Numbers, and Mathematical Models

Solution
a. 5x − 3y This is the given algebraic expression.

4GRNCEG 4GRNCEG
xYKVJ yYKVJ

=5∙6−3∙4 We are evaluating the expression for x = 6 and y = 4.

= 30 - 12 Multiply: 5 # 6 = 30 and 3 # 4 = 12.

= 18 Subtract.

b. 3x + 5y + 2 This is the given algebraic expression.

2x − y
4GRNCEGxYKVJ 4GRNCEGyYKVJ

3∙6+5∙4+2
=
2∙6−4 We are evaluating the expression for x = 6 and y = 4.

18 + 20 + 2
= Multiply: 3 # 6 = 18, 5 # 4 = 20, and 2 # 6 = 12.
12 - 4
40
= Add in the numerator.
8 Subtract in the denominator.
= 5 Simplify by dividing 40 by 8. 

CHECK POINT 2 Evaluate each algebraic expression for x = 3 and y = 8:

6x - y
a. 7x + 2y b. .
2y - x - 8

2 Translate English Translating to Algebraic Expressions

phrases into algebraic Problem solving in algebra often requires the ability to translate word phrases into
expressions. algebraic expressions. Table 1.1 lists some key words associated with the operations of
addition, subtraction, multiplication, and division.

Table 1.1 Key Words for Addition, Subtraction, Multiplication, and Division
Operation Addition ( + ) Subtraction ( − ) Multiplication ( ~ ) Division ( ÷ )
plus minus times divide
sum difference product quotient
Key words
more than less than twice ratio
increased by decreased by multiplied by divided by

EXAMPLE 3
Translating English Phrases
into Algebraic Expressions
Write each English phrase as an algebraic expression. Let the variable x represent the
number.
a. the sum of a number and 7
b. ten less than a number
c. twice a number, decreased by 6
d. the product of 8 and a number
e. three more than the quotient of a number and 11
Another random document with
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Evan Lloyd being detained to give evidence on General Whitelocke’s
court-martial. On the 1st of June it arrived at the Cape of Good
Hope, where it found one of its old colonels, Major-
General H. G. Grey, and was inspected by him. 4th June.
From the Cape the regiment sailed for Calcutta. As
it was approaching the Hugli one of the transports, the Hugh Inglis,
was set on fire by the carelessness of a petty officer, but the fire was
extinguished without serious damage. Next day the three topmasts
were carried away by a squall, and swept fourteen or fifteen men
overboard with them, of whom, however, all but one were saved. The
Seventeenth has gone through a good many adventures at sea
between gales, founderings, fires, and service as marines.
On the 25th August the regiment was disembarked at Calcutta,
790 men strong, and did garrison duty in Fort William until
December; during which time Major Cotton, the regimental
quartermaster, and sixty-two non-commissioned officers and men,
fell sick and died—a melancholy opening to its first term of Indian
service. In the following year it was placed on the
Bombay establishment, and sailing from Calcutta 1809.
arrived at Bombay on the 1st February. From
thence it was moved up to its destined quarters at Surat on the Tapti
River, some two hundred miles north of Bombay. Two galloping guns
worked by its own men were added, as was usual, to the
establishment; and by a concurrence of testimony the regiment was
excellently mounted.
Early in 1810 the Seventeenth was employed on a rather curious
service. At the end of 1809 there was a sudden rising of religious
fanatics in Mandavi under the leadership of a man named Mean
Abdul Rahman, who killed the vizier of Mandavi, and put the rajah to
flight. The leader then sent a message to the
English Resident, ordering him to accept 1809.
Mohammedanism or fight. He added that he was
come down to earth in the bodies of four great men, Adam, Jesus,
Ahmad and Mean Abdul Rahman, and concluded with a request for
three hundred rupees. Absurd as the matter sounds, it soon
assumed a serious aspect. The news of the rising reached Surat on
the 10th January, and the people at once flocked
out from the city to join the new prophet. The 1810.
Mohammedans in general began to assume a
threatening attitude, and attacked the Hindoos with the cry of “Deen.”
In fact there were the elements of a troublesome disturbance, which
in the judgment of the Resident required to be suppressed at once.
Accordingly four troops of the Seventeenth, under Major Supple, and
some infantry were called out and marched off to the village of
Boodham, where the prophet and the most devoted of his followers
were assembled. The Seventeenth outmarched the infantry, and
came up with the fanatics at daybreak on the morning of the 19th
January on the plain outside the village. The fanatics were
summoned to surrender and give up their leader; but they replied
with shouts of defiance. A feint attack was then made to intimidate
them; but they simply threw up clouds of dust in the horses’ faces
and dared the Seventeenth to the combat. Then the regiment
attacked in earnest, and there ensued what the Resident called a
“furious engagement.” The fanatics were armed with spears and
small hatchets attached to bamboo shafts, twelve or fourteen feet
long, with which they could inflict severe wounds; and they fought
like demons. If the Seventeenth had had lances in these days they
might have made short work of them; but, as things were, the
fighting lasted for some time. It was not until 200 of the fanatics lay
dead on the field that the bulk of them dispersed and fled to the
village, where, still undefeated, they renewed the fight against the
infantry and artillery. Finally the Seventeenth set fire to the village
and put an end to the affair; and the leader of the fanatics, having
been wounded in the first action, was captured by the infantry. Of the
Seventeenth, one corporal and two privates were
killed; all the officers, several privates and many of 1810.
the horses were wounded. Lieutenant Adams’
helmet was cut to pieces on his head.
In this same year a detachment of the Seventeenth, under
Lieutenant Johnson, accompanied Brigadier-General Sir John
Malcolm on his mission to Persia. On its return in December this
detachment brought with it a letter from Sir John to the Colonel, in
which the former went out of his way to express his high opinion not
only of Mr. Johnson, but of the non-commissioned officers, Sergeant
Willock and Corporals Carrigan and Batson, who were with him. It is
remarkable to note that non-commissioned officers of the
Seventeenth, employed with small detachments, have never failed
from the first to command the admiration of all strange officers whom
it has been their duty to serve. A curious memorial of this escort was
found in the ruins of Persepolis by an officer of the regiment
(Lieutenant Anstruther Thomson, now Captain Anstruther) while
travelling in 1888. Scratched on one of the lions at the head of the
main stairway are the death’s head and cross-bones with the motto,
and beneath it the name “Sergt. Robt. Willock”; and on the wall of
Xerxes’ house is cut the name of “Pte. M. Cloyne, 17 L. DS. 1810.”
Before we quit this year we must add two small extracts (copied
from the Calcutta Gazette) from the Dress Regulations, which gives
us a faint glimpse of the transition through which the British Army
was passing:—
10th October.—Clubs and queues are abolished in all ranks from
this date, and the hair is in future to be cut close to the neck. No
powder is to be worn on duty.
This is the first beginning of the short hair, which now particularly
distinguishes a soldier. Old as the queues were, the whole Army was
delighted to be rid of them, though there were antique officers that
regretted them to the end. At the beginning of the
great war with France the War Office, which was 1810.
decidedly negligent in the matter of feeding the
troops in Flanders, never failed to send them shiploads of leathern
queues.
8th November.—Scale epaulettes are to be worn exclusively by
officers of cavalry.
No shoulders have seen more vicissitudes of adornment than
those of the British officer.
In December of the following year the regiment
left Surat for new cantonments at Ruttapore, near 1811.
Kaira, in the northern division of Guzerat. On the
1st of January following Lieutenant-Colonel Evan Lloyd was
promoted to be Major-General, and retired from the
command. He was the last of the officers then 1812.
doing duty with the regiment who had served with it
in the American War. His successor was the Hon. Lincoln Stanhope,
who came from the 16th Lancers, and was blamed by his brother
officers in that corps, not without justice, for preferring “an arduous
campaign in Bond Street” to duty with his regiment in the Peninsula.
None the less he did good service enough with the Seventeenth.
The year 1812 brought with it a further change in the clothing. The
cord lacing and the innumerable buttons that had adorned the front
of the jacket were abolished, and another jacket with broad, white
facings, almost as wide as a plastron, was substituted in its stead.
Simultaneously the old helmet disappeared and the felt shako took
its place. The old white breeches and knee-boots were likewise
swept away to make room for French gray overalls, with a double
white stripe, and Wellington boots. These last may perhaps have
been introduced rather earlier than the other changes; the Wellington
boot, according to one authority, having been prescribed for Light
Dragoons in 1808. The old crimson sash of the officer made way for
a girdle similar to that worn at present. White welts to the seams and
a small pair of epaulettes, white for men and silver for officers,
completed the transformation. When the Seventeenth received this
new dress it is impossible to say; and the change is therefore
recorded under the year when it was ordered, though probably not
carried into effect until a year or two later. The fact
that the regiment was quartered in India, of course, 1812.
made in those days no difference as to the clothing
issued to it, except that white covers were worn over the shakos.
In September there arose a mighty famine in Guzerat, which
carried off thousands of natives. Simultaneously there broke out an
epidemic fever which was as fatal to Europeans as to natives. In the
four months, October 1812 to January 1813, four officers and 73
men of the Seventeenth were swept off by this fever; yet even this
was a small matter to those who could remember the ravages of
yellow fever in the West Indies.
 In the three following years strong detachments
of the regiment were employed in active service, 1813 to 1815.
apparently in expeditions against different hill-
tribes. Of the work done I have been unable to discover any record,
such expeditions being too common in the early days of British rule
in India to excite much interest. In December 1815 the regiment took
part in an expedition into the mountains of Cutch, whither no British
troops had hitherto penetrated. On the march they crossed the Ran
of Cutch, which separates Guzerat from the Cutch peninsula, and
being in the advanced guard were the first English soldiers to cross
it. The Ran being, from all accounts, merely a bed of sand which
comparatively lately had been the bottom of a sea, the accounts of
the march and the description of the country filled the Indian
newspapers of the period. The news of Waterloo and of the close of
the great war was exhausted, so a graphic picture of the Ran was
welcome.
The capture of a couple of hill forts, Aujar and
Bhooj, soon quieted Cutch; and the troops then 1816.
repassed the Ran to put down some local banditti
and disperse some piratical tribes on the coast. The central nest of
these tribes having been taken, the work was done; and accordingly
after the capture of Dwarka, on the coast to the south of the Gulf of
Cutch, the field force was broken up, and the Seventeenth returned
to Ruttapore. The losses of the regiment in the work of those three
years are unrecorded, and, except from disease, were probably not
worth mention.
Before quitting this year we must turn our eyes homeward for a
moment, where rather an interesting matter was going forward.
H.R.H. the Commander-in-Chief, at the opening of 1816, had
become bitten with the notion of forming corps of Lancers in imitation
of the Polish Lancers which had done such good service to the army
under Napoleon. The first idea was to attach a troop of lancers to
each cavalry regiment, just as a small body of riflemen was attached
to a regiment of infantry. Lord Rosslyn offered the 9th Light
Dragoons for the experiment, and trained fifty picked men under the
command of Captain Peters. On Saturday, 20th April, these fifty men
were reviewed in the Queen’s Riding-house at Pimlico, before a few
select spectators who were admitted by ticket. The men were
dressed in blue jackets faced with crimson, gray trousers and blue
cloth caps, and carried a lance sixteen feet long with a pennon of the
Union colours. “The opposite extremity of the lance,” continues our
authority, “was confined in a leather socket attached to the stirrup,
and the lance was supported near the centre by a loose string.” Such
is an abridged account of the first parade of Lancers in England,
taken from an extract from the Sun newspaper of 22nd August 1816,
and copied into the Calcutta Gazette, whence probably it found its
way to the officers’ mess of the Seventeenth.

G. Salisbury.
Marching Order. Review Order.
PRIVATES, 1824–1829.
The new year brought the regiment to more
serious service in the field, namely, the Pindari 1817.
War. These Pindaris in their early days had been merely the
scavengers of the Mahratta armies; but they had been increasing in
numbers and power in the south of Hindostan and the north of the
Dekhan since 1811. Their most celebrated chiefs were two men
named Kurreem and Cheettoo, who had been captured by Dowlat
Rao Scindiah, but were released by him for a ransom in 1812. The
Pindaris then came out as an independent body, and began
incursions on a large scale. They invaded a country
in bands of from one to four thousand men apiece, 1817.
which on reaching the frontier broke up into parties
of from two to five hundred. They earned little but their arms; they
were admirably mounted, and thought nothing of marching fifty or
sixty miles in a day. They lived, themselves and their horses, on
plunder, and what they could not carry off they destroyed. In 1812
they were bold and strong enough to cross the Nerbuddha and
invade the territory of the Rajah of Nagpore, and in 1813 they
actually set fire to part of his capital. As they threatened further
depredations in the Gaikwar’s territory, a force of 600 native infantry
and three troops of the Seventeenth were sent to disperse them; and
these repressive measures had a good effect for the time. By 1814
their numbers were reckoned at 27,000 men, “the best cavalry
commanded by natives in India,” with 24 guns; and in the two
following years they became more and more dangerous and
troublesome. Holkar and Scindiah, being afraid of them, had both
made an alliance with them, and encouraged them secretly.
Moreover, the British Government was hampered in any attempt to
put them down by an engagement with Scindiah, which prevented it
from entering into any negotiations with the Rajpoots under
Scindiah’s protection. Unless British troops could follow the Pindaris
into Rajpoot territory it was of no use to advance against them, for
the only way in which the Pindaris could be suppressed was by
hunting them down to a man.
The capture of Bungapore in the Madras Presidency at last
brought matters to a crisis. Lord Moira, the Governor-General, called
upon Scindiah to disown the Pindaris and conclude a treaty with
England. Scindiah signed it cheerfully on the 5th November 1816.
That little farce over, he joined a general conspiracy of the Mahratta
powers to overthrow British rule in India. The Peishwar and the
Rajah of Nagpore, who had also recently signed treaties of alliance
with England, together with Holkar were the principal leaders of the
movement. Then the Governor-General bestirred himself in earnest.
He collected the Bengal, Madras, and Central
armies, and fairly surrounded the whole Pindari 1817.
country, the Malwa in fact, with 80,000 men. Over
and above these a force, under Sir W. Grant Keir, advanced from
Bombay to block up one corner on the Bombay side. It was to this
force that the Seventeenth was attached, joining it at Baroda.
The Baroda force under Sir W. Keir marched on the 6th
December. On the second day’s march the rear-guard was attacked
by a body of Bheels—a race which, though “diminutive and wretched
looking,” were “active and capable of great fatigue,” as befitted a
gang of professed thieves and robbers. They were driven off by a
squadron of the Seventeenth under Colonel Stanhope himself, but at
the cost of an officer, Cornet Marriott, and several men and horses
wounded. Sergeant-Major Hampson received an arrow in the mouth
from a Bheel archer. He calmly plucked the arrow out, drew his
pistol, shot the Bheel, and then fell dead—choked by the flow of
blood. This affair won the Seventeenth the thanks of the General in
field orders.
Of the subsequent movements of the Seventeenth in the war I
have found great difficulty, from the impossibility of getting at the
original despatches, in obtaining any knowledge. The great battle of
the campaign was fought against Holkar’s troops at Maheidpore on
the 20th December. The Seventeenth was not present at the action,
though Colonel Stanhope was thanked in orders and despatches for
his service as D.Q.M.G., and though immediately after it the
regiment was ordered off to reinforce Sir J. Malcolm’s division for the
pursuit of Holkar. On the 23rd January 1818 a
treaty was make with Holkar; and the war then 1818.
resolved itself into a pursuit of the other members
of the conspiracy, and in particular of the Pindaris. In fact the work of
the Seventeenth was a foretaste of that which it was to experience in
Central India forty years later; equally difficult to trace from the
rapidity of the movements; equally hard to recount from the dearth of
material and the separation of the regiment into detachments; above
all equally hard on men and horses, perpetually harassed by long
forced marches which led only to more forced marches for weeks
and weeks together. I have only been able to
gather that the men suffered not a little from the 1818.
extraordinary changes of temperature, varying from
28½ to 110 degrees during the march; and that on a few odd
occasions their services were such as to call down the special praise
of the divisional commander. These commendations are the more
valuable, inasmuch as petty, though brilliant actions were very
common in Central India during the early months of 1818.
The first of these in which we hear of the
Seventeenth is an action at Mundapie, wherein four 19th Jan.
squadrons of the regiment surprised the Pindaris,
and cut down 100 of them, with the loss of one private wounded. The
gallantry and rapidity of the attack, by the testimony of the General,
alone saved the Seventeenth from heavier casualties. We hear next
of a detachment of the regiment engaged at the capture of Fort
Pallee; and next, at a more important affair, we find
the whole of the Seventeenth fighting against the 9th Feb.
most renowned of the Pindari leaders, Cheettoo
himself. The action recalls the history of the detachment which
served under Tarleton in Carolina. It appears that
Colonel Stanhope obtained information that a large March.
body of Pindaris was within a forced march of him.
He at once sent off a detachment in pursuit, which after a thirty mile
march came upon the enemy, evidently by surprise, and cut down
200 of them. Cheettoo himself, conspicuous by his dress and black
charger, narrowly escaped capture, and owed his safety only to the
speed of his horse.[11] Captain Adams and Cornet Marriott, who had
already distinguished themselves in the rear-guard action with the
Bheels, were prominent on this occasion, and with the whole
detachment received Sir W. Keir’s thanks in division orders. On the
14th March, when Sir W. Keir’s force was broken up, two officers of
the Seventeenth, Colonel Stanhope and Captain Thompson, were
selected by the General for special approbation and thanks.
After a short rest in cantonments the regiment,
towards the end of the year, resumed the chase of 1819.
the Pindaris. The new year found them marching
into the province of Candeish, excepting a detachment of eighty-six
convalescents who, on their recovery, joined Sir W. Keir’s force in
Cutch. While there it must have experienced the frightful earthquake
of June 1819, which destroyed most of the Cutch towns and killed
thousands of natives. Of the general movements of the Seventeenth
I have been unable to discover anything. It appears that before the
end of the year the regiment was back again in cantonments, and
that it moved up to Cutch again in May following, still engaged at the
old work. Colonel Stanhope was then entrusted
with a force of between five and six thousand men, 1820.
destined, it was said, for the invasion of Scinde.
After six months’ encampment between Bhooj and Mandivie, the
Seventeenth returned to cantonments, and the force generally was
broken up. Colonel Stanhope, with a few troops which he had
retained, reduced the pirate fort of Dwarka, where Cornet Marriott
(now promoted Lieutenant in the 67th Foot) was mortally wounded.
He was acting as Brigade-Major to Colonel Stanhope at the time, the
Seventeenth not being present at the engagement.
Two more years at the Kaira cantonments brought the regiment to
the end of its first term of Indian service. It marched to Cambay in
November, reached Bombay by water in December, and finally
sailed for England on the 9th January 1823. It had landed at
Calcutta, in 1808, 790 men strong; it had lost in fourteen years, from
disease and climatic causes alone, exclusive of men invalided and
killed in action, 26 officers and 796 men; it had received in India 929
men and officers. It went home, after leaving behind it volunteers for
different regiments, under 200 strong of all ranks. Such were the
effects of cholera,—for 1818 was a bad cholera year,—general
ignorance of sanitary matters, and of English clothing in the Indian
climate.
GEORGE, LORD BINGHAM
(EARL OF LUCAN)
Lieutenant-Colonel 17th Light Dragoons (Lancers)
1826–1837
 CHAPTER XI
HOME SERVICE, 1823–1854

On their way home the Seventeenth touched at

St. Helena, where they found an Army List, and 1823.
therein learned for the first time that they had
become a regiment of Lancers. Such were the fruits of the inspection
held at the Queen’s Riding-house in Pimlico six years before. There
also they heard of the death of their Colonel, Oliver Delancey, who
had held that rank since 1795. He had entered the army as a Cornet
in the 14th Dragoons in 1766, and joined the Seventeenth as a
Captain in 1773. He had therefore held a commission in the regiment
for close on fifty years when he died in September 1822. He had
gained some slight reputation as a pamphleteer, and he was for
many years a Member of Parliament, but it was as a soldier and an
officer in the Seventeenth that he had made his mark, in the New
England provinces and Carolina. He was succeeded by Lord R.
Somerset, a distinguished Peninsula officer.
On the 18th May the regiment arrived at Gravesend, and marched
to Chatham, where all the men, with the exception of some fifty,
including non-commissioned officers, were invalided or discharged.
At Chatham they returned their carbines into store; it was nearly sixty
years before they received them again; and, in accordance with
regulation, ceased to shave their upper lips. It must have been rather
a curious time, that last half of 1823, between the growing of the
moustaches, the learning of the lance exercise, and the constant
influx of recruits. In those days it was, as a rule, rare for a regiment
to receive above a dozen recruits in the year; and
though the heavy mortality in India had caused the 1823.
rapid passage of many men into the ranks, yet we
may guess that the fifty old soldiers, many of whom had probably
brought back with them a liver from the East, were not too well
pleased at being flooded with five times their number of recruits. The
spectacle of 250 bristly upper lips must in itself have been somewhat
disquieting. But recruits came in fast. Before the year was out the
regiment numbered 311 men, or little below its reduced
establishment, viz. six troops of 335 men with 253 horses.
The acquisition of the lance, of course, brought with it a certain
change of dress. Lancers being of Polish origin, the Polish fashion in
dress was of course imperative. The shako was discarded for ever,
and a lance cap of the orthodox shape introduced in its place; the
upper part thereof white as at present, and the plume, as ever since
1759, red and white. The officers, besides a huge pair of epaulettes,
wore aiguillettes of silver, and were generally very gorgeously attired.
For we are now, it must be remembered, in the reign of King George
IV., and therefore every uniform is at its zenith of expense and its
nadir of taste. Hence, the first lance caps were so high and heavy
that they were a misery to wear; and the jackets, though in pattern
unchanged, were made so tight that men could hardly cut the sword
exercise.
From this point for the next thirty years the
history of the regiment is merely that of home duty 1824.
in England and Ireland; and as the changes of
quarter are recorded in the Appendix, there is no need to repeat
them here. Let it, however, be noted that the Seventeenth took the
London duty for the first time in 1824, and that in
the following year it found itself once more at 1825.
Chichester, where we hope that it was welcomed
by the Mayor and Corporation.
In 1826, George, Lord Bingham, who had
exchanged into the Seventeenth eleven months 1826.
before, succeeded Colonel Stanhope in command
of the regiment. We shall meet with him again as Lord Lucan twenty-
eight years hence; not without results. Lord Bingham retained the
command until 1837, and brought the regiment up to a very high
pitch of efficiency. He was a keen soldier, who had taken the pains to
study his profession; a very rare thing in those days; and had even
taken the trouble to join the Russian army in the war of 1828–29
against the Turks, in order to gain experience of active service. He
came to the Seventeenth at a time when such a commander was
especially valuable, for the slack period of the British army, perhaps
inevitable after the exertions of the great war, was telling heavily on
the cavalry. The drill was stiff, unpractical, and obsolete—designed,
apparently, to assimilate the movements of cavalry and infantry as
far as possible to each other. It was so useful (this was the pretext
alleged) for officers to be able to handle horse and foot with equal
facility. “It is hardly credible,” writes a critic in 1832, “that the late
regulations did not contain a single formation from column into line,
in which one or more of the squadrons had not to rein back as a
necessary and essential part of the movement.” Even when this was
altered, officers were still posted in the ranks instead of in front of
their troops. At this time, too, and for years after, changes of
formation were always carried out to the halt. A regiment that
required to take ground to the right, wheeled into “columns of troops
to the right,” to the halt; then advanced as far as was necessary,
then halted, and then wheeled into line, once again to the halt. In
many regiments “field cards” were issued, “drawn out in all the pride
of red ink,” with each movement numbered and marked in its regular
succession; and thus the programme for the day of review was
rehearsed for weeks beforehand.
Lord Bingham had not long been in command
before the uniform of the regiment was again 1829.
changed. When the change was made I cannot
with accuracy say; but in 1829 we find the white lapel-like facings on
the jacket done away with, and a plain blue jacket with white collar
and cuffs preferred in its place. The old red and white plume also
disappears at this period for ever, and a black plume is worn in its
stead.
A year later King William IV. came to the throne
and made yet another change. Whether from 1830.
jealousy of the colour of his own service, the Navy,
or from whatever cause, he clothed the whole Army, except the
artillery and riflemen, in scarlet. The Lancer regiments, one and all,
were accordingly arrayed in a double-breasted scarlet jacket with
two rows of buttons and gorgeous embroidery, and blue overalls with
a double scarlet stripe. The plume for the officers was of black
cocktail feathers; and as the cap was very high, and measured ten
inches square at the top, and the plume was sixteen inches long, it
may be guessed that heads were sufficiently covered. Large gold
epaulettes and gold cap-lines with large gold tassels completed the
dress. Those were merry days for the army tailor, if not for the Army.
That there were curses both loud and deep from the service we need
not doubt; but the King at least permitted the Seventeenth to retain
its facings, which was more than he allowed to the Navy. With almost
incredible want of tact the sailor-king altered the time-honoured white
facings of the Navy to scarlet. Happily neither of these changes
lasted long; though the appropriation of gold lace to the regular army,
and the relegation of silver to the auxiliary forces, has continued to
be the rule up to the present day. As a finishing touch to the trials of
the Lancers at this period, a general order compelled the shaving of
the moustaches which had been so carefully cultivated for the
previous eight years.
From 1828 to 1832 the Seventeenth was
quartered in Ireland. In the latter year they 1828–32.
encountered an old Indian enemy in Dublin, namely
Asiatic cholera, by which they lost three men. On crossing to
England in June they were isolated for some months, lest they
should spread the disease from their quarters.
In the following year the regiment was reviewed
by King William IV. in Windsor Park. After the 1833.
review the King invited the officers to dinner, and
reminded them then that he had inspected the Seventeenth half a
century before at New York. It is noteworthy that one officer, who
was still borne on the strength of the regiment, had served with it at
that time. Sir Evan Lloyds’ name still appeared on the roll as senior
lieutenant-colonel; and thus there was at least one man who could
say that he had worn both the scarlet and gold and the scarlet and
silver. Nor must we omit to add that among those who witnessed the
review on that day was the future colonel-in-chief of the regiment,
Prince George of Cambridge, then a boy of fourteen. Thus the lives
of two colonels of the Seventeenth actually bridge over the gulf
between the American War of Independence and the fifty-eighth year
of Queen Victoria. Sir Evan Lloyds’ name remained on the
regimental list from 1785 until 1836, when he was appointed to the
colonelcy of the 7th Dragoon Guards.
The year 1834 witnessed the abolition of a time-
honoured institution, namely, the squadron 1834.
standards. A relic of feudal days, which had kept its
significance and its value up to the first years of the great Civil War,
the troop or squadron standard had long been obsolete. In fact it is
rather surprising that such standards should ever have been issued
to Light Dragoons. Nevertheless they survived to a time within the
memory of living men in all cavalry regiments, and are fortunately
still preserved, together with the blue dress and axes of the farriers
and other historic distinctions, in that walking museum of the British
cavalry, the Household Brigade.
The year 1837 found the headquarters of the
Seventeenth at Coventry for the first time since 1837.
1760, when it had but just sprung into existence.
On this occasion we may hope that it was allowed to remain in the
town during the race meeting. It is somewhat of a coincidence that
the regiment should have opened the two longest reigns on record,
those, namely, of King George III. and Queen Victoria, in the same
quarters. In this same year Lord Bingham retired from the command,
and was succeeded by Lieutenant-Colonel Pratt, who in his turn
gave place after two years to Lieutenant-Colonel St. Quintin.
In 1840 the Light Dragoons and Lancers
discarded the scarlet which had been imposed 1840.
upon them, and reverted once more to the blue
jackets and the overalls of Oxford mixture, which had been ordained
in 1829. In 1841 the Seventeenth, after a three
years’ stay in Ireland, was moved to Scotland; its 1841.
first visit to North Britain since 1764. Coming down
to Leeds in the following year it received a new
colonel in the person of Prince George of 1842.
Cambridge, the present Colonel-in-Chief of the
regiment and Commander-in-Chief of the Army. Under his command
the regiment was employed in aid of the civil power to suppress
serious riots in the manufacturing districts in August 1842. In the
following year, headquarters and three troops of
the regiment being stationed at Birmingham, there 1843.
occurred an accident which, after fifty years,
sounds almost incredible. The men had just left barracks, in watering
order, for the exercise of the horses, and were about to pass under
an arch of what in the infancy of railways was called the “Liverpool
line,” when an engine, with its whistle shrieking loudly, passed over
the arch at a high speed. In an instant every horse swung violently
round, dismounting almost, if not actually, every man, and the whole
hundred of them stampeded wildly back through the streets to their
stables. Many of the men were injured, some so seriously that they
had to be carried back to barracks; and all this came about through
the now familiar whistle of a railway engine. The incident gives us a
momentary glimpse of one feature in the England of half a century
ago.
Next year the regiment took part in the review
held by the Queen in honour of the Czar of Russia. 1844.
Another ten years was to see it fighting that Czar’s
army, and helping to break his heart. The vicissitudes of a regiment’s
life are strange, and the Seventeenth had its share thereof in the
forties: first putting down rioters at Leeds; then marching past the
Czar at Windsor; then rushing across to Ireland to maintain order
there during the abortive insurrection headed by Smith O’Brien; and,
finally, escorting Her Majesty Queen Victoria on her
first entry into the city of Dublin. The year 1850 1848.
brought it back to England once more, where, after
one bout of peace manœuvres at Chobham, it at 1850.
last received orders, for the first time for thirty-four
years, to hold itself in readiness for active service. The warning
came in February 1854, and the scene of action was destined to be
the Crimea.