Professional Documents
Culture Documents
ebook download (Original PDF) Differential Equations with Boundary-Value Problems 8th all chapter
ebook download (Original PDF) Differential Equations with Boundary-Value Problems 8th all chapter
http://ebooksecure.com/product/original-pdf-differential-
equations-with-boundary-value-problems-9th/
http://ebooksecure.com/product/ebook-pdf-differential-equations-
with-boundary-value-problems-2nd-edition/
http://ebooksecure.com/product/ebook-pdf-elementary-differential-
equations-with-boundary-value-problems-2nd-edition/
http://ebooksecure.com/product/ebook-pdf-elementary-differential-
equations-boundary-value-problems-11th-edition/
Differential Equations with Boundary-Value Problems 9th
Edition Dennis G. Zill - eBook PDF
https://ebooksecure.com/download/differential-equations-with-
boundary-value-problems-ebook-pdf/
http://ebooksecure.com/product/ebook-pdf-boundary-value-problems-
and-partial-differential-equations-6th-edition/
http://ebooksecure.com/product/ebook-pdf-fundamentals-of-
differential-equations-and-boundary-value-problems-7th-edition/
https://ebooksecure.com/download/first-course-in-differential-
equations-11ed-differential-equations-and-boundary-value-
problems-9ed-solutions-manual-ebook-pdf/
http://ebooksecure.com/product/ebook-pdf-differential-equations-
and-boundary-value-problems-computing-and-modeling-global-
edition-5th-edition/
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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.
Differential Equations with © 2013, 2009, 2005 Brooks/Cole, Cengage Learning
Boundary-Value Problems,
ALL RIGHTS RESERVED. No part of this work covered by the
Eighth Edition
copyright herein may be reproduced, transmitted, stored, or used in
Dennis G. Zill, Warren S. Wright,
any form or by any means graphic, electronic, or mechanical,
and Michael R. Cullen
including but not limited to photocopying, recording, scanning,
digitizing, taping, Web distribution, information networks, or
Publisher: Richard Stratton
information storage and retrieval systems, except as permitted under
Senior Sponsoring Editor: Section 107 or 108 of the 1976 United States Copyright Act, without
Molly Taylor the prior written permission of the publisher.
Development Editor: Leslie Lahr
Assistant Editor: For product information and technology assistance, contact us at
Shaylin Walsh Hogan Cengage Learning Customer & Sales Support, 1-800-354-9706
Editorial Assistant: Alex Gontar For permission to use material from this text or product,
submit all requests online at www.cengage.com/permissions.
Media Editor: Andrew Coppola Further permissions questions can be emailed to
Marketing Manager: Jennifer Jones permissionrequest@cengage.com.
Marketing Coordinator:
Michael Ledesma Library of Congress Control Number: 2011944305
Marketing Communications Manager: ISBN-13: 978-1-111-82706-9
Mary Anne Payumo ISBN-10: 1-111-82706-0
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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.
Contents
Preface xi
Projects P-1
v
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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.
vi ● CONTENTS
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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.
CONTENTS ● vii
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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 ● CONTENTS
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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.
CONTENTS ● ix
APPENDIXES
Index I-1
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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
TO THE STUDENT
Authors of books live with the hope that someone actually reads them. Contrary to
what you might believe, almost everything in a typical college-level mathematics
text is written for you, and not the instructor. True, the topics covered in the text are
chosen to appeal to instructors because they make the decision on whether to use it
in their classes, but everything written in it is aimed directly at you, the student. So
we want to encourage you—no, actually we want to tell you—to read this textbook!
But do not read this text like you would a novel; you should not read it fast and you
should not skip anything. Think of it as a workbook. By this we mean that mathemat-
ics should always be read with pencil and paper at the ready because, most likely, you
will have to work your way through the examples and the discussion. Before attempt-
ing any of the exercises, work all the examples in a section; the examples are con-
structed to illustrate what we consider the most important aspects of the section, and
therefore, reflect the procedures necessary to work most of the problems in the exer-
cise sets. We tell our students when reading an example, copy it down on a piece of
paper, and do not look at the solution in the book. Try working it, then compare your
results against the solution given, and, if necessary resolve, any differences. We have
tried to include most of the important steps in each example, but if something is not
clear you should always try—and here is where the pencil and paper come in again—
to fill in the details or missing steps. This may not be easy, but that is part of the learn-
ing process. The accumulation of facts followed by the slow assimilation of under-
standing simply cannot be achieved without a struggle.
Specifically for you, a Student Resource Manual (SRM) is available as an op-
tional supplement. In addition to containing solutions of selected problems from the
exercises sets, the SRM contains hints for solving problems, extra examples, and a re-
view of those areas of algebra and calculus that we feel are particularly important to
the successful study of differential equations. Bear in mind you do not have to pur-
chase the SRM; by following my pointers given at the beginning of most sections, you
can review the appropriate mathematics from your old precalculus or calculus texts.
In conclusion, we wish you good luck and success. We hope you enjoy the text
and the course you are about to embark on—as undergraduate math majors it was
one of our favorites because we liked mathematics that connected with the physical
world. If you have any comments, or if you find any errors as you read/work your
way through the text, or if you come up with a good idea for improving either it or
the SRM, please feel free to contact us through our editor at Cengage Learning:
molly.taylor@cengage.com
TO THE INSTRUCTOR
In case you are examining this book for the first time, Differential Equations with
Boundary-Value Problems, Eighth Edition can be used for either a one-semester course,
or a two-semester course that covers ordinary and partial differential equations. The
shorter version of the text, A First Course in Differential Equations with Modeling
Applications, Tenth Edition, is intended for either a one-semester or a one-quarter course
in ordinary differential equations. This book ends with Chapter 9. For a one semester
course, we assume that the students have successfully completed at least two semesters
of calculus. Since you are reading this, undoubtedly you have already examined the
xi
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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.
xii ● PREFACE
table of contents for the topics that are covered. You will not find a “suggested syl-
labus” in this preface; we will not pretend to be so wise as to tell other teachers what to
teach. We feel that there is plenty of material here to pick from and to form a course to
your liking. The textbook strikes a reasonable balance between the analytical, qualita-
tive, and quantitative approaches to the study of differential equations. As far as our
“underlying philosophy” it is this: An undergraduate textbook should be written with
the student’s understanding kept firmly in mind, which means to me that the material
should be presented in a straightforward, readable, and helpful manner, while keeping
the level of theory consistent with the notion of a “first course.
For those who are familiar with the previous editions, we would like to mention
a few of the improvements made in this edition.
• Eight new projects appear at the beginning of the book. Each project includes
a related problem set, and a correlation of the project material with a chapter
in the text.
• Many exercise sets have been updated by the addition of new problems to
better test and challenge the students. In like manner, some exercise sets have
been improved by sending some problems into retirement.
• Additional examples and figures have been added to many sections
• Several instructors took the time to e-mail us expressing their concerns
about our approach to linear first-order differential equations. In response,
Section 2.3, Linear Equations, has been rewritten with the intent to simplify
the discussion.
• This edition contains a new section on Green’s functions in Chapter 4 for those
who have extra time in their course to consider this elegant application of
variation of parameters in the solution of initial-value and boundary-value prob-
lems. Section 4.8 is optional and its content does not impact any other section.
• Section 5.1 now includes a discussion on how to use both trigonometric
forms
y ⫽ Asin(vt ⫹ f) and y ⫽ Acos(vt ⫺ f)
in describing simple harmonic motion.
• At the request of users of the previous editions, a new section on the review
of power series has been added to Chapter 6. Moreover, much of this chapter
has been rewritten to improve clarity. In particular, the discussion of the
modified Bessel functions and the spherical Bessel functions in Section 6.4
has been greatly expanded.
• Several boundary-value problems involving modified Bessel functions have
been added to Exercises 13.2.
STUDENT RESOURCES
• Student Resource Manual (SRM), prepared by Warren S. Wright and Carol D.
Wright (ISBN 9781133491927 accompanies A First Course in Differential
Equations with Modeling Applications, Tenth Edition, and ISBN 9781133491958
accompanies Differential Equations with Boundary-Value Problems, Eighth
Edition), provides important review material from algebra and calculus, the
solution of every third problem in each exercise set (with the exception of the
Discussion Problems and Computer Lab Assignments), relevant command
syntax for the computer algebra systems Mathematica and Maple, lists of
important concepts, as well as helpful hints on how to start certain problems.
INSTRUCTOR RESOURCES
• Instructor’s Solutions Manual (ISM) prepared by Warren S. Wright and
Carol D. Wright (ISBN 9781133602293) provides complete, worked-out
solutions for all problems in the text.
• Solution Builder is an online instructor database that offers complete, worked-
out solutions for all exercises in the text, allowing you to create customized,
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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 ● xiii
secure solutions printouts (in PDF format) matched exactly to the problems you
assign in class. Access is available via
www.cengage.com/solutionbuilder
• ExamView testing software allows instructors to quickly create, deliver, and
customize tests for class in print and online formats, and features automatic
grading. Included is a test bank with hundreds of questions customized di-
rectly to the text, with all questions also provided in PDF and Microsoft
Word formats for instructors who opt not to use the software component.
• Enhanced WebAssign is the most widely used homework system in higher
education. Available for this title, Enhanced WebAssign allows you to assign,
collect, grade, and record assignments via the Web. This proven homework
system includes links to textbook sections, video examples, and problem spe-
cific tutorials. Enhanced WebAssign is more than a homework system—it is
a complete learning system for students.
ACKNOWLEDGMENTS
We would like to single out a few people for special recognition. Many thanks to
Molly Taylor (senior sponsoring editor), Shaylin Walsh Hogan (assistant editor), and
Alex Gontar (editorial assistant) for orchestrating the development of this edition and
its component materials. Alison Eigel Zade (content project manager) offered the
resourcefulness, knowledge, and patience necessary to a seamless production process.
Ed Dionne (project manager, MPS) worked tirelessly to provide top-notch publishing
services. And finall , we thank Scott Brown for his superior skills as accuracy reviewer.
Once again an especially heartfelt thank you to Leslie Lahr, developmental editor, for
her support, sympathetic ear, willingness to communicate, suggestions, and for
obtaining and organizing the excellent projects that appear at the front of the book.
We also extend our sincerest appreciation to those individuals who took the time out
of their busy schedules to submit a project:
Ivan Kramer, University of Maryland—Baltimore County
Tom LaFaro, Gustavus Adolphus College
Jo Gascoigne, Fisheries Consultant
C. J. Knickerbocker, Sensis Corporation
Kevin Cooper, Washington State University
Gilbert N. Lewis, Michigan Technological University
Michael Olinick, Middlebury College
Finally, over the years these textbooks have been improved in a countless num-
ber of ways through the suggestions and criticisms of the reviewers. Thus it is fittin
to conclude with an acknowledgement of our debt to the following wonderful people
for sharing their expertise and experience.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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.
xiv ● PREFACE
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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 ● xv
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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.
Project for Section 3.1
Is AIDS an Invariably
Fatal Disease?
by Ivan Kramer
This essay will address and answer the question: Is the acquired immunodeficienc
Thomas Deerinck, NCMIR/ Photo Researchers, Inc.
syndrome (AIDS), which is the end stage of the human immunodeficiency virus
(HIV) infection, an invariably fatal disease?
Like other viruses, HIV has no metabolism and cannot reproduce itself outside of
a living cell. The genetic information of the virus is contained in two identical strands
of RNA. To reproduce, HIV must use the reproductive apparatus of the cell it invades
and infects to produce exact copies of the viral RNA. Once it penetrates a cell, HIV
transcribes its RNA into DNA using an enzyme (reverse transcriptase) contained in the
virus. The double-stranded viral DNA migrates into the nucleus of the invaded cell and
is inserted into the cell’s genome with the aid of another viral enzyme (integrase). The
Cell infected with HIV
viral DNA and the invaded cell’s DNA are then integrated, and the cell is infected.
When the infected cell is stimulated to reproduce, the proviral DNA is transcribed into
viral DNA, and new viral particles are synthesized. Since anti-retroviral drugs like zi-
dovudine inhibit the HIV enzyme reverse transcriptase and stop proviral DNA chain
synthesis in the laboratory, these drugs, usually administered in combination, slow
down the progression to AIDS in those that are infected with HIV (hosts).
What makes HIV infection so dangerous is the fact that it fatally weakens a
host’s immune system by binding to the CD4 molecule on the surface of cells vital
for defense against disease, including T-helper cells and a subpopulation of natural
killer cells. T-helper cells (CD4 T-cells, or T4 cells) are arguably the most important
cells of the immune system since they organize the body’s defense against antigens.
Modeling suggests that HIV infection of natural killer cells makes it impossible for
even modern antiretroviral therapy to clear the virus [1]. In addition to the CD4
molecule, a virion needs at least one of a handful of co-receptor molecules (e.g., CCR5
and CXCR4) on the surface of the target cell in order to be able to bind to it, pene-
trate its membrane, and infect it. Indeed, about 1% of Caucasians lack coreceptor
molecules, and, therefore, are completely immune to becoming HIV infected.
Once infection is established, the disease enters the acute infection stage, lasting
a matter of weeks, followed by an incubation period, which can last two decades or
more! Although the T-helper cell density of a host changes quasi-statically during the
incubation period, literally billions of infected T4 cells and HIV particles are
destroyed—and replaced—daily. This is clearly a war of attrition, one in which the
immune system invariably loses.
A model analysis of the essential dynamics that occur during the incubation
period to invariably cause AIDS is as follows [1]. Because HIV rapidly mutates, its
ability to infect T4 cells on contact (its infectivity) eventually increases and the
rate T4 cells become infected increases. Thus, the immune system must increase the
destruction rate of infected T4 cells as well as the production rate of new, uninfected
ones to replace them. There comes a point, however, when the production rate of T4
cells reaches its maximum possible limit and any further increase in HIV’s infectiv-
ity must necessarily cause a drop in the T4 density leading to AIDS. Remarkably,
about 5% of hosts show no sign of immune system deterioration for the first ten years
of the infection; these hosts, called long-term nonprogressors, were originally
P-1
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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.
P-2 ● PROJECTS IS AIDS AN INVARIABLY FATAL DISEASE?
Instead of the parameter k appearing in (2), two new parameters can be defined for
a host for whom AIDS is fatal: the average survival time Taver given by Taver k1 and
the survival half-life T12 given by T12 ln(2)k. The survival half-life, defined as the
time required for half of the cohort to die, is completely analogous to the half-life in
radioactive nuclear decay. See Problem 8 in Exercise 3.1. In terms of these parameters
the entire time-dependence in (2) can be written as
Using a least-squares program to fit the survival fraction function in (2) to the
actual survival data for the 159 Marylanders who developed AIDS in 1985 produces
an immortal fraction value of Si 0.0665 and a survival half life value of T12
0.666 year, with the average survival time being Taver 0.960 years [2]. See Figure 1.
Thus only about 10% of Marylanders who developed AIDS in 1985 survived three
years with this condition. The 1985 Maryland AIDS survival curve is virtually iden-
tical to those of 1983 and 1984. The first antiretroviral drug found to be effective
against HIV was zidovudine (formerly known as AZT). Since zidovudine was not
known to have an impact on the HIV infection before 1985 and was not common
0.6
S(t)
0.4
0.2
0
_16 16 48 80 112 144 176 208 240 272
Survival time t(w)
therapy before 1987, it is reasonable to conclude that the survival of the 1985
Maryland AIDS patients was not significantly influenced by zidovudine therap .
The small but nonzero value of the immortal fraction Si obtained from the
Maryland data is probably an artifact of the method that Maryland and other states
use to determine the survivability of their citizens. Residents with AIDS who
changed their name and then died or who died abroad would still be counted as alive
by the Maryland Department of Health and Mental Hygiene. Thus, the immortal
fraction value of Si 0.0665 (6.65%) obtained from the Maryland data is clearly an
upper limit to its true value, which is probably zero.
Detailed data on the survivability of 1,415 zidovudine-treated HIV-infected
hosts whose T4 cell densities dropped below normal values were published by
Easterbrook et al. in 1993 [3]. As their T4 cell densities drop towards zero, these peo-
ple develop clinical AIDS and begin to die. The longest survivors of this disease live
to see their T4 densities fall below 10 cells/mm3. If the time t 0 is redefined to
mean the moment the T4 cell density of a host falls below 10 cells/mm3, then the
survivability of such hosts was determined by Easterbrook to be 0.470, 0.316, and
0.178 at elapsed times of 1 year, 1.5 years, and 2 years, respectively.
A least-squares fit of the survival fraction function in (2) to the Easterbrook
data for HIV-infected hosts with T4 cell densities in the 0–10 cells/mm3 range yields
a value of the immortal fraction of Si 0 and a survival half-life of T12 0.878 year
[4]; equivalently, the average survival time is Taver 1.27 years. These results clearly
show that zidovudine is not effective in halting replication in all strains of HIV,
since those who receive this drug eventually die at nearly the same rate as those who
do not. In fact, the small difference of 2.5 months between the survival half-life
for 1993 hosts with T4 cell densities below 10 cells/mm3 on zidovudine therapy
(T12 0.878 year) and that of 1985 infected Marylanders not taking zidovudine
(T12 0.666 year) may be entirely due to improved hospitalization and improve-
ments in the treatment of the opportunistic infections associated with AIDS over the
years. Thus, the initial ability of zidovudine to prolong survivability with HIV dis-
ease ultimately wears off, and the infection resumes its progression. Zidovudine
therapy has been estimated to extend the survivability of an HIV-infected patient by
perhaps 5 or 6 months on the average [4].
Finally, putting the above modeling results for both sets of data together, we fin
that the value of the immortal fraction falls somewhere within the range 0 Si 0.0665
and the average survival time falls within the range 0.960 years Taver 1.27 years.
Thus, the percentage of people for whom AIDS is not a fatal disease is less than 6.65%
and may be zero. These results agree with a 1989 study of hemophilia-associated AIDS
cases in the USA which found that the median length of survival after AIDS diagno-
sis was 11.7 months [5]. A more recent and comprehensive study of hemophiliacs
with clinical AIDS using the model in (2) found that the immortal fraction was Si
0, and the mean survival times for those between 16 to 69 years of age varied be-
tween 3 to 30 months, depending on the AIDS-defining condition [6]. Although
bone marrow transplants using donor stem cells homozygous for CCR5 delta32
deletion may lead to cures, to date clinical results consistently show that AIDS is
an invariably fatal disease.
Related Problems
1. Suppose the fraction of a cohort of AIDS patients that survives a time t after
AIDS diagnosis is given by S(t) exp(kt). Show that the average survival
time Taver after AIDS diagnosis for a member of this cohort is given by
Taver 1k.
2. The fraction of a cohort of AIDS patients that survives a time t after AIDS
diagnosis is given by S(t) exp(kt). Suppose the mean survival for a cohort
of hemophiliacs diagnosed with AIDS before 1986 was found to be Taver 6.4
months. What fraction of the cohort survived 5 years after AIDS diagnosis?
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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.
Another random document with
no related content on Scribd:
But that isn’t it, after all. She is so charmingly frank. I think that’s it.
It’s unusual in a child.”
“Yes, indeed,” agreed Mrs. Thornburg. “Unusual in any one, I should
say.”
“Why, perhaps it is,” agreed Baron simply. He was not a little puzzled
by something in Mrs. Thornburg’s manner.
“And why don’t you want to keep her?” she wanted to know.
“We meant to. But it turns out that she and my mother are—well,
antagonistic.”
“That’s unfortunate, isn’t it? Please pardon me—you see, I’m really
handicapped. But—what kind of woman is your mother?” She put the
question so softly that it did not seem offensive.
Baron hesitated. “Perhaps it will explain if I say that she is elderly?
There haven’t been any children in the house for a good many years.
She believes—what is the familiar saying?—that children ought to be
seen and not heard.”
Mrs. Thornburg hesitated. “That wouldn’t be quite the reason,” she
said. “Your mother is—is orthodox, I suspect, in her friendships and
ways. I’m sure you see what I mean.”
“Yes,” admitted Baron. “I think you are getting closer to the facts than
I did.”
A pretty, delicate hue warmed the woman’s face, and her voice
softened almost to tenderness. “I think I know,” she went on. “The
little girl of the stage, out of some unknown place in Bohemia—she
must seem quite disturbing, hopelessly out of harmony....”
“You put the case much better than I did. Yet you know all that’s
scarcely fair to Bonnie May. She’s not really bold and impertinent, in
the usual sense of those words. She hasn’t had the kind of training
other children have. She has never associated with other children.
You can see that instantly. She assumes that she has the same right
to her opinion that older people have to theirs. She never means to
offend. I have an idea she’s really quite affectionate. I have an idea if
you once won her over——”
Mrs. Thornburg turned toward her husband and leaned forward in
her chair, her eyes filled with a soft, generous impulse. When she
spoke her voice vibrated with feeling.
“Bring her home!” she said.
Baron fancied there was an expression of triumph in the manager’s
bearing. “You mean now—to-night?” he asked.
“Why not to-night? I’m eager to have her; really eager, now that I’ve
decided.”
“It’s quite simple,” declared Thornburg. “I suppose you’ll have to—to
get a few things ready?”
Her whole being became tremulous—she who had had no children
of her own, and who knew nothing about them. “Nothing to-night, to
speak of. To-morrow....” She clasped her hands and looked into
vacancy, as if visions were coming to her.
But Thornburg was already in an adjoining room at the telephone,
ordering his machine.
Baron regarded Mrs. Thornburg thoughtfully. He was surprised and
touched by her intensity. Then she looked at him, mutely appealing.
There was a long moment during which two minds tried to meet
across a barrier of emotion and a lack of mutual knowledge. Then
Mrs. Thornburg spoke.
“You know,” she explained, “we’ve both been disappointed, deeply
disappointed, because we hadn’t any of our own.”
When Thornburg’s automobile stopped before the Baron mansion,
half an hour later that evening, and the manager and Baron got out,
something happened.
Mrs. Baron, her gray hair stirring slightly in the spring breeze, stood
on the front steps for all the world like an alert sentinel.
“Well, Victor?” she demanded, as her son advanced toward her. Her
voice was sternly challenging.
“This gentleman has come to take Bonnie May away,” replied her
son. He derived a certain satisfaction from her disturbed state.
“Where to?”
“To her new home, with Mr. and Mrs. Thornburg.”
“Do you mean you’ve brought that machine to take her away to-
night?”
“Why, yes—certainly.”
“Well, you can just send it away. You won’t need it to-night.”
“I don’t believe I understand, mother!”
Baron had approached the lowest step and Thornburg had taken a
position close to him. Mrs. Baron, from her superior height, frowned
down upon them as if they were two kidnappers who must be held at
bay.
“You probably don’t,” replied Mrs. Baron. “It isn’t necessary that you
should, either. But you’ll grasp my meaning when I tell you that child
shall not be taken away in the dead of night, as if she were being
stolen, and she shall not leave this house until she has been
decently clothed and made ready to go. I never heard of such an
outrageous thing in my life.” She turned with fear, yet with severity,
toward Thornburg. When she spoke again it might have seemed that
she regarded the manager as a kind of trained wolf over whom her
son might possess an influence. “Victor, tell him to go away!” she
commanded. “When I want him to come back I’ll let you know.”
She turned with the air of a queen who had been affronted. In an
instant she had disappeared. The door had been quite unmistakably
slammed behind her.
CHAPTER XII
RELATES TO THE PLAYING OF PARTS
Unconscious that destiny had its eye upon her, Bonnie May found
increasing comfort and contentment in her new home.
As a result of the delighted labors of Flora, her wardrobe had
become more complete than it had ever been before. She developed
such pride in the possession of many garments that Flora forgot her
own needs and gave disproportionately of her time and means to the
“outfitting” of the guest whose needs were so urgent.
As if for her special entertainment, unusual things happened.
For example, Mr. Addis called again. And a call from Mr. Addis
became, in Bonnie May’s drama-loving mind, the most delicious form
of intrigue. Mrs. Baron became indignant at the very mention of Mr.
Addis’s name. Flora became quietly wistful.
Kneeling on a low Brussels hassock at the front window of the upper
floor one night, Bonnie May saw the figure of a man extricate itself
from the passing current of humanity and make resolutely for the
Baron door.
She swiftly placed her finger on her lip and reflected. “Mr. Addis!” she
exclaimed in a whisper.
She made a supreme effort to leave the room without appearing to
have any definite purpose. Once out of sight in the hall, however,
she rushed down the stairs, just in time to open the door before the
bell was rung. She was in an elated state. She had the lower floor to
herself, save for Mrs. Shepard, who would be sure not to interrupt.
“Oh! Mr. Addis!” she whispered eagerly. She promptly ushered him
into the drawing-room and quietly closed the door with an effect of
being absent-minded, rather than designing. “Please sit down,” she
said. She had the light burning immediately.
She drew a chair forward and stood beside it a moment, and under
her inspection Mr. Addis’s cheeks took on even a deeper rosiness
and his brown eyes twinkled.
“How is—my confederate?” he asked.
She was delighted. “That’s it,” she said. “That’s what I want to be.
Your confederate. May I?”
“You may,” he said with emphasis.
She had sat down. “You know,” she confided, “I’m strong for what
you call heart interest. If you haven’t got anything but manners in
your show you soon find that people are patronizing the burlesque
houses. Don’t you think I’m right?”
Mr. Addis did not make a very pertinent response to this. “You’re a
queer little customer,” he said.
“That’s what I call favorable criticism put into plain words. I thank
you.” She added: “I want to be friends with you if you’ll let me
because I think we can’t have the right kind of heart interest around
here unless you—unless you take a more prominent part.”
Mr. Addis nodded. “That’s my idea, too. That’s why I called. If you’ll
tell Mrs. Baron I’m here, I’ll see if I can’t get her to agree with us.”
Bonnie May did not stir. “Please not just yet,” she begged. “Couldn’t
we talk things over first? If I could find out what’s wrong....” She
looked at him with pretty embarrassment.
“What, for instance, would you like to know?”
She pulled herself farther back into her chair and reflected a
moment. “Would you mind,” she asked, “telling me how you got
acquainted with Miss Flora?”
“Not at all. She’s been coming to my store—to order things—ever
since she was a little girl.”
“Oh! your store. Well, go on.”
“And occasionally I’ve dropped into the church she goes to. You
know who I am, I suppose?”
She beamed upon him. “I may not have all the details. Suppose you
make a complete confession.”
He shot a dubious glance at her; then he smiled. Bonnie May
thought his teeth were quite wonderful. “I’m the head of the Addis
Stores Company.”
Bonnie May looked slightly dismayed.
“A business man,” added Mr. Addis firmly. “I’ve admired Miss Flora a
very long time. I had chances just to be nice and polite to her. I
haven’t taken any pains to hide from her, for a year or so——”
“I understand,” Bonnie May finished for him.
“Well, then. But the trouble is that Mrs. Baron——”
“She can only see you with a pencil behind your ear,” supplemented
Bonnie May.
Mr. Addis laughed. “Now you have it!” he agreed.
Bonnie May pondered. “You know you’re not a regular-looking
Romeo,” she conceded.
“I know that very well. But at the same time——”
She gave him time to finish; then, as he seemed to lack words, she
came to his aid again: “If you undertook to pay a lady’s travelling
expenses, it would take a pretty smooth Iago to make you do
anything nasty.”
“That’s it!” agreed Mr. Addis with emphasis.
“Have you tried the—the little, unimportant things?”
“As for example?”
“Well, just as a suggestion: you know you weren’t carrying a stick
when you came in to-night.”
“Oh, that sort of thing. You see, that’s not in my line at all. I wouldn’t
know how to carry a stick, or where to put it. I don’t see any use in
’em except to beat off dogs, maybe—and all the dogs like me!”