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 CONTENTS v

7.7 Normal Approximation to the Binomial Distribution 359

Chapter Summary and Chapter Review Exercises 363
Chapter Project: An Unexpected Expected Value 368

PART THREE

8 Markov Processes 369

8.1 The Transition Matrix 369
8.2 Regular Stochastic Matrices 381
8.3 Absorbing Stochastic Matrices 389
Chapter Summary and Chapter Review Exercises 399
Chapter Project: Doubly Stochastic Matrices 401

9 The Theory of Games 404

9.1 Games and Strategies 404
9.2 Mixed Strategies 410
9.3 Determining Optimal Mixed Strategies 417
Chapter Summary and Chapter Review Exercises 426
Chapter Project: Simulating the Outcomes of Mixed-Strategy
Games 428

PART FOUR

10 The Mathematics of Finance 430

10.1 Interest 430
10.2 Annuities 440
10.3 Amortization of Loans 449
10.4 Personal Financial Decisions 458
10.5 A Unifying Equation 474
Chapter Summary and Chapter Review Exercises 485
Chapter Project: Two Items of Interest 489

11 Logic 491
11.1 Introduction to Logic 491
11.2 Truth Tables 495
11.3 Implication 504
11.4 Logical Implication and Equivalence 510
11.5 Valid Argument 518
11.6 Predicate Calculus 525
11.7 Logic Circuits 533
Chapter Summary and Chapter Review Exercises 537
Chapter Project: A Logic Puzzle 542
vi CONTENTS

12 Difference Equations and Mathematical Models (Online*)

12.1 Introduction to Difference Equations D1
12.2 Difference Equations and Interest D8
12.3 Graphing Difference Equations D13
12.4 Mathematics of Personal Finance D22
12.5 Modeling with Difference Equations D26
Chapter Summary and Chapter Review Exercises D30
Chapter Project: Connections to Markov Processes D33

Appendix A Areas Under the Standard Normal Curve A-1

Appendix B Using the TI-84 Plus Graphing Calculator A-2

Appendix C Spreadsheet Fundamentals A-6

Appendix D Wolfram|Alpha A-10

Learning Objectives (Online*) A-11

Selected Answers SA-1

Index of Applications IA-1

Index I-1

*www.pearsonhighered.com/mathstatsresources
 Preface

T his work is the twelfth edition of our text for the finite mathematics course taught to
first- and second-year college students, especially those majoring in business and the
social and biological sciences. Finite mathematics courses exhibit tremendous diversity
with respect to both content and approach. Therefore, in developing this book, we
incorporated a wide range of topics from which an instructor may design a curriculum,
as well as a high degree of flexibility in the order in which the topics may be presented.
For the mathematics of finance, we even allow for flexibility in the approach of the pres-
entation.

The Series
This text is part of a highly successful series consisting of three texts: Finite Mathematics
& Its Applications, Calculus & Its Applications, and Calculus & Its Applications, Brief
Version. All three titles are available for purchase in a variety of formats, including as an
eBook within the MyMathLab online course.

fourteenth edition fourteenth edition

twelfth edition

Finite Calculus
& ITS APPLICATIONS
Calculus
& ITS APPLICATIONS

Mathematics
& ITS APPLICATIONS
BRIEF VERSION

Goldstein
Schneider Goldstein Goldstein
Siegel Lay Lay
Hair Schneider Schneider
Asmar Asmar

Topics Included
This edition has more material than can be covered in most one-semester courses. There-
fore, the instructor can structure the course to the students’ needs and interests. The
book divides naturally into four parts:
• Part One (Chapters 1–4) consists of linear mathematics: linear equations, matrices,
and linear programming.
• Part Two (Chapters 5–7) is devoted to counting, probability, and statistics.
• Part Three (Chapters 8 and 9) covers topics utilizing the ideas of the other parts.
• Part Four (Chapters 10–12) explores key topics from discrete mathematics that are
sometimes included in the modern finite mathematics curriculum.

Minimal Prerequisites
Because of great variation in student preparation, we keep formal prerequisites to a min-
imum. We assume only a first year of high school algebra, and we review, as needed,
those topics that are typically weak spots for students.

vii
viii PREFACE

New to This Edition

We welcome to this edition a new co-author, Steven Hair from Penn State University.
Steve has brought a fresh eye to the content and to the MyMathLab course that accom-
panies the text.
We are grateful for the many helpful suggestions made by reviewers and users of the
text. We incorporated many of these into this new edition. We also analyzed aggregated
student usage and performance data from MyMathLab for the previous edition of this
text. The results of this analysis helped improve the quality and quantity of exercises
that matter the most to instructors and students. Additionally, we made the following
improvements in this edition:

• Help-Text Added. We added blue “help text” next to steps within worked-out
examples to point out key algebraic and numerical transitions.
• Updated Technology. We changed the graphing calculator screen captures to the
more current TI-84 Plus CE format.The discussions of Excel now refer to Excel
2013 and Excel 2016.
• Additional Exercises and Updated Data. We have added or updated 440 exer-
cises and have updated the real-world data appearing in the examples and exercises.
The book now contains 3580 exercises and 370 worked-out examples.
• Technology Solutions. We added technology-based solutions to more examples to
provide flexibility for instructors who incorporate technology. For instance, the sec-
tion on the method of least-squares (1.4) now relies more on technology and less on
complicated calculations. In Section 7.6, several examples now demonstrate how to
compute the area under a normal curve using a graphing calculator, in addition to
the table-based method. In the finance chapter, many TI-84 Plus TVM Solver screen
captures accompany examples to confirm answers. Instructors have the option of
using TVM Solver for financial calculations instead of complicated formulas.
• Linear Inequalities Section Relocated. We moved this section from 1.2 (in the 11e)
to the beginning of the linear programming chapter (Ch. 3) in this edition. The
move places the topic in the chapter where it is used. Also, the move allows us to use
conventional names (such as slope-intercept form) in the section.
• Improved Coverage of Counting Material. In Chapter 5, we added several defini-
tions and discussions to aid student comprehension of counting problems. We
moved the definition of factorials to 5.4 and rewrote the permutation and combina-
tion formulas in 5.5 in terms of factorials. In 5.6, the complement rule for counting
is now formally defined, and we have added a discussion of when addition, subtrac-
tion, and multiplication is appropriate for solving counting problems.
• Section Added to the End of the Finance Chapter. Titled “A Unifying Equa-
tion,” this new section shows that the basic financial concepts can be described by a
difference equation of the form yn = a # yn - 1 + b, y0 given, and that many of the
calculations from the chapter can be obtained by solving this difference equation.
Examples and exercises show that this difference equation also can be used to solve
problems in the physical, biological, and social sciences. This section can be taught as
a standalone section without covering the preceding sections of the finance chapter.
• Revision of Logic Material. We substantially revised Chapter 11 on logic to better
meet student needs.We moved the definition of logical equivalence and De ­Morgan’s
laws from 11.4 to 11.2. By stating key ideas related to truth tables and implications
in terms of logical equivalence, students will be better equipped to understand these
concepts. To remove confusion between the inclusive and exclusive “or” statements,
we removed the word “either” from inclusive “or” statements in English. In 11.4, we
added the definition of the inverse of an implication. This is a key concept in the
topic of implications and logical arguments. To help students understand when a
logical argument is invalid, we expanded 11.5 to include more discussion of invalid
arguments. Additionally, we added the fallacies of the inverse and converse, and two
new examples where arguments are proven to be invalid.
 PREFACE ix

• Difference Equation Chapter Moved Online. We moved former Chapter 11 online

(relabeling it Chapter 12 in the process). The chapter is available directly to students
at www.pearsonhighered.com/mathstatsresources and within MyMathLab. All
­support materials for the chapter appear online within MyMathLab. Note: The new
section at the end of the finance chapter contains the fundamental concepts from the
difference equation chapter.

New to MyMathLab
Many improvements have been made to the overall functionality of MyMathLab
(MML) since the previous edition. However, beyond that, we have also invested in
increasing and improving the content specific to this text.
• Instructors now have more exercises than ever to choose from in assigning home-
work. There are approximately 2540 assignable exercises in MML.
• We heard from users that the Annotated Instructor Edition for the previous edition
required too much flipping of pages to find answers, so MML now contains a down-
loadable Instructor Answers document—with all answers in one place. (This aug-
ments the downloadable Instructor Solutions Manual, which contains all solutions.)
• Interactive Figures are now in HTML format (no plug-in required) and are sup-
ported by assignable exercises and tutorial videos.
• An Integrated Review version of the MML course contains pre-made quizzes to
assess the prerequisite skills needed for each chapter, plus personalized remediation
for any gaps in skills that are identified.
• New Setup & Solve exercises require students to show how they set up a problem as
well as the solution, better mirroring what is required of students on tests.
• StatCrunch, a fully functional statistics package, is provided to support the statistics
content in the course.
• MathTalk and StatTalk videos highlight applications of the content of the course to
business. The videos are supported by assignable exercises.
• Study skills modules help students with the life skills that can make the difference
between passing and failing.
• 110 new tutorial videos by Brian Rickard (University of Arkansas) were added to
support student learning.
• Tutorial videos involving graphing calculators are now included within MML exer-
cises to augment videos showing “by hand” methods. If you require graphing calcu-
lator usage for the course, your students will find these videos very helpful. (If you
do not use calculators, you can hide these videos from students.)
• Graphing Calculator and Excel Spreadsheet Manuals, specific to this course, are
now downloadable from MML.

Trusted Features
Though this edition has been improved in a variety of ways to reflect changing student
needs, we have maintained the popular overall approach that has helped students be
successful over the years.

Relevant and Varied Applications

We provide realistic applications that illustrate the uses of finite mathematics in other
disciplines and everyday life. The variety of applications is evident in the Index of Appli-
cations at the end of the text. Wherever possible, we attempt to use applications to moti-
vate the mathematics. For example, the concept of linear programming is introduced in
Chapter 3 via a discussion of production options for a factory with labor limitations.

Plentiful Examples
The twelfth edition includes 370 worked examples. Furthermore, we include computa-
tional details to enhance comprehension by students whose basic skills are weak.
x PREFACE

­ nowing that students often refer back to examples for help, we built in fidelity between
K
exercises and examples. In addition, students are given Now Try exercise references
immediately following most examples to encourage them to check their understanding
of the given example.

Exercises to Meet All Student Needs

The 3580 exercises comprise about one-quarter of the book—the most important part of
the text, in our opinion. The exercises at the ends of the sections are typically arranged
in the order in which the text proceeds, so that homework assignments may be made
easily after only part of a section is discussed. Interesting applications and more chal-
lenging problems tend to be located near the ends of the exercise sets. Exercises have
odd-even pairing, when appropriate. Chapter Review Exercises are designed to prepare
students for end-of-chapter tests. Answers to the odd-numbered exercises, and all Chap-
ter Review Exercises, are included at the back of the book.

Check Your Understanding Problems

The Check Your Understanding problems are a popular and useful feature of the
book. They are carefully selected exercises located at the end of each section, just
before the exercise set. Complete solutions follow the exercise set. These problems pre-
pare students for the exercise sets beyond just covering simple examples. They give
students a chance to think about the skills they are about to apply and reflect on what
they’ve learned.

Use of Technology
We incorporated technology usage into the text in ways that provide you with flexibility,
knowing that the course can vary quite a bit based on how technology is incorporated.
Our basic approach in the text is to assume minimal use of technology and clearly label
the opportunities to make it a greater part of the course. Many of the sections contain
Incorporating Technology features that show how to use Texas Instruments graphing
calculators, Excel spreadsheets, and Wolfram|Alpha. In addition, the text contains
appendixes on the use of these technologies. Each type of technology is clearly labeled
with an icon:
(Graphing Calculator),

(Spreadsheet),

(Wolfram|Alpha)
In our discussions of graphing calculators, we specifically refer to the TI-84 Plus
models, since these are the most popular graphing calculators. New to this edition,
screen shots display the new color versions of the TI-84. Spreadsheets refer to Micro-
soft Excel 2016. The web application discussed is Wolfram|Alpha, which is an excep-
tionally fine and versatile product that is available online or on mobile devices for free
or at low cost. We feel that Wolfram|Alpha is a powerful tool for learning and exploring
mathematics, which is why we chose to include activities that use it. We hope that by
modeling appropriate use of this technology, students will come to appreciate the appli-
cation for its true worth.

End-of-Chapter Study Aids

Near the end of each chapter is a set of problems entitled Fundamental Concept Check
Exercises that help students recall key ideas of the chapter and focus on the relevance of
these concepts as well as prepare for exams. Each chapter also contains a two-column
grid giving a section-by-section summary of key terms and concepts with examples.
Finally, each chapter has Chapter Review Exercises that provide more practice and
preparation for chapter-level exams.
 PREFACE xi

Chapter Projects
Each chapter ends with an extended project that can be used as an in-class or out-of-
class group project or special assignment. These projects develop interesting applica-
tions or enhance key concepts of the chapters.

Technology and Supplements

MyMathLab® Online Course (access code required)
Built around Pearson’s best-selling content, MyMathLab is an online homework, tutorial, and
assessment program designed to work with this text to engage students and improve results.
MyMathLab can be successfully implemented in any classroom environment—lab-based, hybrid,
fully online, or traditional. By addressing instructor and student needs, MyMathLab
improves student learning.
Used by more than 37 million students worldwide, MyMathLab delivers consistent, measur-
able gains in student learning outcomes, retention, and subsequent course success. Visit www.
mymathlab.com/results to learn more.

Preparedness
One of the biggest challenges in Finite Mathematics courses is making sure students are ade-
quately prepared with the prerequisite skills needed to successfully complete their course work.
Pearson offers a variety of content and course options to support students with just-in-time reme-
diation and key-concept review.
• Integrated Review Courses can be used for just-in-time prerequisite review. These courses
provide additional content on review topics, along with pre-made, assignable skill-check quiz-
zes, personalized homework assignments, and videos integrated throughout the course.

Motivation
Students are motivated to succeed when they’re engaged in the learning experience and under-
stand the relevance and power of mathematics. MyMathLab’s online homework offers stu-
dents immediate feedback and tutorial assistance that motivates them to do more, which
means they retain more knowledge and improve their test scores.
• Exercises with immediate feedback—over 2540 assignable exercises—are based on the text-
book exercises, and regenerate algorithmically to give students unlimited opportunity for
practice and mastery. MyMathLab provides helpful feedback when students enter incorrect
answers and includes optional learning aids including Help Me Solve This, View an Example,
videos, and an eText.
xii PREFACE

• Setup and Solve Exercises ask students to first describe how they will set up and ap-
proach the problem. This reinforces students’ conceptual understanding of the process
they are applying and promotes long-term retention of the skill.
• MathTalk and StatTalk videos connect the math to the real world (particularly busi-
ness). The videos include assignable exercises to gauge students’ understanding of video
content.
• Learning Catalytics™ is a student re-
sponse tool that uses students’ smart-
phones, tablets, or laptops to engage
them in more interactive tasks and
thinking. Learning Catalytics fosters
student engagement and peer-to-peer
learning with real-time analytics.

Learning and Teaching Tools

• Interactive Figures illustrate key concepts and allow manipulation for use as teaching and
learning tools. MyMathLab includes assignable exercises that require use of figures and
instructional videos that explain the concept behind each figure.

• Instructional videos—238 example-based videos—are available as learning aids within

exercises and for self-study. The Guide to Video-Based Assignments makes it easy to assign
videos for homework by showing which MyMathLab exercises correspond to each video.
 PREFACE xiii

• Graphing Calculator videos are available to augment “by hand” methods, allowing you to
match the help that students receive to how graphing calculators are used in the course. Videos
are available within select exercises and in the Multimedia Library.
• Complete eText is available to students through their MyMathLab courses for the lifetime
of the edition, giving students unlimited access to the eText within any course using that edi-
tion of the textbook.
• StatCrunch, a fully functional statistics package, is provided to support the statistics content
in the course.
• Skills for Success Modules help students with the life skills that can make the difference
between passing and failing. Topics include “Time Management” and “Stress Management.”
• Excel Spreadsheet Manual, specifically written for this course.
• Graphing Calculator Manual, specifically written for this course.
• PowerPoint Presentations are available for download for each section of the book.
• Accessibility and achievement go hand in hand. MyMathLab is compatible with the JAWS
screen reader, and enables multiple-choice and free-response problem types to be read and
interacted with via keyboard controls and math notation input. MyMathLab also works with
screen enlargers, including ZoomText, MAGic, and SuperNova. And, all MyMathLab videos
have closed-captioning. More information is available at http://mymathlab.com/accessibility.
• A comprehensive gradebook with enhanced reporting functionality allows you to efficiently
manage your course.
• The Reporting Dashboard provides insight to view, analyze, and report learning outcomes.
Student performance data is presented at the class, section, and program levels in an accessi-
ble, visual manner so you’ll have the information you need to keep your students on track.

• Item Analysis tracks class-wide understanding of particular exercises so you can refine
your class lectures or adjust the course/department syllabus. Just-in-time teaching has
never been easier!
MyMathLab comes from an experienced partner with educational expertise and an eye on the
future. Whether you are just getting started with MyMathLab, or have a question along the way,
we’re here to help you learn about our technologies and how to incorporate them into your course.
To learn more about how MyMathLab helps students succeed, visit www.mymathlab.com or con-
tact your Pearson rep.
MathXL® is the homework and assessment engine that runs MyMathLab. (MyMathLab is
MathXL plus a learning management system.) MathXL access codes are also an option.

Student Solutions Manual

ISBN-10: 0-134-46344-7 | ISBN-13: 978-0-134-46344-5
Contains fully worked-out solutions to odd-numbered exercises. Available in print and
downloadable from within MyMathLab.

Instructor Answers / Instructor Solutions Manual (downloadable)

ISBN-10: 0-134-46343-9 | ISBN-13: 978-0-134-46343-8
The Instructor Answers document contains a list of answers to all student edition exercises. The
Instructor Solutions Manual contains solutions to all student edition exercises. Downloadable
from the Pearson Instructor Resource Center www.pearsonhighered.com/irc, or from within
MyMathLab.
xiv PREFACE

TestGen (downloadable)
ISBN-10: 0-134-46346-3 | ISBN-13: 978-0-134-46346-9
TestGen enables instructors to build, edit, print, and administer tests using a bank of questions
developed to cover all objectives in the text. TestGen is algorithmically based, allowing you to
create multiple but equivalent versions of the same question or test. Instructors can also modify
testbank questions or add new questions. The software and testbank are available to qualified
instructors for download and installation from Pearson’s online catalog www.pearsonhighered.
com and from within MyMathLab.

PowerPoints
ISBN-10: 0-134-46407-9 | ISBN-13: 978-0-134-46407-7
Contains classroom presentation slides for this textbook featuring lecture content, worked-out
examples, and key graphics from the text. Available to qualified instructors within MyMathLab
or through the Pearson Instructor Resource Center www.pearsonhighered.com/irc.

Acknowledgments
While writing this book, we have received assistance from many people, and our heartfelt
thanks go out to them all. Especially, we should like to thank the following reviewers,
who took the time and energy to share their ideas, preferences, and often their enthusi-
asm, with us during this revision:
Jeff Dodd, Jacksonville State University
Timothy M. Doyle, University of Illinois at Chicago
Sami M. Hamid, University of North Florida
R. Warren Lemerich, Laramie County Community College
Antonio Morgan, Robert Morris University
Arthur J. Rosenthal, Salem State University
Mary E. Rudis, Great Bay Community College
Richard Smatt, Mount Washington College
Paul J. Welsh, Pima Community College
The following faculty members provided direction on the development of the
MyMathLab course for this edition:
Mark A. Crawford, Jr., Waubonsee Community College
Cymra Haskell, University of Southern California
Ryan Andrew Hass, Oregon State University
Melissa Hedlund, Christopher Newport University
R. Warren Lemerich, Laramie County Community College
Sara Talley Lenhart, Christopher Newport University
Enyinda Onunwor, Stark State College
Lynda Zenati, Robert Morris University
We wish to thank the many people at Pearson who have contributed to the success
of this book. We appreciate the efforts of the production, design, manufacturing, mar-
keting, and sales departments. We are grateful to Lisa Collette for her thorough proof-
reading and John Morin and Rhea Meyerholtz for their careful and thorough checking
for accuracy. Our sincere thanks goes to Erica O’Leary for her assistance throughout the
revision of the book. Content Producer Patty Bergin did a fantastic job keeping the
book on schedule. The authors wish to extend special thanks to editor Jeff Weidenaar.
If you have any comments or suggestions, we would like to hear from you. We hope
you enjoy using this book as much as we have enjoyed writing it.

Larry J. Goldstein Martha J. Siegel

larrygoldstein@predictiveanalyticsshop.com msiegel@towson.edu

David I. Schneider Steven M. Hair

dis@math.umd.edu smh384@psu.edu
chapter

1
Linear Equations
and Straight Lines
1.1 Coordinate Systems and Graphs 1.3 The Intersection Point of a Pair of Lines
1.2 The Slope of a Straight Line 1.4 The Method of Least Squares

M any applications considered later in this text involve linear equations and their geo-
metric counterparts—straight lines. So let us begin by studying the basic facts
about these two important notions.

1.1 Coordinate Systems and Graphs

Often, we can display numerical data by using a Cartesian coordinate system on either
a line or a plane. We construct a Cartesian coordinate system on a line by choosing an
arbitrary point O (the origin) on the line and a unit of distance along the line. We then
assign to each point on the line a number that reflects its directed distance from the ori-
gin. Positive numbers refer to points on the right of the origin, negative numbers to
points on the left. In Fig. 1, we have drawn a Cartesian coordinate system on the line
and have labeled a number of points with their corresponding numbers. Each point on
y the line corresponds to a number (positive, negative, or zero).
y-axis
b (a, b) 232 1
2
15
8

origin 22 21 0 1 2 3
x Figure 1
O a
x-axis
In a similar fashion, we can construct a Cartesian coordinate system to numerically
locate points on a plane. Each point of the plane is identified by a pair of numbers (a, b).
See Fig. 2. To reach the point (a, b), begin at the origin, move a units in the x direction
Figure 2 (to the right if a is positive, to the left if a is negative), and then move b units in the y

1
2 chapter 1 Linear Equations and Straight Lines

direction (up if b is positive, down if b is negative). The numbers a and b are called,
respectively, the x- and y-coordinates of the point.

EXAMPLE 1 Plotting Points Plot the following points:

(a) (2, 1)     (b) ( -1, 3)     (c) ( -2, -1)     (d) (0, -3)
SOLUTION y

(21, 3) (2, 1)
x
(22, 21) (0, 23)

Now Try Exercise 1

An equation in x and y is satisfied by the point (a, b) if the equation is true when x
is replaced by a and y is replaced by b. This collection of points is usually a curve of
some sort and is called the graph of the equation.

EXAMPLE 2 Solution of an Equation Are the following points on the graph of the equation
8x - 4y = 4?
(a) (3, 5)     (b) (5, 17)
SOLUTION (a) 8x - 4y = 4 Given equation
8#3 - 4#5 = 4
?
x = 3, y = 5
?
24 - 20 = 4 Multiply.
4=4 Subtract.
Since the equation is satisfied, the point (3, 5) is on the graph of the equation.

(b) 8x - 4y = 4 Given equation

8 # 5 - 4 # 17 = 4
?
x = 5, y = 17
?
40 - 68 = 4 Multiply.
?
-28 = 4 Subtract.
The equation is not satisfied, so the point (5, 17) is not on the graph of the
­equation. Now Try Exercises 11 and 13

Linear Equations
A linear equation is an equation whose graph is a straight line. Figure 3 shows four
examples of linear equations, along with their graphs and some points on their graphs.

y y y y
5 5 5 10
(0, 3)
(6, 3) (0, 6)
(3, 0) (0, 0) (3, 0)
x x x x
25 5 25 5 210 10 25 5

25 25 25 210

x53 y53 y 5 12 x y 5 22 x 1 6
Figure 3 Four linear equations and their graphs
 1.1 Coordinate Systems and Graphs 3

Intercepts
The intercepts of a line are the points where the line crosses the x- and y-axes. These
points have 0 for at least one of their coordinates. For the graph of y = -2x + 6 in
Fig. 3, the x-intercept is the point (3, 0) and the y-intercept is the point (0, 6).* The
y-intercept of a line having an equation of the form y = mx + b is the point (0, b),
since setting x equal to 0 gives y the value b. The x-intercept is the point having the
solution of the equation 0 = mx + b as the first coordinate and 0 as the second
­coordinate.
Table 1 shows how to draw the graphs of the four types of linear equations
shown in Fig. 3. The equations y = b and y = mx are actually special cases of
y = mx + b.

Table 1 Graphs of Linear Equations

Equation Description of Graph How to Draw Graph

x=a Vertical line through the point Plot (a, 0) and draw the vertical line
(a, 0) through the point.
y=b Horizontal line through the Plot (0, b) and draw the horizontal line
point (0, b) through the point.
y = mx Line through the origin Draw the line through the origin and
any other point on the graph.
y = mx + b; Line having two different Draw the line through any two points
m ≠ 0, b ≠ 0 intercepts (often the two intercepts) of the line.

General Form of a Linear Equation Any equation whose graph is a straight line can
be written in the general form

cx + dy = e

where c, d, and e are constants and c and d are not both zero.

An equation in general form having d ≠ 0 (that is, an equation in which y

appears) can be solved for y. The resulting equation will have the form of one of the
last three equations in Table 1. An equation in which y does not appear can be
solved for x and the resulting equation will have the form of the first equation in
Table 1.

EXAMPLE 3 Graph of an Equation Write the equation x - 2y = 4 in one of the forms shown in
Table 1 and draw its graph.
SOLUTION Since y appears in the equation, solve for y.

x - 2y = 4 Given equation
-2y = -x + 4 Subtract x from both sides.
1
y= 2x -2 Divide both sides by -2.

Since the equation y = 12 x - 2 has the form of the last equation in Table 1, it can be
graphed by finding its two intercepts and drawing the straight line through them.

*Intercepts are sometimes defined as numbers, such as x-intercept 3 and y-intercept 6. In this text, we define
them as pairs of numbers, such as (3, 0) and (0, 6).
4 chapter 1 Linear Equations and Straight Lines

y The y-intercept is the point (0, -2) since setting x equal to 0 gives y the value -2.
5 The x-intercept is found by setting y equal to 0 and solving for x.

y = 12 x - 2 Given equation
(4, 0) 1
0= 2x -2 Set y equal to 0.
x
1
25 5 2= 2x Add 2 to both sides.
(0, 22)
x=4 Multiply both sides by 2. Rewrite.
25 Therefore, the x-intercept is the point (4, 0).
Figure 4 Graph of x - 2y = 4 The graph in Fig. 4 was obtained by plotting the intercepts (4, 0) and (0, -2) and
drawing the straight line through them. Now Try Exercise 27

EXAMPLE 4 Graph of an Equation Write the equation -2x + 3y = 0 in one of the forms shown in
Table 1 and draw its graph.

SOLUTION Since y appears in the equation, solve for y.

y -2x + 3y = 0 Given equation
5
3y = 2x Add 2x to both sides.
(6, 4)
2
y= 3x Divide both sides by 3.

x
210 (0, 0) 10
Because the graph of the equation y = 23x passes through the origin, the point (0, 0)
is both the x-intercept and the y-intercept of the graph. In order to draw the graph, we
must locate another point on the graph. Let’s choose x = 6. Then y = 23 # 6 = 4. There-
25 fore, the point (6, 4) is on the graph. The graph in Fig. 5 was obtained by plotting the
points (0, 0) and (6, 4) and drawing the straight line through them.
Figure 5 Graph of -2x + 3y = 0 Now Try Exercise 19

The next example gives an application of linear equations.

EXAMPLE 5 Linear Depreciation For tax purposes, businesses must keep track of the current v­ alues
of each of their assets. A common mathematical model is to assume that the current
value y is related to the age x of the asset by a linear equation. A moving company buys
a 40-foot van with a useful lifetime of 5 years. After x months of use, the value y, in
­dollars, of the van is estimated by the linear equation

y = 25,000 - 400x.

(a) Draw the graph of this linear equation.

(b) What is the value of the van after 5 years?
(c) When will the value of the van be $15,000?
(d) What economic interpretation can be given to the y-intercept of the graph?

SOLUTION (a) The y-intercept is (0, 25,000). To find the x-intercept, set y = 0 and solve for x.

0 = 25,000 - 400x Set y = 0.

y
(0, 25,000)
400x = 25,000 Add 400x to both sides.
x = 62.5 Divide both sides by 400.
dollars

The x-intercept is (62.5, 0). The graph of the linear equation is sketched in Fig. 6.
Note how the value decreases as the age of the van increases. The value of the
x (months)
van reaches 0 after 62.5 months. Note also that we have sketched only the por-
(62.5, 0) tion of the graph that has physical meaning—namely, the portion for x between
Figure 6 0 and 62.5.
 1.1 Coordinate Systems and Graphs 5

(b) After 5 years (or 60 months), the value of the van is

y = 25,000 - 400(60) = 25,000 - 24,000 = 1000.

Since the useful life of the van is 5 years, this value represents the salvage value of
the van.
(c) Set the value of y to 15,000, and solve for x.

15,000 = 25,000 - 400x Set y = 15,000.

400x + 15,000 = 25,000 Add 400x to both sides.
400x = 10,000 Subtract 15,000 from both sides.
x = 25 Divide both sides by 400.

The value of the van will be $15,000 after 25 months.

(d) The y-intercept corresponds to the value of the van at x = 0 months—that is, the
initial value of the van, $25,000. Now Try Exercise 41

INCORPORATING Appendix B contains instructions for TI-84 Plus calculators. (For the specifics of
TECHNOLOGY other calculators, consult the guidebook for the calculator.) The appendix shows
how to obtain the graph of a linear equation of the form y = mx + b, find coordinates
of points on the line, and determine intercepts. Vertical lines can be drawn with the
Vertical command from the draw menu. To draw the vertical line x = k, go to the
home screen, press 2nd [draw] 4 to display the word V ­ ertical, type in the value of k,
and press ENTER .
Appendix D contains an introduction to Wolfram | Alpha.
Straight lines can be drawn with instructions of the following forms:

plot ax + by = c; plot y = ax + b; plot x = a

If a phrase of the form for x from x1 to x2 is appended to the instruction, only the portion
of the line having x-values from x1 to x2 will be drawn.
An equation of the form ax + by = c, with b ≠ 0, can be converted to the form
y = mx + b with the instruction solve ax + by = c for y.
The intercepts of an equation can be found with an instruction of the form intercepts
[equation]. An expression in x can be evaluated at x = a with an instruction of the form
evaluate [expression] at x = a. For instance, the instruction

evaluate 2500 − 400x at x = 5

gives the result 500.

Check Your Understanding 1.1 Solutions can be found following the section exercises.

1. Plot the point (500, 200). 2. Is the point (4, -7) on the graph of the linear equation
2x - 3y = 1? Is the point (5, 3)?

EXERCISES 1.1
In Exercises 1–8, plot the given point.
1. (2, 3) 2. ( -1, 4) 5. ( -2, 1) 6. ( -1, - 52 )
3. (0, -2) 4. (2, 0) 7. ( -20, 40) 8. (25, 30)
6 chapter 1 Linear Equations and Straight Lines

y 38. Which of the following equations is graphed in Fig. 9?

Q (a) x + y = 3   (b) y = x - 1   (c) 2y = x + 3

1 y
x
1 (5, 4)
P

Figure 7 (1, 2)

9. What are the coordinates of the point Q in Fig. 7? x

10. What are the coordinates of the point P in Fig. 7?

In Exercises 11–14, determine whether the point is on the graph of Figure 9

the equation -2x + 13 y = -1.
39. Heating Water The temperature of water in a heating tea ket-
11. (1, 3) 12. (2, 6) 13. ( 12, 3 ) 14. ( 13, -1 ) tle rises according to the equation y = 30x + 72, where y is
In Exercises 15–18, each linear equation is in the form y = mx + b. the temperature (in degrees Fahrenheit) x minutes after the
Identify m and b. kettle was put on the burner.
(a) What physical interpretation can be given to the y-­intercept
15. y = 5x + 8 16. y = -2x - 6 of the graph?
17. y = 3 18. y = 23 x (b) What will the temperature of the water be after 3 minutes?
(c) After how many minutes will the water be at its boiling
In Exercises 19–22, write each linear equation in the form point of 212°?
y = mx + b or x = a.
40. Life Expectancy The average life expectancy y of a person
19. 14x + 7y = 21 20. x - y = 3
born x years after 1960 can be approximated by the linear
21. 3x = 5 22. - 12 x + 23 y = 10 equation y = 16x + 70.
(a) What interpretation can be given to the y-intercept of the
In Exercises 23–26, find the x-intercept and the y-intercept of each line.
graph?
23. y = -4x + 8 24. y = 5 (b) In what year did people born that year have an average
25. x = 7 26. y = -8x life expectancy of 75 years?
(c) What is the average life expectancy of people born in
In Exercises 27–34, graph the given linear equation. 1999?
5
27. y = 13 x - 1 28. y = 2x 29. y = 2 41. Cigarette Consumption The worldwide consumption of ciga-
30. x = 0 31. 3x + 4y = 24 32. x + y = 3 rettes has been increasing steadily in recent years. The number
of trillions of cigarettes, y, purchased x years after 1960, is
33. x = - 52 34. 1
2x - 1
3y = -1 estimated by the linear equation y = .075x + 2.5.
35. Which of the following equations describe the same line as the (a) Draw the graph of this linear equation.
equation 2x + 3y = 6? (b) What interpretation can be given to the y-intercept of the
(a) 4x + 6y = 12 (b) y = - 23 x + 2 (c) x = 3 - 32 y graph?
2 (c) When were there 4 trillion cigarettes sold?
(d) 6 - 2x - y = 0 (e) y = 2 - 3 x (f) x + y = 1
(d) If this trend continues, how many cigarettes will be sold
36. Which of the following equations describe the same line as the
in the year 2024?
equation 12 x - 5y = 1?
(a) 2x - 15 y = 1 (b) x = 5y + 2 42. Ecotourism Income In a certain developing country, ecotour-
ism income has been increasing in recent years. The income y
(c) 2 - 5x + 10y = 0 (d) y = .1(x - 2)
(in thousands of dollars) x years after 2000 can be modeled
(e) 10y - x = -2 (f) 1 + .5x = 2 + 5y
by y = 1.15x + 14.
37. Each of the lines L1, L2, and L3 in Fig. 8 is the graph of one (a) Draw the graph of this linear equation.
of the equations (a), (b), and (c). Match each of the equations (b) What interpretation can be given to the y-intercept of
with its corresponding line. this graph?
(a) x + y = 3 (b) 2x - y = -2 (c) x = 3y + 3 (c) When was there $20,000 in ecotourism income?
(d) If this trend continues, how much ecotourism income will
y there be in 2022?
L1 43. Insurance Rates Yearly car insurance rates have been increas-
(0, 3) ing steadily in the last few years. The rate y (in dollars) for a
(0, 2) small car x years after 1999 can be modeled by y = 23x + 756.
L2 (a) Draw the graph of this linear equation.
(3, 0) (b) What interpretation can be given to the y-intercept of
(21, 0)
x this graph?
L3 (c) What was the yearly rate in 2007?
(0, 21)
(d) If this trend continues, when will the yearly rate be
Figure 8 $1308?
 1.1 Coordinate Systems and Graphs 7

44. Simple Interest If $1000 is deposited at 3% simple inter-
est, the balance y after x years will be given by the equation
y = 30x + 1000.
(a) Draw the graph of this linear equation.
(b) Find the balance after two years.
(c) When will the balance reach $1180?
51. Find an equation of the line having y-intercept (0, 5) and
x-intercept (4, 0).
52. Find an equation of the line having x-intercept (5, 0) and par-
allel to the y-axis.
53. What is the equation of the x-axis?

45. College Freshmen The percentage, y, of college freshmen 54. Can a line other than the x-axis have more than one
who entered college intending to major in general biology x-intercept?
increased steadily from the year 2000 to the year 2014 and can 55. What is the general form of the equation of a line that is par-
be approximated by the linear equation y = .2x + 4.1 where x allel to the y-axis?
represents the number of years since 2000. Thus, x = 0 rep-
56. What is the general form of the equation of a line that is par-
resents 2000, x = 1 represents 2001, and so on. (Source: The
allel to the x-axis?
American Freshman: National Norms.)
(a) What interpretation can be given to the y-intercept of the In Exercises 57–60, find a general form of the given equation.
graph of the equation?
57. y = 2x + 3 58. y = 3x - 4
(b) In 2014, approximately what percent of college freshmen
5
intended to major in general biology? 59. y = - 23x -5 60. y = 4x - 6
(c) In what year did approximately 5.5% of college freshmen 61. Show that the straight line with x-intercept (a, 0) and y-intercept
intend to major in general biology? (0, b), where a and b are not zero, has bx + ay = ab as a general
46. College Freshmen The percentage, y, of college freshmen who form of its equation.
smoke cigarettes decreased steadily from the year 2004 to the 62. Use the result of Exercise 61 to find a general form of the
year 2014 and can be approximated by the linear equation equation of the line having x-intercept (5, 0) and y-intercept
y = -.46x + 6.32 where x represents the number of years (0, 6).
since 2004. Thus, x = 0 represents 2004, x = 1 represents
2005, and so on. (Source: The American Freshman: National In Exercises 63–70, give the equation of a line having the stated
Norms.) property. Note: There are many answers to each exercise.
(a) What interpretation can be given to the y-intercept of the 63. x-intercept (9, 0)
graph of the equation?
64. y-intercept (0, 10)
(b) In 2014, approximately what percent of college freshmen
smoked? 65. passes through the point ( -2, 5)
(c) In what year did approximately 2.6% of college freshmen 66. passes through the point (3, -3)
smoke?
67. crosses the positive part of the y-axis
47. College Tuition Average tuition (including room and board)
68. passes through the origin
for all institutions of higher learning in year x can be
approximated by y = 461x + 16,800 dollars, where x = 0 69. crosses the negative part of the x-axis
corresponds to 2004, x = 1 corresponds to 2005, and so on. 70. crosses the positive part of the x-axis
(Source: U.S. National Center of Education Statistics.)
71. The lines with equations y = 23x - 2 and y = -4x + c have
(a) Approximately what was the average tuition in 2011?
the same x-intercept. What is the value of c?
(b) Assuming that the formula continues to hold, when will
the average tuition exceed $25,000? 72. The lines with equations 6x - 3y = 9 and y = 4x + b have
the same y-intercept. What is the value of b?
48. Bachelor’s Degrees The number of bachelor’s degrees con-
ferred in mathematics and statistics in year x can be approxi- TECHNOLOGY EXERCISES
mated by y = 667x + 12,403, where x = 0 corresponds to
2003, x = 1 corresponds to 2004, and so on. (Source: U.S. In Exercises 73–76, (a) graph the line, (b) use the utility to deter-
National Center of Education Statistics.) mine the two intercepts, (c) use the utility to find the y-coordinate
(a) Approximately how many bachelor’s degrees in mathe- of the point on the line with x-coordinate 2.
matics and statistics were awarded in 2007? 73. y = -3x + 6 74. y = .25x - 2
(b) Assuming that the model continues to hold, approxi-
75. 3y - 2x = 9 76. 2y + 5x = 8
mately when will the number of bachelor’s degrees in
mathematics and statistics awarded exceed 25,000? In Exercises 77 and 78, determine an appropriate window, and
49. Find an equation of the line having x-intercept (16, 0) and graph the line.
y-intercept (0, 8). 77. 2y + x = 100
50. Find an equation of the line having x-intercept (.6, 0) and 78. x - 3y = 60
y-intercept (0, .9).

Solutions to Check Your Understanding 1.1

1. Because the numbers are large, make each hatchmark corre- the origin, moving 500 units to the right and 200 units up
spond to 100. Then the point (500, 200) is found by starting at (Fig. 10 on the next page).
8 chapter 1 Linear Equations and Straight Lines

y 2. 2x - 3y = 1 Given equation
?
2(4) - 3( -7) = 1 x = 4, y = -7
?
29 = 1 False
(500, 200)
Since the equation is not satisfied, (4, -7) is not on the graph.
100
x 2x - 3y = 1 Given equation
100 ?
2(5) - 3(3) = 1 x = 5, y = 3
1=1 True
Figure 10 Since the equation is satisfied, (5, 3) is on the graph.

1.2 The Slope of a Straight Line

In this section, we consider only lines whose equations can be written in the form
y = mx + b. Geometrically, this means that we will consider only nonvertical lines.
Slope is not defined for vertical lines.

DEFINITION Given a nonvertical line L with equation y = mx + b, the number m is

called the slope of L. That is, the slope is the coefficient of x in the equation of the
line. The equation is called the slope–intercept form of the equation of the line.

EXAMPLE 1 Finding the Slope of a Line from its Equation Find the slopes of the lines having the
following equations:
(a) y = 2x + 1   (b) y = - 34 x + 2   (c) y = 3   (d) -8x + 2y = 4

SOLUTION (a) m = 2.
(b) m = - 34 .
(c) When we write the equation in the form y = 0 # x + 3, we see that m = 0.
(d) First, write the equation in slope–intercept form.

-8x + 2y = 4 Given equation

2y = 8x + 4 Add 8x to both sides.
y = 4x + 2 Divide both sides by 2.

Thus, m = 4. Now Try Exercise 1

The definition of the slope is given in terms of an equation of the line. There is an
alternative equivalent definition of slope.

DEFINITION Alternative Definition of Slope Let L be a line passing through the

points (x1, y1) and (x2, y2), where x1 ≠ x2. Then, the slope of L is given by the formula

y2 - y1
m= . (1)
x2 - x1

That is, the slope is the difference in the y-coordinates divided by the difference in the
x-coordinates, with both differences formed in the same order. Note: x1 is pronounced
“x sub 1.”
Before proving this definition equivalent to the first one given, let us show how it
can be used.
 1.2 The Slope of a Straight Line 9

EXAMPLE 2 Finding the Slope of a Line from Two Points Find the slope of the line passing through
the points (1, 3) and (4, 6).
SOLUTION We have

[difference in y@coordinates] 6 - 3 3
m= = = = 1.
[difference in x@coordinates] 4 - 1 3

Thus, m = 1. Note that if we reverse the order of the points and use formula (1) to com-
pute the slope, then we get

3-6 -3
m= = = 1,
1-4 -3

which is the same answer. The order of the points is immaterial. The important con-
cern is to make sure that the differences in the x- and y-coordinates are formed in the
same order. Now Try Exercise 7

The slope of a line does not depend on which pair of points we choose as (x1, y1)
and (x2, y2). Consider the line y = 4x - 3 and two points (1, 1) and (3, 9), which are on
the line. Using these two points, we calculate the slope to be

9-1 8
m= = = 4.
3-1 2

Now, let us choose two other points on the line—say, (2, 5) and ( -1, -7)—and use these
points to determine m. We obtain

-7 - 5 -12
m= = = 4.
-1 - 2 -3

The two pairs of points give the same slope.

Justification of Formula (1) Since (x1, y1) and (x2, y2) are both on the line, both
points satisfy the equation of the line, which has the form y = mx + b. Thus,

y2 = mx2 + b
y1 = mx1 + b.

Subtracting these two equations gives

y2 - y1 = mx2 - mx1 = m(x2 - x1).

Dividing by x2 - x1, we have

y2 - y1
m= ,
x2 - x1

which is formula (1). So the two definitions of slope lead to the same number.

Let us now study four of the most important properties of the slope of a straight
line. We begin with the steepness property, since it provides us with a geometric inter-
pretation for the number m.

Steepness Property Let the line L have slope m. If we start at any point on the line
and move 1 unit to the right, then we must move m units vertically in order to return
to the line (Fig. 1 on the next page). (Of course, if m is positive, then we move up; and
if m is negative, we move down.)
Another random document with
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 “Just as we opened fire the enemy comes charging from out the poplars.
Only a few steps they run, and then, as if thunder-stricken, the whole line of
red breeches sinks to the earth. Our aim was good. How quiet the fallen
Frenchmen lie! But soon the hellish racket begins again. In front of us a
machine gun goes ‘tap, tap, tap.’ Whizzing and whirring, the bullets fly
about us.
“Through an opening the men swarm through to the left! The bravest
hurry on in advance. Five or six hang back till their leader roughly grabs
them and kicks them through the hedge opening. There must have been 800
rifles or more! A withering fire tells us that the enemy has discovered our
movements. But we return his fire as we run. Many of our men fall. But, lo!
presently the enemy’s fire begins to dwindle and soon dies down almost
completely. There, what is that? In the midst of the enemy’s line of fire a
tremendous pillar of smoke.
We saw how the French were blown yards high. A terrible thunderclap
reaches our ears. Hurrah! Our artillery!
“Shell after shell buries itself, as if measured with extraordinary
exactitude in the very midst of the French infantry lines. We follow this up
with our own fast rifle fire.
“Now we charge forward to where we can plainly see their faces. The
panic of the enemy was indescribable. Our fellows mow them down. And
now a new hail of shrapnel beats down upon them. Again the red breeches
surge back in wild flight. We fire on the retreating enemy in a cornfield
beyond. Many Frenchmen can be seen falling in the gold cornfield beyond,
never to rise again.”
 Works Sixty Years on Propeller.
At the age of seventy-four years, James Henry Miller, of Albany, Ore.,
believes that the ambition of a lifetime is about to be realized. Sixty years
ago, when he first saw a river boat with a stern propeller, Miller made up his
mind to construct a propeller which would not strike the water with such
resistance. He says that his invention, now virtually completed, will
revolutionize river and ocean navigation throughout the world.
The propeller has eight blades, each six feet long and twelve inches wide,
and each working on ratchets, so that the edge of the blade strikes the water
as it enters, falls into propelling position while in deepest water, and
continues to adjust itself as the wheel turns, so that it emerges from the water
edge first. The flat side of the blade never strikes the water. As the wheel
turns, the blades enter and leave the water with as little resistance as a
feathered oar.

New Farming in South.

One Southern landowner has a plan for diversification of crops that might
be followed by many others. He has divided his land into tracts that rent for
$100 a year each. This is about equivalent to two bales of cotton under the
old tenant system. But hereafter no cotton will be accepted as rent for these
tracts. Instead, it will be required in food crops, according to this schedule:
50 bushels of corn $50
15 bushels of wheat 15
3 bushels of peas 5
100 pounds of meat 15
15 bushels of potatoes 15
——
Total rent $100
The landowner in question, realizing the novelty of his plan, proposes to
cooperate with his tenants in getting selected seed. If the scheme is
successful, it will merit a bulletin by the department of agriculture, to be
widely distributed.

Florida Sharks That Nurse Their Young.

 The curious piglike habits of the nurse sharks of Florida have been
brought to the notice of the North Carolina Academy of Science by E. W.
Gudger. A third of the circumference of Boca Grande Cay, a small coral
sand island twenty miles west of Key West, is bounded by a gently sloping
rock bottom, on which the water half a mile from the shore is not more than
four or five feet deep.
On this bottom great numbers of the sharks gather in the sun, play, and
possibly feed. With seldom less than a dozen visible, as many as thirty-three
have been in view at one time.
They are broad, sluggish, so little afraid that a boat may touch their fins
before they will move, and they lie piled together in a confused herd, like
well-fed pigs in a barnyard. Sometimes three or four swim aimlessly about.
They are harmless, with small mouths filled with small pointed teeth,
and, though they are vegetarians to some degree, their chief food seems to be
the young oysters, clams, crabs, and various other crustaceans.

Ostrich Farming as a Business.

James H. Reece, of Joplin, Mo., who has been in California studying the
“ins and outs” of the Pasadena ostrich farm, with a view of giving the
business a try-out in this vicinity, has returned, and has considerable to say
on the subject of the profitable raising of the big birds.
“Unless you have money to start with,” said he, “you shouldn’t attempt to
go into ostrich farming in the United States for profit. Still, there are a
number of ostrich farms in this country, and not all are failures. The first
ostriches were brought here in 1862 from South Africa, and between that
date and 1886, 120 birds were imported. We have now about 10,000
ostriches with us, nearly all of them American bred.”
“And,” he continued, “Arizona is the leading ostrich-farming section,
though there are farms in California—the one at Pasadena being probably
the best known of all of them—Texas, Arkansas, and Florida. Something
like two millions of dollars is invested in the industry, not counting the value
of the land. The business pays if the climate is all right and the birds receive
proper care, for the ostrich, though tough, must be looked after carefully.
“An acre of alfalfa will support four ostriches with no other food than
gravel and ground bone. A cow will require the same amount of alfalfa, but
at the end of five years she is worth forty or fifty dollars, while the four five-
year-old ostriches are worth a thousand dollars. A bird will yield a hundred
dollars’ worth of feathers a year, besides the eggs, which, even if they are
not productive of little ostriches, bring a good price as curios.
“Ostrich plumes vary in price, from ten to one hundred and fifty dollars a
pound, so you see it is worth money to the ostrich farmer, not only to have
good birds, but to keep them in the best condition, for the better the bird the
better the product.
“It costs about ten dollars a year to keep a bird; that is, to feed it. The
ostrich farm at Pasadena is one of the show places there, and thousands of
tourists visit it every year. Another good feature of the ostrich is that he lasts
so long. None in this country has died of old age yet, and it is supposed that
they will live seventy-five years.”

French Story of Bravery.

A French battalion occupied Mezieres in order to guard the bridges over
the Meuse River. One detachment had hardly arrived at the railroad bridge
when its officer, Lieutenant de Lupel, was informed that a German patrol
was hidden in the station. The French at once attacked and drove the
Germans here and there among the heaps of coal and the buildings. The
French officer followed the German officer into the roundhouse, revolver in
hand, and caught sight of him crouching behind a tender. The two men
looked at each other. Mutual respect and a tacit understanding sprang up.
With fifteen paces between them, each took up a dueling position. “Kindly
fire,” cried the Frenchman, just as his ancestors had cried at Fontenoy under
similar circumstances. The German fired and missed. Then the Frenchman
slowly raised his arm and fired, killing his opponent.
He returned to his men, aided them to overcome the Germans’ last stand,
and walked away coolly at the head of his battalion.

Nail Snaps from Box to Eye.

Joseph R. Henderson, proprietor of an Egg Harbor, N. J., poultry plant,
was opening a box when a nail snapped from the box and entered the
eyeball. He was taken to the Atlantic City Hospital. At this time it is not
known whether he will lose the sight of the eye.

Woman’s Throw Hits Mark.

 Mrs. Dervin Shumaker, of Jackson township, Pa., noticed a large hawk
feasting on her chickens. Picking up a stone, the woman threw it at the
intruder. The stone struck the hawk on the head, killing the bird. She took
the hawk to a justice of the peace and received forty cents bounty.

Man and Dogs Fight Rattler.

The biggest snake ever encountered near Watonga, Okla., was killed by
Jeff Saunders seven miles north of that town. Mr. Saunders was hunting
coyotes in the cañons when his dogs ran on to the snake, and started the fight
which lasted an hour. After the battle, in which one dog was killed, the snake
was hacked to pieces. Mr. Saunders gathered up the rattles which had been
torn off. There were thirty-six of them.
The snake showed a disposition to ignore the dogs and fight Mr.
Saunders, and several times he barely escaped being bitten. Mr. Saunders
brought one piece of the snake home with him which measured 6 feet 9
inches in length, and there were several smaller pieces left on the battle
ground.

Honoring the Hero of Peace.

Sixty-nine acts of heroism have just been given recognition by the
Carnegie Hero Fund Commission, at its annual meeting, through the
distribution of medals and pensions. The commission has awarded silver
medals in fifteen cases and bronze medals in fifty-four cases. Thirteen of the
heroes lost their lives.
Among the number receiving silver medals is Miss Phoebe Briggs, of
Sacramento, Cal., a student at Vassar College, Poughkeepsie, N. Y. Miss
Briggs saved four girls from drowning. She was walking across the campus
at the college when a toboggan carrying five of her fellow students coasted
onto the ice on Vassar Lake and broke through. One of the girls came up
under the ice and was drowned, but the others grasped the edge of the ice.
Miss Briggs crawled toward the hole, pushing a small sled ahead of her. Two
of the girls in turn grasped the sled and were pulled to safety. Miss Briggs
went toward the hole a third time, but the ice broke and she fell into water
nine feet deep. She pushed the sled down, and it remained in a perpendicular
position, resting on the bottom. She then got her feet on the sled and
supported the other girls several minutes until a man took them all to safety.
 A silver medal has been awarded to the father of Henry West, a negro, of
Chapel Hill, N. C. West, aged thirty-four, a crossing watchman, died saving
Judson A. Haviland, aged nine, and Charles W. Jones, aged eleven, from
being run over by a train at Asbury Park, N. J. The boys were driving a pony
toward a track on which a passenger train was approaching. West, who had
only one arm, waved a warning to them and then ran across the track and
grabbed the harness beneath the pony’s head. The pony turned aside and
West lost his hold, falling. A step of the engine struck him, causing injuries
from which he died. Neither of the boys was injured.
A bronze medal has been given to the father of Henry L. Wyman, of
Moorestown, N. J. Wyman, aged twenty-four, a painter, died attempting to
save G. Allen Seltzer, aged twenty-five, from drowning in Rancocas Creek,
at Boughter, N. J. Wyman waded and swam thirty-five feet to the distressed
man and caught him under the armpits. Wyman kept Seltzer’s head above
water for a time, but both men sank and were drowned.
To the dependents of three heroes the commission granted pensions
aggregating $1,980 a year and the dependents of seven others who lost their
lives were granted sums totaling $4,700, to be applied in various ways.
Besides the money grants, in twelve cases sums aggregating $21,000 were
appropriated for educational purposes, payments to be made as needed and
approved. In forty-one cases awards aggregating $41,000 were made, to be
applied toward the purchase of homes and to other worthy purposes.

Big Turtle Attacks Southern Fisherman.

Henry Simmons, of New Orleans, went fishing in Bayou Bienvenue,
Miss., and had the unusual experience of being attacked by and afterward
killing, in terrific battle, a large water turtle. He was fishing from a pirogue
in ten feet of water, and the monster, a hundred-pounder, caught his line.
It came to the surface, and bit at the boat, tearing away a large piece of
the prow. It continued to bite at the small craft until it almost turned over.
Simmons then reached for his shotgun and shot the monster’s head off.
He carried it to New Orleans, where, with the bitten boat, it is now on
exhibition.
Just before he shot it, the turtle had raised a heavy paw to strike him. The
experience of having such a vicious monster suddenly rise to the surface and
peer into one’s eyes with such evident determination to fight to the death, is
an awful one, says Simmons.

Can a Pup Inherit a Kink in His Tail?

Deciding that a pup could inherit a kink in its tail from a similar
peculiarity attached to its father, no matter if the wagger did happen to
receive its twist through an accident after the “dad” had reached his majority,
District Court Judge Frank Smathers, after most careful consideration of the
unique problem, awarded Elmer D. Sooy, of Atlantic City, N. J., a rabbit-
hound pup, to which both Sooy and Thomas Hudson, of Pleasantville, claim
ownership.
During the hearing of the case, Sooy trotted in a putative papa hound,
which had an odd curl in its wagger. Under cross-examination he testified
that the peculiar kink was there because a third-rail trolley had run over it.
The pup happened to have a similar Marcel to its tail.
Hudson, on the other hand, led in another supposed pop hound, which
had blotches on its flanks identical to those that marked the pup, and said it
was this dog’s offspring.
It was too much for the court to decide in one sitting, but the next day,
after his honor had spent his evening at home, pondering over canine spots
and tails, Sooy got the pup.
The animal is worth fifty dollars, but the two men have spent more than
three times that amount in their dispute over it, and Hudson says he will
appeal and spend as much more, if necessary, to win.

Gypsies Travel in Auto.

Nomads of the old days would probably have refused to believe their
eyes if they had seen a gypsy caravan which has just arrived at Worcester,
Mass., from Denver, Col. Instead of traveling in the familiar wagons, drawn
by worn horses, the tribe mounted the wagon tops on big automobile trucks.
On the top, sides, and rear of the two wagons were the tents, pots, and others
things inseparable to gypsy camps, and the dogs followed as best they could.
Needless to say, the journey was made in record time.

Mother’s Appeal Granted.

 Mrs. Mathilda Zoll, of Washington, D. C., is happy in the thought that
when she dies, her final resting place will be beside the body of her son in a
soldier grave in Arlington National Cemetery. Her earnest plea that
permission to this effect be given was granted by Secretary Garrison,
although it is a rule that only the widows of army men may be buried in
Arlington. Mrs. Zoll’s son died a few weeks ago and was laid at rest in the
national cemetery.
When Mrs. Zoll first made her request, it was refused, but her friends told
Secretary Garrison she did not ask that her name be placed on the headstone,
but would be satisfied to have her body cremated and the ashes placed in an
urn in her son’s grave. The secretary then issued the necessary orders.

Devil Worm Has Eight Horns.

Mrs. J. B. Lamb brought to the Leader office, at Fulton, Ky., a
formidable-looking worm which she captured on a tree in the back yard of
her home on Carr Street. This monster worm is nearly six inches in length
and longer when in motion. It has eight horns on its head, curving backward,
and is a scary-looking object. It is more than one and one-half inches in
circumference, and is green in color. A little boy called it a “devil worm,”
and, for the lack of a better name, we will let it go at that.

Rancher Bags Bird Maimed in June.

While mowing hay last June, Abe Bruger, a Cathcart, Wash., rancher,
surprised a mother pheasant and her brood in the tall grass. One of the flock
was overtaken by the mower, which amputated both of its legs. It escaped to
an alder thicket.
While hunting recently, Bruger winged a pheasant. When he recovered
the bird, both of its legs were missing, a fact which recalled the accident of
the early summer. The bird had become full grown, was in perfect condition,
plump, and, in fact, larger than the average of this year’s birds taken in the
locality.
The wounds had completely healed, and, nature, in the process of healing,
had developed a substitute for claws in the form of hard scales at the
extremities.

Off Year for Peace Prize.

 A report from Christiania says that the managers of the Nobel Institute
have decided to give this year’s peace prize, which amounts to about
$40,000, to the Netherlands government, to be applied toward the support of
Belgian refugees in Holland.

Stallings a Brick Mason.

The Waycross, Ga., Herald is authority for the statement that George
Stallings, the “Miracle Man” of baseball, used to be a brick mason, and a
mighty good one, at Thomasville. Hence, it is not so hard to understand his
remarkable ability to “build up” a team.

Missourian’s Strange Pet.

There are many strange pets in the world, but the one belonging to John
Barnes, of Maysville, Mo., is perhaps as strange as any. It is a giant blue
racer, five feet long, and as large in the middle as an average man’s arm. Mr.
Barnes keeps the snake for the purpose of freeing the place of mice and other
pests. It never molests any one and seems perfectly tame.

War Correspondents’ Troubles.

Who wants to be a war correspondent? Two American correspondents
arrived at Rouen, France. They had been shifted around the country for days.
They had hay in their hair and sleep in their eyes, and they hadn’t eaten for
years, it seemed to them. Every hotel and boarding house and joint in Rouen
was filled to overflowing. They found their way to headquarters and placed
their journalistic cards on the table.
“Thank goodness, we’re here at last!” they said. “Tell us——”
But the major wouldn’t tell them. He wouldn’t even listen to them.
“For your impertinence in coming here,” he said severely, “you shall
sleep in jail to-night.”
The correspondents smiled happily and shook hands with each other.
“It began to look as though we’d sleep under a bridge,” they said to the
major. So he found out about their plight.
“That being the case,” said he sternly, “you shall not sleep in jail to-night.
You shall take the train for the coast. There are no places left in the train, but
that makes no difference. You shall take it, just the same.”
 When they got back to London they went to a Turkish bath and slept for
twenty hours before reporting at the office.
 You can conquer it easily in 8 days, improve your health, prolong your
life. No more stomach trouble, no foul breath, no heart weakness. Regain
manly vigor, calm nerves, clear eyes & superior mental strength. Whether
you chew; or smoke pipe, cigarettes, cigars, get my interesting Tobacco
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E. J. WOODS, 534 Sixth Av. 230 C, New York, N.Y.
 The Nick Carter Stories
ISSUED EVERY SATURDAY BEAUTIFUL COLORED COVERS
When it comes to detective stories worth while, the Nick Carter Stories
contain the only ones that should be considered. They are not overdrawn
tales of bloodshed. They rather show the working of one of the finest minds
ever conceived by a writer. The name of Nick Carter is familiar all over the
world, for the stories of his adventures may be read in twenty languages. No
other stories have withstood the severe test of time so well as those
contained in the Nick Carter Stories. It proves conclusively that they are
the best. We give herewith a list of some of the back numbers in print. You
can have your news dealer order them, or they will be sent direct by the
publishers to any address upon receipt of the price in money or postage
stamps.
692—Doctor Quartz Again.
693—The Famous Case of Doctor Quartz.
694—The Chemical Clue.
695—The Prison Cipher.
696—A Pupil of Doctor Quartz.
697—The Midnight Visitor.
698—The Master Crook’s Match.
699—The Man Who Vanished.
700—The Garnet Gauntlet.
701—The Silver Hair Mystery.
702—The Cloak of Guilt.
703—A Battle for a Million.
704—Written in Red.
707—Rogues of the Air.
709—The Bolt from the Blue.
710—The Stockbridge Affair.
711—A Secret from the Past.
712—Playing the Last Hand.
713—A Slick Article.
714—The Taxicab Riddle.
715—The Knife Thrower.
717—The Master Rogue’s Alibi.
719—The Dead Letter.
720—The Allerton Millions.
728—The Mummy’s Head.
729—The Statue Clue.
730—The Torn Card.
731—Under Desperation’s Spur.
732—The Connecting Link.
733—The Abduction Syndicate.
736—The Toils of a Siren.
737—The Mark of a Circle.
738—A Plot Within a Plot.
739—The Dead Accomplice.
741—The Green Scarab.
743—A Shot in the Dark.
746—The Secret Entrance.
747—The Cavern Mystery.
748—The Disappearing Fortune.
749—A Voice from the Past.
752—The Spider’s Web.
753—The Man With a Crutch.
754—The Rajah’s Regalia.
755—Saved from Death.
756—The Man Inside.
757—Out for Vengeance.
758—The Poisons of Exili.
759—The Antique Vial.
760—The House of Slumber.
761—A Double Identity.
762—“The Mocker’s” Stratagem.
763—The Man that Came Back.
764—The Tracks in the Snow.
765—The Babbington Case.
766—The Masters of Millions.
767—The Blue Stain.
768—The Lost Clew.
770—The Turn of a Card.
771—A Message in the Dust.
772—A Royal Flush.
773—The Metal Casket Mystery.
774—The Great Buddha Beryl.
775—The Vanishing Heiress.
776—The Unfinished Letter.
777—A Difficult Trail.
778—A Six-word Puzzle.
782—A Woman’s Stratagem.
783—The Cliff Castle Affair.
784—A Prisoner of the Tomb.
785—A Resourceful Foe.
786—The Heir of Dr. Quartz.
787—Dr. Quartz, the Second.
788—Dr. Quartz II. at Bay.
789—The Great Hotel Tragedies.
790—Zanoni, the Witch.
791—A Vengeful Sorceress.
792—The Prison Demon.
793—Doctor Quartz on Earth Again.
794—Doctor Quartz’s Last Play.
795—Zanoni, the Transfigured.
796—The Lure of Gold.
797—The Man With a Chest.
798—A Shadowed Life.
799—The Secret Agent.
800—A Plot for a Crown.
801—The Red Button.
802—Up Against It.
803—The Gold Certificate.
804—Jack Wise’s Hurry Call.
805—Nick Carter’s Ocean Chase.
806—Nick Carter and the Broken Dagger.
807—Nick Carter’s Advertisement.
808—The Kregoff Necklace.
809—The Footprints on the Rug.
810—The Copper Cylinder.
811—Nick Carter and the Nihilists.
812—Nick Carter and the Convict Gang.
813—Nick Carter and the Guilty Governor.
814—The Triangled Coin.
815—Ninety-nine—and One.
816—Coin Number 77.
817—In the Canadian Wilds.
818—The Niagara Smugglers.
819—The Man Hunt.
NEW SERIES
NICK CARTER STORIES
1—The Man from Nowhere.
2—The Face at the Window.
3—A Fight for a Million.
4—Nick Carter’s Land Office.
5—Nick Carter and the Professor.
6—Nick Carter as a Mill Hand.
7—A Single Clew.
8—The Emerald Snake.
9—The Currie Outfit.
10—Nick Carter and the Kidnapped Heiress.
11—Nick Carter Strikes Oil.
12—Nick Carter’s Hunt for a Treasure.
13—A Mystery of the Highway.
14—The Silent Passenger.
15—Jack Dreen’s Secret.
16—Nick Carter’s Pipe Line Case.
17—Nick Carter and the Gold Thieves.
18—Nick Carter’s Auto Chase.
19—The Corrigan Inheritance.
20—The Keen Eye of Denton.
21—The Spider’s Parlor.
22—Nick Carter’s Quick Guess.
23—Nick Carter and the Murderess.
24—Nick Carter and the Pay Car.
25—The Stolen Antique.
26—The Crook League.
27—An English Cracksman.
28—Nick Carter’s Still Hunt.
29—Nick Carter’s Electric Shock.
30—Nick Carter and the Stolen Duchess.
31—The Purple Spot.
32—The Stolen Groom.
33—The Inverted Cross.
34—Nick Carter and Keno McCall.
35—Nick Carter’s Death Trap.
36—Nick Carter’s Siamese Puzzle.
37—The Man Outside.
38—The Death Chamber.
39—The Wind and the Wire.
40—Nick Carter’s Three Cornered Chase.
41—Dazaar, the Arch-Fiend.
42—The Queen of the Seven.
43—Crossed Wires.
44—A Crimson Clew.
45—The Third Man.
46—The Sign of the Dagger.
47—The Devil Worshipers.
48—The Cross of Daggers.
49—At Risk of Life.
50—The Deeper Game.
51—The Code Message.
52—The Last of the Seven.
53—Ten-Ichi, the Wonderful.
54—The Secret Order of Associated Crooks.
55—The Golden Hair Clew.
56—Back From the Dead.
57—Through Dark Ways.
58—When Aces Were Trumps.
59—The Gambler’s Last Hand.
60—The Murder at Linden Fells.
61—A Game for Millions.
62—Under Cover.
63—The Last Call.
64—Mercedes Danton’s Double.
65—The Millionaire’s Nemesis.
66—A Princess of the Underworld.
67—The Crook’s Blind.
68—The Fatal Hour.
69—Blood Money.
70—A Queen of Her Kind.
71—Isabel Benton’s Trump Card.
72—A Princess of Hades.
73—A Prince of Plotters.
74—The Crook’s Double.
75—For Life and Honor.
76—A Compact With Dazaar.
77—In the Shadow of Dazaar.
78—The Crime of a Money King.
79—Birds of Prey.
80—The Unknown Dead.
81—The Severed Hand.
82—The Terrible Game of Millions.
83—A Dead Man’s Power.
84—The Secrets of an Old House.
85—The Wolf Within.
86—The Yellow Coupon.
87—In the Toils.
88—The Stolen Radium.
89—A Crime in Paradise.
90—Behind Prison Bars.
91—The Blind Man’s Daughter.
92—On the Brink of Ruin.
93—Letter of Fire.
94—The $100,000 Kiss.
95—Outlaws of the Militia.
96—The Opium-Runners.
97—In Record Time.
98—The Wag-Nuk Clew.
99—The Middle Link.
100—The Crystal Maze.
101—A New Serpent in Eden.
102—The Auburn Sensation.
103—A Dying Chance.
104—The Gargoni Girdle.
105—Twice in Jeopardy.
106—The Ghost Launch.
107—Up in the Air.
108—The Girl Prisoner.
109—The Red Plague.
110—The Arson Trust.
111—The King of the Firebugs.
112—“Lifter’s” of the Lofts.
Dated Nov. 7th, 1914.
113—French Jimmie and His Forty Thieves.
Dated Nov. 14th, 1914.
114—The Death Plot.
Dated Nov. 21st, 1914.
115—The Evil Formula.
Dated Nov. 28th, 1914.
116—The Blue Button.

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obtained direct from this office. Postage stamps taken the same as money.

STREET & SMITH, Publishers, 79-89 Seventh Ave., NEW YORK CITY
*** END OF THE PROJECT GUTENBERG EBOOK NICK CARTER
STORIES NO. 120, DECEMBER 26, 1914: AN UNCANNY
REVENGE; OR, NICK CARTER AND THE MIND MURDERER ***

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