Etextbook 978 1464124730 For All Practical Purposes Mathematical Literacy in Todays World

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C O N T E N T S vii
Skills Check 106 4.4 Linear Programming: Life Is

Chapter Exercises 109 Complicated 144
Applet Exercises 122
SPOTLIGHT 4.2
Writing Projects 123
The Father of Linear Programming Recalls
Suggested Readings 123 Its Origins 146
Suggested Websites 124
SPOTLIGHT 4.3
Finding Fast Algorithms Means Better
Airline Service 147
Chapter 4 Linear Programming and the 4.5 A Transportation Problem: Delivering
Transportation Problem 125 Perishables 148
4.6 Improving on the Current Solution 157
4.1 Linear Programming and Mixture
Problems: Combining Resources to Review Vocabulary 160
Maximize Profit 126 Self Check Answers 161
SPOTLIGHT 4.1
Skills Check 161
Case Studies in Linear Programming 128 Chapter Exercises 164
4.2 Finding the Optimal Production
Suggested Readings 173
Policy 134
4.3 Why the Corner Point Principle
Works 141 CASE STUDY
Improving Medical Care Using Mathematics 174
Carl Court/Getty Images
Part II
STATISTICS: THE SCIENCE OF DATA / 178
Chapter 5 Exploring Data: 5.7 Describing Variability: The Standard

Deviation 203
Distributions 181 SPOTLIGHT 5.3
Using Technology to Calculate Standard Deviation 206
5.1 Displaying Distributions: Histograms 182
SPOTLIGHT 5.1
5.8 Normal Distributions 209
John Wilder Tukey, Champion of Exploratory Data SPOTLIGHT 5.4
Analysis 184 Density Estimation 215
5.2 Interpreting Histograms 188 5.9 The 68–95–99.7 Rule for Normal
5.3 Displaying Distributions: Stemplots 194 Distributions 216
5.4 Describing Center: Mean and Review Vocabulary 219
Median 196 Self Check Answers 220
SPOTLIGHT 5.2 Skills Check 221
Which Mean Do You Mean? 199 Chapter Exercises 223
5.5 Describing Variability: Range
and Quartiles 200
5.6 The Five-Number Summary
and Boxplots 201
viii C O N T E N T S
7.7 Inference: From Sample to

Chapter 6 Exploring Data: Population 314
Relationships 241 SPOTLIGHT 7.4
Truth in Polling 324
6.1 Displaying Relationships: Scatterplot 242
Review Vocabulary 324
SPOTLIGHT 6.1
Self Check Answers 326
Creating Scatterplots Using Technology 249
Skills Check 327
6.2 Making Predictions: Regression Chapter Exercises 328
Line 251 Applet Exercises 338
6.3 Correlation 254 Writing Projects 339
SPOTLIGHT 6.2 Suggested Readings 340

Correlation Calculation 259 Suggested Websites 340
SPOTLIGHT 6.3
Regression Toward the Mean 260
6.4 Least-Squares Regression 260 Chapter 8 Probability: The
SPOTLIGHT 6.4
Regression and Correlation in Action: College Mathematics of Chance 341
Success 265
8.1 Random Phenomena and
SPOTLIGHT 6.5
Probability 343
Calculating the Equation of the
Least-Squares Regression Line 265 SPOTLIGHT 8.1
The Problem of Points 345
6.5 Interpreting Correlation and
Regression 268 8.2 Basic Rules of Probability 348
SPOTLIGHT 8.2
Review Vocabulary 274 Probability and Psychology 349
8.3 Rules of Probability: Independent and
Skills Check 275
Chapter Exercises 277
Dependent Events 354
Applet Exercises 288 8.4 Discrete Probability Models 360
Writing Projects 289 8.5 Equally Likely Outcomes 363
Suggested Readings 290 SPOTLIGHT 8.3
Suggested Websites 290 Using Technology to Compute Permutations,
Factorials, and Combinations 369
SPOTLIGHT 8.4
Birthday Coincidences 370
Chapter 7 Data for Decisions 291
8.6 Continuous Probability
7.1 Sampling 292 Models 371
7.2 Bad Sampling Methods 294 8.7 The Mean and Standard Deviation of a
7.3 Simple Random Samples 297 Probability Model 375
SPOTLIGHT 7.1 8.8 The Central Limit
Using Technology to Select an SRS 300 Theorem 380
7.4 Cautions About Sample Surveys 302
SPOTLIGHT 7.2 Self Check Answers 386
Pew Research Center 303 Skills Check 387
7.5 Experiments 305 Chapter Exercises 389
SPOTLIGHT 7.3
Ethics in Experiments 309
7.6 Experiments Versus Observational
Studies 309
C O N T E N T S ix
Blend Images, Hill Street

Studios/Getty Images
Part III
VOTING AND SOCIAL CHOICE / 402
Chapter 9 Social Choice: Chapter 11 Weighted Voting

The Impossible Dream 405 Systems 461
9.1 An Introduction to Social Choice 406 11.1 How Weighted Voting Works 462
9.2 Majority Rule and Condorcet’s SPOTLIGHT 11.1
Method 407 The Electoral College 465
SPOTLIGHT 9.1 11.2 The Shapley–Shubik Model 466
The Historical Record 409 SPOTLIGHT 11.2
9.3 Other Voting Systems for Three or More Power Indices 466
Candidates 412 11.3 The Banzhaf Model 474
9.4 Insurmountable Difficulties: Arrow’s SPOTLIGHT 11.3
Impossibility Theorem 424 Should Blocking Coalitions Be Counted? 476
SPOTLIGHT 9.2 SPOTLIGHT 11.4
Kenneth J. Arrow 425 A Real Mathematical Quagmire 480
9.5 A Better Approach? Approval Voting 428 SPOTLIGHT 11.5
The Electoral College: Presidential Elections of
Review Vocabulary 430 2012, 2016, and 2020 484
Self Check Answers 431 SPOTLIGHT 11.6
Skills Check 431 Can the Banzhaf and Shapley–Shubik Models
Chapter Exercises 433 Disagree? 487
11.4 Voting Systems—Without
Weights 487

Chapter 10 The Manipulability
Skills Check 494
of Voting Systems 439 Chapter Exercises 496
10.1 An Introduction to Manipulability 440 Suggested Readings 501
10.2 Majority Rule and Condorcet’s Suggested Websites 502
Method 443
10.3 The Manipulability of Other Voting Systems
for Three or More Candidates 445 Chapter 12 Electing the President 503
10.4 Impossibility 450
12.1 Narrowing the Field through the Primary
10.5 The Chair’s Paradox 452 Process 504
Review Vocabulary 454 12.2 Spatial Models for Two-Candidate Elections:
Self Check Answers 454 Discrete Distributions 508
Skills Check 455 12.3 Spatial Models for Two-Candidate Elections:
Continuous Distributions 515
12.4 Spatial Models for Multicandidate
Elections 518
x C O N T E N T S
12.5 Spatial Models and the Electoral Chapter Exercises 530

College 524 Writing Projects 535
Review Vocabulary 527 Suggested Websites 535
Skills Check 529
Yana Gayvoronskaya/
Part IV
Shutterstock
FAIRNESS AND GAME THEORY / 536

SPOTLIGHT 14.2
Chapter 13 Fair Division 539 A Puzzling Apportionment of the U.S. House
of Representatives 597
13.1 The Adjusted Winner Procedure 540
14.4 Which Divisor Method Is Best? 598
13.2 The Knaster Inheritance Procedure 544
SPOTLIGHT 14.3
13.3 Fair Division and Organ Transplant Legal Challenges to Apportionment 599
Policies 546 SPOTLIGHT 14.4
13.4 Taking Turns 548 Mathematics and Politics: A Strange
13.5 Divide-and-Choose 551 Mixture 607
13.6 Cake-Division Procedures: Review Vocabulary 608

Proportionality 552 Self Check Answers 609
SPOTLIGHT 13.1
Skills Check 611
Seventy Years of Cake Cutting 553 Chapter Exercises 613
13.7 Cake-Division Procedures: The Problem of
Envy 555
13.8 Vickrey Auctions 558

Self Check Answers 561 Chapter 15 Game Theory: The
Skills Check 561
Mathematics of
Writing Projects 570 Competition 621
Suggested Readings 570 SPOTLIGHT 15.1
The Early History of Game Theory 622
15.1 Two-Person Total-Conflict Games: Pure
Strategies 623
Chapter 14 Apportionment 571
15.2 Two-Person Total-Conflict Games: Mixed
14.1 The Apportionment Problem 572 Strategies 628
14.2 The Hamilton Method 578 15.3 Partial-Conflict Games 637
SPOTLIGHT 14.1 15.4 Mechanism Design and Larger
Apportionment in the U.S. House of Games 643
Representatives Before 1900 580 SPOTLIGHT 15.2
14.3 Divisor Methods 585 The Nobel Prize in Economics 646
C O N T E N T S xi
15.5 Using Game Theory 651 Chapter Exercises 659

Applet Exercise 663
Review Vocabulary 654 Writing Projects 664
Self Check Answers 655 Suggested Readings 664
Skills Check 656 Suggested Websites 665
Images/SuperStock
Justin Ziewe/Ikon
Part V
THE DIGITAL REVOLUTION / 666
17.2 Encoding with Parity-Check Sums 702
Chapter 16 Identification Numbers 669
SPOTLIGHT 17.2
16.1 Check Digits 669 Neil Sloane 703

SPOTLIGHT 16.1 17.3 Data Compression 707
The VIN System 678 SPOTLIGHT 17.3
16.2 The ZIP Code 679 Morse Code 708

SPOTLIGHT 17.4
16.3 Bar Codes 680
David Huffman 711
SPOTLIGHT 16.2
New Frontier: Bar Coding DNA 686 17.4 Cryptography 714
SPOTLIGHT 17.5
SPOTLIGHT 16.3
History of Bar Codes 687 Modeling the Genetic Code 716
SPOTLIGHT 17.6
16.4 Encoding Personal Data 687
Enigma Machines 724
SPOTLIGHT 16.4
SPOTLIGHT 17.7
Ten Fun Facts about Social Security Numbers 688
Mavis Batey 725
SPOTLIGHT 16.5
SPOTLIGHT 17.8
Census Records at the National Archives 690
Alan Turing 726
Review Vocabulary 691 SPOTLIGHT 17.9
Self Check Answers 691 Smart Cards 727
Skills Check 691
Chapter Exercises 693 Review Vocabulary 728
Writing Projects 697 Self Check Answers 728
Skills Check 729
Suggested Website 698
Suggested Websites and Videos 733
Chapter 17 Encoding Information 699

17.1 Binary Codes 699
SPOTLIGHT 17.1
The Ubiquitous Reed–Solomon Codes 701
xii C O N T E N T S
Rob Koenen/Moment/
Part VI
Getty Images
ON SIZE AND GROWTH / 734

19.2 Rosette and Strip Patterns 790
Chapter 18 Growth and Form 737
SPOTLIGHT 19.7
18.1 Geometric Similarity 738 “Strive Then to Be Perfect” 793

SPOTLIGHT 19.8
18.2 How Much Is That in . . . ? 743
Patterns Created by the Bakuba People 795
18.3 Big Stuff 747
SPOTLIGHT 19.9
SPOTLIGHT 18.1 The 17 Wallpaper Patterns 797
A Mile-High Building? 749
19.3 Notation for Patterns 798
SPOTLIGHT 18.2
Why Would You Want to Be Big? 753 19.4 Symmetry Groups 802
18.4 Dimension Tension 754 19.5 Fractal Patterns and Chaos 807
SPOTLIGHT 19.10
SPOTLIGHT 18.3
Scaled to Fit 757 The Father of Fractals 808
18.5 How We Grow 760 Review Vocabulary 812

SPOTLIGHT 18.4 Self Check Answers 812
Helping to Find Missing Children 761 Skills Check 813
Self-Check Answers 765 Suggested Readings 825
Suggested Websites 778 Chapter 20 Tilings 827
20.1 Tilings with Regular Polygons 828
Chapter 19 Symmetry and Pattern 779 SPOTLIGHT 20.1
Regular Polyhedra and Buckyballs 829
19.1 Fibonacci Numbers and the Golden Ratio 780 20.2 Tilings with Irregular Polygons 833
Leonardo of Pisa (“Fibonacci”) 781 In Praise of Amateurs 836
Fibonacci Solar Power 782 Maurits Escher 837
SPOTLIGHT 19.3 20.3 Using Only Translations 838
Drumming Up Mathematics 783
20.4 Using Translations Plus
SPOTLIGHT 19.4
Half-Turns 840
How the Greeks Constructed a Golden
Rectangle 784 20.5 Nonperiodic Tilings 845
The Consumer Price Index: An Application of the Sir Roger Penrose 846
Geometric Mean 785 SPOTLIGHT 20.5
SPOTLIGHT 19.6 Mathematics and Autism 851

Are We Trying to Reclaim the “Glory That Was SPOTLIGHT 20.6
Greece”? 788 Quasicrystals 854
C O N T E N T S xiii

Self Check Answers 856 Suggested Readings 864
SnapshotPhotos/
Part VII
Shutterstock
YOUR MONEY AND RESOURCES / 866
22.3 Conventional Loans 914

Chapter 21 Savings Models 869
SPOTLIGHT 22.2
21.1 Simple Interest and Arithmetic What We Did with Our House, and What Else You
Growth 870 Could Do 921
SPOTLIGHT 22.3
21.2 Compound Interest and Geometric
The Mortgage Crisis 922
Growth 872
SPOTLIGHT 21.1
22.4 Other Loans 923
Thomas Robert Malthus 878 22.5 Annuities 929
21.3 Effective Rate and APY 878 SPOTLIGHT 22.4
What Is an Actuary? 930
21.4 A Limit to Compounding 880
SPOTLIGHT 21.2 Review Vocabulary 933
The Number e 881 Self Check Answers 933
21.5 A Model for Saving 882 Skills Check 934
SPOTLIGHT 21.3
Applet Exercise 941
Using a Spreadsheet for Financial Writing Projects 941
Calculations 888
21.6 Inflation 888 Suggested Websites 942
SPOTLIGHT 21.4
What Is a Financial Derivative? 893
Review Vocabulary 896 Chapter 23 The Economics of

Skills Check 897 Resources 943
Applet Exercise 906 SPOTLIGHT 23.1
Writing Projects 906 The Formulas We Use in This

Chapter 944
Suggested Websites 908 23.1 Growth Models for Biological
Populations 944
SPOTLIGHT 23.2
Chapter 22 Borrowing Models 909 12 Billion by 2050—or Only 9 Billion? 947

23.2 How Long Can a Nonrenewable Resource
22.1 Simple Interest 910 Last? 950
22.2 Compound Interest 911 SPOTLIGHT 23.3
SPOTLIGHT 22.1 What Are Reserves? Or, How Much Is Out There,
What’s the Real Rate? 913 Really? 953
xiv C O N T E N T S
23.3 Radioactive Decay 955 E. Slope of a Line AR-14

23.4 Harvesting Renewable Resources 960 F. Graphing a Line in Slope-Intercept Form AR-15
G. Linear Inequalities in Two Variables AR-16
SPOTLIGHT 23.4
H. Systems of Linear Equations and Inequalities AR-17
Fishing: Out to Sea? 965
Algebra Review V: Summation Notation,
SPOTLIGHT 23.5
Sequences, and Series AR-19
The Tragedy of Easter Island 969
A. Summation Notation AR-19
23.5 Dynamical Systems and Chaos 971 B. Sequences AR-20
C. Arithmetic and Geometric Sequences and Series AR-21
Self Check Answers 977 Algebra Review VI: Exponents, Roots, and
Skills Check 978 Logarithms AR-22
Chapter Exercises 979 A. Powers and Roots AR-22
Writing Projects 986 B. Natural and Fractional Exponents AR-23
C. Graphs of Exponential Equations AR-24
D. Rules for Exponents and Roots AR-25
E. Logarithms AR-26
F. Using Logarithms to Solve Equations AR-26
Algebra Review VII: Functions AR-27
Appendix Algebra Review AR-1 A. Determining If a Relation Is a Function AR-27
B. Function Notation AR-28
Algebra Review I: Handling Operations AR-1
A. Order of Operations AR-1 Algebra Review VIII: Permutations and
B. Distributive Law AR-2 Combinations AR-29
C. Operations with Rational Numbers (Fractions) AR-2 A. Permutations AR-29
Algebra Review II: Representing Numbers AR-3 B. Combinations AR-29
A. Fractions, Percents, and Percentages AR-3 Answers to Algebra Review Exercises AR-31
B. Remainders AR-3
C. Prime and Composite Numbers AR-4
D. Significant Digits AR-4 Answers to
E. Scientific Notation AR-5
F. Rounding Numbers AR-5
Skills Check Exercises SC-1
G. Counting in Binary AR-6
Algebra Review III: Working with Formulas AR-7
A. Using Formulas AR-7 Answers to
B. Solving for One Variable in Terms of Another AR-8 Odd-Numbered Exercises A-1
C. Formulas Related to Geometric Shapes AR-9
Algebra Review IV: Linear Equations and
Inequalities AR-10 Index I-1
A. Linear Equations in One Variable AR-10
B. Plotting Points in the Plane AR-11
C. Distance and Midpoint between Two Points in the
Plane AR-12
D. Linear Equations in Two Variables AR-13
CUSTOM CHAPTERS
The following chapters are available through W. H. Geometry
Freeman’s custom publishing (restrictions may apply): Counting and Probability
Numeration Systems
Sets Personal Finance
Problem Solving
Logic
Preface
To the Student To the Instructor

For All Practical Purposes, Tenth Edition, continues Because For All Practical Purposes stresses the con-
our effort to bring the excitement of contemporary nections between contemporary mathematics and
mathematical thinking to the nonspecialist. In sci- modern society, our text must be flexible enough to
ence and industry, mathematical models are the accommodate new ideas in mathematics and their
main tools for analyzing and solving problems that new applications to our daily lives. We maintain this
arise. In this book, our goal is to convey the power flexibility in the tenth edition.
of mathematics by showing you the wide variety of Our primary goal for this edition was to further
problems that can be modeled and solved by quan- improve the ease of use for instructors and students
titative means. An extensive package of supplements alike. An extensive supplements package is available
designed to make study time supremely effective within LaunchPad, W. H. Freeman’s new online
complements the tenth edition. Highlights of the homework system. LaunchPad offers content that
supplements package include the Student Study has been curated and organized for easy assign-
Guide and Student Solutions Manual. Between the text ability in a simple but powerful interface. Assets
and the available resources, For All Practical Purposes integrated into LaunchPad include an interactive
offers you the tools to succeed in the course and e-Book, LearningCurve, practice quizzes, exercise
apply your new knowledge to daily life experiences. solutions, interactive applets, flashcards, video clips,
There are many ways to talk about why math- and much more.
ematics and its applications matter. You will hear
expressions such as “mathematical literacy” or
“quantitative literacy.” They mean, essentially, that New to the Tenth Edition
math is important. It is important because know-
ing it can make your life easier. In other words, it New Algebra Review Appendix
can help explain how your world works. We created
An all-new Algebra Review Appendix offers reviews
this course and this book because we know that not
on basic concepts used in the text and includes
everyone looks at mathematics in this way. straightforward examples, technology tips, and
In school, you spent a great deal of time learning practice exercises. Answers to all practice exercises
the tools of mathematics—how to manipulate sym- are also included. References to relevant sections of
bols and how to solve equations. In this course, you the Algebra Review Appendix appear throughout
will spend time learning about the power of math- the text in the margins.
ematics, which helps us understand many different
parts of our everyday lives and the world itself. We
hope this exploration will give you a broader sense
New Self Check Exercises
of the subject and why we wanted you to take a Self Check exercises have been added throughout
math course every year you were in school. It’s “for the text, with answers at the end of each chapter,
all practical purposes” because, in a sense, you’ve allowing students to check their understanding
learned to hammer nails and saw wood—and now of new concepts as the material is being taught.
we’re going to build houses. Instructors can also use these exercises in class as
Enjoy! part of their lectures.
xv
xvi P R E F A C E
New Examples ● Addition of an example showing computa-

tion of correlation from a formula (Chapter 6,
New and updated examples are included throughout Example 7).
the text to address new topics and changes to the ● Explanation of least-squares criterion (Chapter 6).
material. Examples provide new topics for class dis- ● Addition of an example showing the dangers of
cussion and new ways of relating to essential concepts. extrapolation (Chapter 6, Example 10).
● Discussion of how the Pew Research Center
New Exercises modifies its telephone survey plans to correct for
undercoverage (Spotlight 7.2).
● Exercise sets, including Skills Check questions, ● Expanded instructions on selecting a simple
have been updated and refreshed. random sample (Chapter 7).
● Over 200 Self Check exercises have been added ● Expanded discussion of ethics in experiments
throughout the chapters. (Spotlight 7.3).
● The new Algebra Review Appendix includes ● Expanded discussion of the basic rules of prob-
over 200 practice exercises. ability (Chapter 8).
● New Chapter Review exercises have been added ● Inclusion of estimation of probabilities based on
to the exercise sets. These exercises are not orga- survey data (Chapter 8).
nized by section and test student understanding ● Coverage of conditional probability and Bayes’
of the chapter material as a whole. Rule (Section 8.2).
Part-Specific Content Changes Part III: Voting and Social Choice

● Simplified coverage of the Banzhaf Power Index
Part I: Management Science (Chapter 11).
● New section on the use of apportionment in
● New discussion of the importance of operations
presidential primaries, including an example
research for improving health care (Chapters 1,
with real data from the 2008 Democratic primary
3, and 4).
(Section 12.1).
● Revised example illustrating how to cut the
● Improved presentation of spatial modeling by
costs of installing a local cable TV network
introducing discrete models first and using them
(Chapter 2).
to analyze the Electoral College (Chapter 12).
● A new case study, which closes Part I, offers a
discussion of the ideas behind Alvin Roth and
Lloyd Shapley’s Nobel Prize–winning work Part IV: Fairness and Game Theory
about stable allocations, such as pairing hospi-
tals and medical school graduates for residencies ● Expanded coverage of the history of the
and pairing schoolchildren with schools they apportionment of seats in the U.S. House of
want to attend (school choice). Representatives (Chapter 14).
● New section highlights mechanism design—
designing a game to achieve a particular out-
Part II: Statistics: The Science of Data come (Section 15.4).
● Throughout Part II, more graphic displays have
● New examples model a work location versus
been added to help students visualize the material. schedule decision, as well as the goalie/kicker
● Spotlight features have been added about the interaction in a soccer penalty kick (Chapter 15).
use of technology (TI-84 graphing calculator,
Excel) for calculations, creation of graphic dis-
plays, and selection of simple random samples
Part V: The Digital Revolution
(Chapters 5–8). ● New examples of check-digit schemes (Chapter 16).
● Expanded directions for constructing histograms ● Expanded summary of error-detection schemes
and stemplots, along with examples on chang- (Chapter 16).
ing histogram class intervals and expanding ● Expanded spotlight on history of bar codes
stemplot stems (Chapter 5). (Chapter 16).
P R E F A C E xvii
● New title for Chapter 17 to more accurately grateful to Dennis Evans of Concordia University–
describe the content. Wisconsin and Paul McCombs of Rock Valley College.
● New spotlight features, covering facts about
social security numbers, enigma machines, Mavis
Batey, Alan Turing, and smart cards (Chapter 17). Custom Options
● Added coverage of permutation, Playfair, and In addition to the extensive topics covered in the text,
Jefferson wheel ciphers (Chapter 17). more traditional chapters (including Problem Solving,
● New website and video suggestions added Sets, Logic, Geometry, Counting and Probability,
(Chapter 17). Numeration Systems, and Personal Finance) are
available with For All Practical Purposes through cus-
Part VI: On Size and Growth tom publishing. For more information, please contact
your W. H. Freeman representative or go to www.
● Revised exercises that consider production of macmillanhighered.com/fapp10e. Restrictions apply.
solar energy, consumption by electric cars, and
units for measuring water use (Chapter 18).
● New spotlight featuring an award-winning Media and Supplements
young mathematician whose interest was The media and supplements package for the tenth
prompted by rhythms that he learned from edition has been updated to reflect changes in the
playing drums and reading Sanskrit poetry book. Both instructors and students will benefit from
(Spotlight 19.2). the innovative materials available to them.
● New spotlight on the use of Fibonacci numbers
in optimizing the design of a solar power plant W. H. Freeman’s new online
(Spotlight 19.3). homework system, LaunchPad, offers quality con-
● New examples of patterns on ancient and mod- tent that has been curated and organized for easy
ern pottery (Chapter 19). assignability in a simple but powerful interface. We
● New illustration of a Penrose pattern in San have taken what we have learned from thousands
Francisco architecture, and new figures and of instructors and hundreds of thousands of stu-
exercises about the inflation of patterns, as well dents to create a new generation of W. H. Freeman/
as a discussion of the Nobel Prize awarded for Macmillan technology.
the discovery of quasicrystals (Chapter 20).
● New spotlight on mathematics and autism Curated units. Combining a curated collection of
(Spotlight 20.5). videos, homework sets, tutorials, applets, and e-Book
content, LaunchPad’s interactive units give instruc-
tors a building block to use as is or as a starting point
Part VII: Your Money and Resources for customized learning units. A majority of exercises
● Incorporation of current student loan interest from the text can be assigned as online homework,
rates into examples (Chapter 22). including an abundance of algorithmic exercises. An
● New section on discounted and add-on loans, entire unit’s worth of work can be assigned in sec-
with exercises about payday loans (Chapter 22). onds, drastically reducing the amount of time it takes
● Example showing details of costs at a real estate for instructors to have their course up and running.
closing (Chapter 22).
Easily customizable. Instructors can customize the
● New spotlight on how minimum-size catch lim-
LaunchPad units by adding quizzes and other activi-
its manipulate fish genetics (Spotlight 23.4).
ties from our vast wealth of resources. They can also
● New exercises on radioactive isotopes, including
add a discussion board, a drop box, and an RSS feed,
those used in medicine and those released in the
with just a few clicks. LaunchPad allows instructors
meltdown of Japanese reactors (Chapter 23).
to customize students’ experiences as much or as
little as desired.
Focus on Accuracy Useful analytics. The gradebook quickly and eas-
For this edition, we once again implemented a ily allows instructors to look up performance met-
detailed accuracy-checking plan to sustain the quality rics for classes, individual students, and individual
of the exercises and solutions. To this end, we are very assignments.
xviii P R E F A C E
Intuitive interface and design. The student experi- Student Resources

ence is simplified. Students’ navigation options and
expectations are clearly laid out at all times, ensuring ● Student Solutions Manual provides solutions
they can never get lost in the system. to the odd-numbered exercises, with step-by-
step solutions to select problems.
Assets integrated into LaunchPad include the ● Student Study Guide offers study tips and
following: tools to help students gain a better understand-
Interactive e-Book. Every LaunchPad e-Book ing of course material, including key ideas for
comes with powerful study tools for students, video each section and additional examples and prac-
and multimedia content, and easy customization tice exercises.
for instructors. Students can search, highlight, and ● Interactive applets help students master key
bookmark, making it easier to study and access key mathematical concepts and work exercises.
content. And teachers can ensure that their classes ● Math Clips are animated whiteboard videos
get just the book they want to deliver by custom- that illuminate key concepts in the text by show-
izing and rearranging chapters; adding and sharing students step-by-step solutions to selected
ing notes and discussions; and linking to quizzes, exercises.
activities, and other resources. ● Self-quizzes, flash cards, and other projects
offer additional study help.
LearningCurve provides
students and instructors with powerful adaptive Instructor Resources
quizzing, a game-like format, direct links to the ● Instructor’s Guide with Full Solutions
e-Book, and instant feedback. The quizzing system includes teaching suggestions, chapter com-
features questions tailored specifically to the text, ments, and detailed solutions to all exercises.
and it adapts to students’ responses, providing ● Teaching Guide for First-Time Instructors
material at different difficulty levels and topics based helps instructors, adjuncts, and teaching assis-
on student performance. tants plan their course more easily and effec-
tively. This guide also offers fresh perspectives
SolutionMaster offers an and ideas to experienced instructors.
easy-to-use web-based version of the instructor’s
● Test Bank offers thousands of multiple-choice
solutions, allowing instructors to generate a solution questions.
file for any set of homework exercises.
● Lecture slides offer a detailed lecture presenta-
tion of concepts covered in each chapter of For
Other online homework options include: All Practical Purposes, Tenth Edition.
● Clicker Questions are available for each chapter.
WebAssign integrates the
text exercises from For All Practical Purposes, Tenth Companion Website
Edition, into a popular and trusted online homework
system, making it easy to assign algorithmically gen- www.macmillanhighered.com/fapp10e This open-
erated homework and quizzes. access website provides students with access to the
applets referenced throughout the text.
Acknowledgments
For All Practical Purposes continues to evolve in great wish especially to thank the editorial staff for their
part because of our many friends and colleagues tireless efforts and support. Among them are Terri
who have offered suggestions, comments, and cor- Ward, Publisher; Leslie Lahr and Jorge Amaral,
rections. We are grateful to them all. Development Editors; Laura Judge, Executive Media
Editor; Marie Dripchak, Associate Editor; Victoria
Garvey, Editorial Assistant; Vivien Weiss, Senior
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Teaching Guide for First-Time Instructors and
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Jay Malmstrom, Oklahoma City Community College Through ten editions, this text has been used
by well over a million students. When we first sug-
Paul McCombs, Rock Valley College
gested our new approach, we were turned down by
Linda McGuire, Muhlenberg College every major (and minor) textbook publisher. Only
Amanda Nutt, Western Kentucky University W. H. Freeman, under the leadership of Linda
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Daniel Pinzon, Georgia Gwinnett College Lyons, was willing to take a chance. That chance
Stacy Reagan, Caldwell Community College has permanently changed the face of introduc-
tory undergraduate mathematics. Words cannot
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express the gratitude we feel for the staffs of W.
Sharon Sullivan, Catawba College H. Freeman and COMAP and for the authors past
Susan Toma, Madonna University and present through these almost 30 years. To
Kim Y. Ward, Eastern Connecticut State University them and everyone who made our purposes prac-
Weicheng Xuan, Arizona Western College tical, we offer our appreciation for an exciting and
exhilarating ride.
We owe our appreciation to the people at Solomon Garfunkel, COMAP
W. H. Freeman and Company who participated in
the development and production of this edition. We
xix
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FOR
ALL PRACTICAL
PURPOSES
Part I
Management Science
Chapter 1
Urban Services
Chapter 2
Business Efficiency
Chapter 3
Planning and Scheduling
Chapter 4
Linear Programming and the Transportation Problem
Getting through a typical day can be a challenge: getting to or from school or your job
on time; finding a parking spot when you are late for a date; making sure you have food in the
refrigerator or getting to your favorite fast-food restaurant to stay properly fed and “fueled” with
coffee; making sure your body is fit by getting to the gym or exercising at home; and seeing the
doctor for a regular checkup or when you are ill. While your personal life may seem complex,
consider what goes on at any of the large, modern medical centers found across America, in
cities and on university campuses. In a typical 24-hour period, babies will be born; people will
die; a friend may need an emergency appendectomy; and a relative may need treatment for a heart
attack, asthma attack, stroke, or puncture wound. And there are the more mundane things: blood
tests, mammograms, garden variety X-rays, CT and MRI scans, elective surgery to remove a cyst,
or a routine checkup. Medical centers need many kinds of workers to make them hum: doctors
and nurses with different specialties, technicians of different kinds, workers who pay attention to
the “business” aspects of the medical center—not to mention people who prepare food for the
patients, clean the premises, or plow the access roads after a snowstorm.
So what does this have to do with mathematics? To deal with the emergencies and day-in and
day-out demands, there must be specialists (doctors, nurses, technicians, etc.) and other workers
Robert Daly/Caiaimage/OJO+/Getty Images
either physically present or available by phone. The part of mathematics concerned with efficient
operations of businesses and governments is called operations research (OR) or management sci-
ence. The domain of OR includes resource allocation, scheduling, queues (waiting lines), inventory
analysis, routing problems, and cost minimization, to mention but a few of OR’s growing areas of
applicability. Medical centers rely on the expertise of mathematical specialists to make their opera-
tions run smoothly day and night, rain or shine, winter or summer, so that when you or your loved
ones need to use the center, its services are there for you.
Chalk up another triumph for OR! What follows will help you, too, to know about and use such tools.
3
3
this page left intentionally blank
Urban Services
1
Mitchell Funk/Getty Images

1.1 Euler Circuits
1.2 Finding Euler Circuits
1.3 Beyond Euler Circuits
1.4 Urban Graph Traversal Problems
T
he underlying theme of management science, also called operations
research (OR), is finding the best method for solving some problem—
what mathematicians call the optimal solution. In some cases, the
goal may be to finish a job or get somewhere as quickly as possible.
In other situations, the objective might be to maximize profit or minimize
cost. In this chapter, our goal is to save time (and usually taxpayer money) in
traversing a street network while providing services such as checking parking
meters, collecting garbage or bottles for recycling, de-icing roads, inspecting
for potholes or gas leaks, or delivering packages or mail.
Let’s begin by assisting the parking department of a city government.
Most cities and many small towns have parking meters that must be regularly
checked for parking violations or emptied of coins. We will use an imaginary
town to show how management science techniques can help to make parking
control more efficient.
5
6 C h a p t e r 1 | Urban Services
1.1 Euler Circuits

The street map in Figure 1.1 is typical of many villages and cities across the United
States, with streets, residential blocks, and a town park. Our job, or that of the
commissioner of parking, is to find the most efficient route for the parking-control
officer, who travels on foot, to check the meters in an area. Efficient routes save
money. Our map shows only a small area, allowing us to start with an easy prob-
lem. But the problem occurs on a larger scale in all cities and towns and for larger
areas. The bigger the region involved, the greater the potential for cost savings.
Figure 1.1 A street map

for part of a town.
The commissioner has two goals in mind: (1) The parking-control officer must
cover all the sidewalks that have parking meters without retracing any more steps
than are necessary; and (2) the route should start and end at the same location,
perhaps where the officer’s vehicle is parked. To be specific, suppose there are
only two blocks that have parking meters, the two lightly shaded blocks that are
side by side toward the top of Figure 1.1. Suppose further that the parking-control
officer must start and end at the upper left corner of the left-hand block. You might
enjoy working out some routes by trial and error and evaluating their good and
bad features. We are going to leave this problem for the moment and establish
some concepts that will give us a better method than trial and error to deal with
this kind of problem.
What Is a Graph? de fI n I TI O n
A graph is a finite set of dots and connecting curved or straight links. The dots
are called vertices (a single dot is called a vertex), and the links are called edges.
Each edge must connect two different vertices. A graph can represent a city map, a
social network, a system of air routes, or electrical power lines.
Path and Circuit de fI n I TI O n
A path is a connected sequence of edges showing a route on the graph that starts
at a vertex and ends at a vertex; a path is usually described by naming in turn the
vertices visited in traversing it. A path that starts and ends at the same vertex is
called a circuit.
1.1 Euler Circuits 7
EXAMPLE 1 Parts of a Graph

We can use the graph in figure 1.2 to help explain these technical terms. The graph
shown has five vertices and eight edges. The vertices represent cities, and the edges
represent nonstop airline routes between them. We see that there is a nonstop flight
between Berlin and Rome, but no such flight between new York and Berlin. There are
several paths that describe how a person might travel with this airline from new York
to Rome. The path that seems most direct is new York, London, Rome. But new York,
Miami, Rome is also a path with only one “stop.” furthermore, new York, London,
Berlin, Rome is a path. We can describe these three paths as NLR, NMR, NLBR.
Another path would be new York, Miami, London, Berlin, Rome, which can be
written NMLBR. An example of a circuit is Miami, Rome, London, Miami. It is a circuit
because the path starts and ends at the same vertex. This circuit can best be described
in symbols by MRLM. Another example of a circuit in this graph would be LRBL, which is
the circuit involving the cities London, Rome, Berlin, and back to London. In this chapter,
we are especially interested in circuits, just as we are in real life. Most of us end our day
in the same place that we start it—at home!
New York (N) London (L) New York (N) London (L)
Berlin (B)
Rome (R) Berlin (B)
Miami (M) Rome (R) Miami (M)

(a) (b)
Figure 1.2 (a) The edges of the graph show nonstop routes that an airline might offer.
(b) The graph in (a) redrawn without the accidental crossing.
notice that the edges MB (which could also be denoted BM) and RL shown in
figure 1.2a meet at a point that has no label. furthermore, this point does not have a
dark dot. This is because this point does not represent a vertex of our graph; it does not
represent a city. It arises as an “accidental” consequence of the way this diagram has
been drawn. We could join M and B with a curved line segment so that the edges LR
and MB do not cross, or redraw the diagram so as to avoid a crossing in this case. We
will be working often in situations where graphs can be drawn without accidental cross-
ings, and we will try to avoid such crossings when it is convenient to do so. However,
there are infinitely many graphs for which—when they are drawn on a flat piece of
paper—accidental crossings are unavoidable. (figure 2.12 on page 52 is an example of
such a graph.)
Returning to the case of parking enforcement in Figure 1.1, we can use a graph
to represent the whole territory to be patrolled: Think of each street intersection as
a vertex and each sidewalk that contains meters as an edge, as in Figure 1.3. Notice
in Figure 1.3b that the width of the street separating the blocks is not explicitly rep-
resented; it has been shrunk to nothing. In effect, we are simplifying our problem
by ignoring any distance traveled in crossing streets. In drawing graph diagrams
such as those in Figure 1.3 or Figure 1.5, we usually use straight line segments to
Figure 1.3 (a) A graph

superimposed upon a
street map. The edges A B C
show which sidewalks
have parking meters.
(b) The same graph
enlarged.
D E F
(a) (b)
represent edges. However, sometimes we cannot avoid the use of “curves,” or we

may prefer to use curved edges because they convey aspects of the original prob-
lem that we desire to emphasize.
The sequence of numbered edges in Figure 1.4a shows one circuit that covers
all the meters. (Note that it is a circuit because its path returns to its starting point.)
However, one edge is traversed three times. Figure 1.4b shows another solution
that is better because its circuit covers every edge (sidewalk) exactly once. In Fig-
ure 1.4b, no edge is covered more than once, or deadheaded (a term borrowed from
shipping, which means making a return trip without a load). When deadheading
is required in an applied situation, such as inspecting parking meters or pothole
inspection, typically time and effort is being spent but no productive work is
accomplished because the productive work was done the first time the edge was
covered (traversed).
This is the first

edge covered
1 5 1 2
10 9
2 6 6 3
4 8 8 5
3 7
7 4
(a) while this is (b)
Figure 1.4 (a) A circuit the eighth.
and (b) an euler circuit.
Euler Circuit de fI n I TI O n
A circuit that covers each edge of a graph once, but not more than once, is called an
Euler circuit.
Figure 1.4b shows an Euler circuit. These circuits get their name from the great
Swiss-born mathematician Leonhard Euler (pronounced oy’ lur), who first studied
them (see Spotlight 1.1). Euler was the founder of the theory of graphs, or graph
theory. One of his first discoveries was that some graphs have no Euler circuits at all.
1.1 Euler Circuits 9
tLIGh
Leonhard Euler pO
1.1
t
Leonhard euler (1707–1783) was remarkable in many to other scholars of
ways. He was extremely prolific, publishing over 500 his day are still being
works in his lifetime. But he wasn’t devoted just to published.
mathematics; he was a people person, too. He was euler invented the
Jamie Abecasis/imageb/age fotostock

extremely fond of children and had 13 of his own, of idea of a graph in
whom only five survived childhood. It is said that he 1736 when he solved
often wrote difficult mathematical works with a child a problem in “recre-
or two in his lap. ational mathematics.”
Human interest stories about euler have been He showed that it was
handed down through three centuries. He was a impossible to stroll a
prodigy at doing complex mathematical calculations route visiting the seven
under less than ideal conditions, and he contin- bridges of the German
ued to do them even after he became totally blind town of Königsberg
Leonhard Euler
later in life. His blindness diminished neither the exactly once. Ironically,
quantity nor the quality of his output. Throughout in 1752 he discovered that three-dimensional poly-
his life, he was able to mentally calculate in a short hedra obey the remarkable formula V 2 E 1 F 5 2
time what would have taken ordinary mathemati- (that is, number of vertices 2 number of edges 1
cians hours of pencil-and-paper work. A contempo- number of faces 5 2) but failed to give a proof
rary claimed that euler could calculate effortlessly, because he did not analyze the situation using graph
“just as men breathe, as eagles sustain themselves theory methods. Sometimes even a genius can miss
in the air.” His collected works and numerous letters something.
For example, in the graph in Figure 1.5b, it would be impossible to start at one point,
return to that starting vertex and cover all the edges without retracing some steps:
If we try to start a circuit at the leftmost vertex, we discover that once we have left
the vertex, we have “used up” the only edge meeting it. We have no way to return
to our starting point except to reuse that edge. But this is not allowed in an Euler
circuit. If we try to start a circuit at one of the other two vertices, we likewise can’t
complete it to form an Euler circuit.
Figure 1.5 (a) The three

shaded sidewalks cannot
be covered by an euler
circuit. (b) The graph of
the shaded sidewalks in
(a) (b) part (a).
As mentioned in Spotlight 1.2, realistic problems of this type involve larger

neighborhoods that might require the use of a computer. In addition, there may be
other complications that might take us beyond the simple mathematics we want
to stick to.
tLIGh
The Human Aspect of Problem Solving pO
1.2
t
Thomas Magnanti, professor of operations research and But a model such as
management science, is former dean of engineering at an euler circuit can
MIT. Here are some of his observations: never capture the full
Courtesy of Thomas Magnanti

essence of a decision-
Typically, a management science approach has
making problem.
several different ingredients. One is just structuring Typically, when we
the problem—understanding that the problem is solve the mathemati-
an euler circuit problem or a related management cal problem, we see
science problem. After that, one has to develop that it doesn’t quite
the solution methods. correspond to the real
But one should also recognize that you don’t problem we want to Thomas Magnanti
just push a button and get the answer. In using solve. So we make
these underlying mathematical tools, we never want modifications in the underlying model. It is an
to lose sight of our common sense, understanding, interactive approach, using the best of what com-
intuition, and judgment. The computer provides cer- puters and mathematics have to offer and the
tain kinds of insights. It deals with some of the com- best of what we, as human beings, with our own
binatorial complexities of these problems very nicely. decision-making capabilities, have to offer.
Because we are interested in finding circuits, and Euler circuits are the most
efficient ones, we want to know how to find them. If a graph has no Euler circuit,
we want to develop efficient, alternative tours, those having minimum deadhead-
ing. These topics make up the rest of this chapter.
1.2 Finding Euler Circuits

Now that we know what an Euler circuit is, we are faced with two obvious questions:
1. Is there a way to tell by calculation or logical reasoning, not by trial and
error, if a graph has an Euler circuit?
2. Is there a method, other than trial and error, for finding an Euler circuit
when one exists and finding it quickly?
Loosely speaking, the first question lies within the concerns of mathematicians
E B because it asks whether or not a certain problem admits a solution. Typically,
(1) (2) C the second question lies in the domain of computer science because it concerns
(0) finding the actual answer to a complex version of a problem in a short enough
time to be useful.
Euler investigated these questions in 1735 by using the concepts of valence
and connectedness.
A D
(4) (3)
Valence d ef I nI T I O n
The valence is 3 The valence of a vertex in a graph is the number of edges meeting at the vertex.
because three edges
meet at D.
Figure 1.6 Valences of Figure 1.6 illustrates the concept of valence, with vertex A having valence 4,
vertices. vertex D having valence 3, vertex B having valence 2, and vertex C having valence
1.2 Finding Euler Circuits 11
0. Vertex E has valence 1. Isolated vertices such as vertex C are an annoyance in

Euler circuit theory. Because they don’t occur in typical applications, we henceforth
assume that our graphs have no vertices of valence 0.
Figure 1.3b has four vertices of valence 2, namely, A, C, F, and D. This graph
also has two vertices, B and E, of valence 4. Notice that each vertex has a valence
that is an even number. We’ll soon see that this is very significant.
Connected Graph de fI n I TI O n
A graph is said to be connected if for every pair of its vertices, there is at least one path
connecting the two vertices.
Given a graph, if we can find even one pair of vertices not connected by a path,
then we say that the graph is not connected. For example, the graphs in Figure
1.6 and Figure 1.7 are not connected because we are unable to join A to C with a
path of edges. However, the graph in Figure 1.7 does consist of two “pieces” or
connected components, one containing the vertices A, B, F, and G, the other con-
taining C, D, and E. A connected graph contains a single connected component.
Notice that the parking-control graph of Figure 1.3b is connected.
A B C
Figure 1.7 A graph that

F G D E is not connected.
We can now state Euler’s theorem, his simple answer to the problem of
detecting when a graph G has an Euler circuit.
Euler Circuit Theorem TH eO R eM
1. If G is connected and has all valences even, then G has an Euler circuit.
2. Conversely, if G has an Euler circuit, then G must be connected and all its
valences must be even numbers.
Because the parking-control graph of Figure 1.3b conforms to the connected-

ness and even-valence conditions, Euler’s theorem tells us that it has an Euler cir-
cuit. We already have found an Euler circuit for the graph shown in Figure 1.4b by
trial and error. For a very large graph, however, trial and error may take a long time.
It is usually quicker to check whether the graph is connected and even-valent as a
way to be sure an Euler circuit must exist rather than produce a specific Euler circuit.
Once we know there is an Euler circuit in a certain graph, how do we find it?
Many people find that, after a little practice, they can find Euler circuits by trial
and error, and they don’t need detailed instructions on how to proceed. At this
point you should see if you can develop this skill by trying to find Euler circuits
in Figure 1.8a, Figure 1.9a, and Figure 1.10. In doing your experiments, draw your
graph in ink and the circuit in pencil so you can erase if necessary.
Figure 1.8 (a) A

connected graph having 2 3
5 10
(b) an euler circuit.
4
6 1 9 11
8
7 13 12
14
Start here
(a) (b)
All the valences are even,

so this connected graph
has an Euler circuit.
A
1
2
B C
3
E D
(a) (b)
26 10 If we move up at this
point, after step 4,
25 1 11 9 we will be unable to
20 2 12
reach three edges
24
19 21 23 3 8 without repeating
22 13 5 edges.
18 17 14 4 7
15
6
16
(c)
Figure 1.9 (a) A graph that has an euler circuit. (b) A critical junction in finding an euler circuit
in this graph, starting from vertex A. (c) A description of a full euler circuit for this graph.
C
A B If you would like more guidance on how to find an Euler circuit without
trial and error, here is a method that works: Never use an edge that is the
D E only link between two parts of the graph that still need to be covered. Figure
F 1.9b illustrates this. Here we have started the circuit at A and gotten to D via B
H and C, and we want to know what to do next. Going to E would be a bad idea
I because the uncovered part of the graph would then be disconnected into left
G
J K and right portions. You will never be able to get from the left part back to the
right part because you have just used the last remaining link between these parts.
L M Therefore, you should stay on the right side and finish that before using the edge
Figure 1.10 A graph from D to E. This kind of thinking needs to be applied every time you need to
with an euler circuit. choose a new edge.
1.2 Finding Euler Circuits 13
Let’s see how this works in Figure 1.9, starting at A. From vertex A there are
two possible edges, and neither of them disconnects the unused portion of the
graph. Thus, we could have gone either to the left or down. Having gone down
to B, we now have three choices, none of which disconnects the unused part of
the graph. After choosing to go from B to C, we find that any of the three choices
at C is acceptable. Can you complete the Euler circuit? Figure 1.9c shows one of
many ways to do this.
The method just described leaves many edge choices up to you. When there are
many acceptable edges for your next step, you can pick one at random.
EXAMPLE 2 Finding an Euler Circuit

Check the valences of the vertices and the connectivity of the graph in figure 1.8a to
verify that the graph does have an euler circuit. now try to find an euler circuit for that
graph. You can start at any vertex. When you are done, compare your solution with the
euler circuit given in figure 1.8b. If your path covers each edge exactly once and returns
to its original vertex (which is a circuit), then it is an euler circuit, even if it is not the
same as the one we give.
Understanding Euler’s Theorem

We start by showing that if a graph has an Euler circuit R, then it must have only
even-valent vertices and it must be connected. Let X be any vertex of the graph.
We will show that the edges at X can be paired up, and this will prove that the
valence is even. Every edge at X is used by R as an outgoing edge (leaving from X)
or an incoming edge (arriving at X). If the Euler circuit starts at X, then pair up the
first edge used by R with the last one (when the circuit returns to X for the last
time). In addition, each other edge at X that is used by the circuit as an incoming
edge will be paired with the outgoing edge that is used next. Because all edges at X
are used by the Euler circuit, none more than once, this pairs up the edges. Hence,
X must be even-valent because we have “organized“ the edges of R in pairs.
But what if X is not the start of the Euler circuit? If that is the case, do the pair-
ing like this: The first incoming edge at X is paired with the outgoing one used
next, the second incoming edge at X is paired with the outgoing one used next,
and so on. For example, in Figure 1.11 at vertex B, we would pair up edges 2 and 3
and edges 9 and 10. At vertex C, we would pair up edges 4 and 5 and edges 8 and 9.
Can you see how the pairings would work at D? How about vertex A?
Figure 1.11 An euler

circuit starting and ending
3 4 at A.
10 B C
9
5
2 8
11
A 1 D 6
7
In studying this example, you might think it would be simpler to count the
edges at a vertex to see that the valence is even. True, but our pairing method
works for a graph about which we know nothing except that it has an Euler
circuit.
To see that a graph with an Euler circuit is connected, note that by following
the Euler circuit around we can get from any edge to any other edge (it covers
them all) using a portion of the Euler circuit. Because every vertex is on an edge
(there are no vertices of valence 0), we can get from any vertex to any other using
a portion of the Euler circuit.
So far, this is not a complete proof of Euler’s theorem. To complete the proof,
we would need to prove that if a graph has all vertices even-valent and is con-
nected, then an Euler circuit can be found for it. One way to do this is to piece
together shorter circuits in the even-valent connected graph to get circuits using
more edges.
Self Check 1
(a) How many vertices and edges does the graph in Figure 1.12b have?
(b) List the vertices in the graph that are even-valent (have even numbers for
their valences).
(c) Is FEABFGCDHGF an Euler circuit for the graph? ■
1.3 Beyond Euler Circuits

Now let’s see what Euler’s theorem tells us about the three-block neighbor-
hood with parking meters, represented by dots in Figure 1.12a. Figure 1.12b
shows the corresponding graph. (Because we use edges to represent only
sidewalks along which the officer must walk, the sidewalk with no meters is
not represented by any edge in the graph.) This graph has vertices with odd
valences (at vertices C and G), so Euler’s theorem tells us that there is no Euler
circuit for this graph.
A B B C C D A B C D
E F F G G H E F G H
(a) (b)
Figure 1.12 (a) A street network and (b) its graphic representation. Locations such as B’ and
B”, C’ and C”, F’ and F”, and G’ and G” are merged to form the vertices B, C, F, and G. The
dots shown represent parking meters.
Because we must reuse some edges in this graph to cover all edges in a circuit,
for efficiency we need to keep the total length of reused edges to a minimum. Note
that we are still looking for a tour that starts and ends at the same vertex. This
type of problem, in which we want to minimize the length of a circuit by carefully
choosing which edges to retrace, is often called the Chinese postman problem.
(Like parking-control routes, mail routes need to be efficient.) The problem was
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DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)
The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.
NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.
MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
“We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
BRAZIER
Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT
SMOOTHING WITH MAIZE-COB
CUTTING THE EDGE

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK
DRAWING THE BARK OFF THE LOG
REMOVING THE OUTER BARK

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN

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eTextbook 978-1464124730 For All

Practical Purposes: Mathematical

Skills Check 106 4.4 Linear Programming: Life Is

Chapter 5 Exploring Data: 5.7 Describing Variability: The Standard

7.7 Inference: From Sample to

SPOTLIGHT 6.2 Suggested Readings 340

Blend Images, Hill Street

Chapter 9 Social Choice: Chapter 11 Weighted Voting

Review Vocabulary 492

12.5 Spatial Models and the Electoral Chapter Exercises 530

FAIRNESS AND GAME THEORY / 536

13.6 Cake-Division Procedures: Review Vocabulary 608

Review Vocabulary 560

15.5 Using Game Theory 651 Chapter Exercises 659

16.1 Check Digits 669 Neil Sloane 703

16.2 The ZIP Code 679 Morse Code 708

Chapter 17 Encoding Information 699

ON SIZE AND GROWTH / 734

18.1 Geometric Similarity 738 “Strive Then to Be Perfect” 793

18.5 How We Grow 760 Review Vocabulary 812

SPOTLIGHT 19.6 Mathematics and Autism 851

Review Vocabulary 856 Writing Projects 864

YOUR MONEY AND RESOURCES / 866

22.3 Conventional Loans 914

Review Vocabulary 896 Chapter 23 The Economics of

Writing Projects 906 The Formulas We Use in This

Chapter 22 Borrowing Models 909 12 Billion by 2050—or Only 9 Billion? 947

23.3 Radioactive Decay 955 E. Slope of a Line AR-14

To the Student To the Instructor

New Examples ● Addition of an example showing computa-

Part-Specific Content Changes Part III: Voting and Social Choice

Intuitive interface and design. The student experi- Student Resources

Mitchell Funk/Getty Images

1.1 Euler Circuits

Figure 1.1 A street map

Path and Circuit de fI n I TI O n

EXAMPLE 1 Parts of a Graph

Miami (M) Rome (R) Miami (M)

Figure 1.3 (a) A graph

represent edges. However, sometimes we cannot avoid the use of “curves,” or we

This is the first

Jamie Abecasis/imageb/age fotostock

Figure 1.5 (a) The three

As mentioned in Spotlight 1.2, realistic problems of this type involve larger

Courtesy of Thomas Magnanti

1.2 Finding Euler Circuits

0. Vertex E has valence 1. Isolated vertices such as vertex C are an annoyance in

Figure 1.7 A graph that

Euler Circuit Theorem TH eO R eM

Because the parking-control graph of Figure 1.3b conforms to the connected-

Figure 1.8 (a) A

All the valences are even,

EXAMPLE 2 Finding an Euler Circuit

Understanding Euler’s Theorem

Figure 1.11 An euler

1.3 Beyond Euler Circuits

Newala, too, suffers from the distance of its water-supply—at least

The water-supply of New Newala is in the bottom of the valley,

NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAKONDE LOCK AND KEY AT JUMBE CHAURO

MODE OF INSERTING THE KEY

With no small pride first one householder and then a second

Some consolation was afforded me by a brassfounder, whom I