(eBook PDF) Elementary and

Intermediate Algebra: Concepts and

Applications 6th Edition
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  Contents vii

12.3 Logarithmic Functions 798 Chapter 14

The Meaning of Logarithms • Graphs of Sequences, Series, and
Logarithmic Functions • Equivalent Equations •
Solving Certain Logarithmic Equations
the Binomial Theorem 889
12.4 Properties of Logarithmic Functions 804 14.1 Sequences and Series 890
Logarithms of Products • Logarithms of Powers • Sequences • Finding the General Term • Sums and
Logarithms of Quotients • Using the Properties Series • Sigma Notation
Together
14.2 Arithmetic Sequences and Series 896
Mid-Chapter Review 812 Arithmetic Sequences • Sum of the First n Terms of
12.5 Common Logarithms and Natural Logarithms 813 an Arithmetic Sequence • Problem Solving
Common Logarithms on a Calculator • 14.3 Geometric Sequences and Series 904
The Base e and Natural Logarithms on a Geometric Sequences • Sum of the First n Terms of
Calculator • Changing Logarithmic Bases • a Geometric Sequence • Infinite Geometric Series •
Graphs of Exponential Functions and Logarithmic Problem Solving
Functions, Base e
Connecting the Concepts 909
12.6 Solving Exponential Equations and Mid-Chapter Review 915
Logarithmic Equations 820 14.4 The Binomial Theorem 916
Solving Exponential Equations • Solving
Binomial Expansion Using Pascal’s Triangle •
Logarithmic Equations
Binomial Expansion Using Factorial Notation
Connecting the Concepts 824
Visualizing For Success 924
12.7 Applications of Exponential Functions and Study Summary 926
Logarithmic Functions 827 Review Exercises 927
Test 929
Applications of Logarithmic Functions •
Cumulative Review/Final Exam: Chapters 1–14 930
Applications of Exponential Functions
Visualizing For Success 839
Study Summary 841
Review Exercises 843
Test 845 Chapter R
Cumulative Review: Chapters 1–12 846
Elementary Algebra Review 933
R.1 Introduction to Algebraic Expressions 933
The Real Numbers • Operations on Real Numbers •
Chapter 13 Algebraic Expressions
Conic Sections 847 R.2 Equations, Inequalities, and Problem Solving 940
Solving Equations and Formulas • Solving
13.1 Conic Sections: Parabolas and Circles 848 Inequalities • Problem Solving
Parabolas • Circles
R.3 Introduction to Graphing 948
13.2 Conic Sections: Ellipses 857 Points and Ordered Pairs • Graphs and Slope •
Ellipses Centered at (0, 0) • Ellipses Centered Linear Equations
at (h, k)
R.4 Polynomials 955
13.3 Conic Sections: Hyperbolas 864 Exponents • Polynomials • Addition and Subtraction
Hyperbolas • Hyperbolas (Nonstandard Form) • of Polynomials • Multiplication of Polynomials •
Classifying Graphs of Equations Division of Polynomials
Connecting the Concepts 870 R.5 Polynomials and Factoring 962
Mid-Chapter Review 873 Common Factors and Factoring by Grouping •
Factoring Trinomials • Factoring Special Forms •
13.4 Nonlinear Systems of Equations 874 Solving Polynomial Equations by Factoring
Systems Involving One Nonlinear Equation • Systems
of Two Nonlinear Equations • Problem Solving R.6 Rational Expressions and Equations 971
Visualizing For Success 882 Rational Expressions • Multiplication and
Division of Rational Expressions • Addition
Study Summary 884
Review Exercises 886 and Subtraction of Rational Expressions •
Test 887 Complex Rational Expressions • Solving
Cumulative Review: Chapters 1–13 888 Rational Equations

A01_BITT8741_06_SE_FM.indd 7 19/12/12 9:48 AM

 viii Contents

Appendixes Answers A-1
A Mean, Median, and Mode 983 Glossary G-1
Mean • Median • Mode
Index I-1
B Sets 986
Naming Sets • Membership • Subsets • Index of Applications I-11
Intersections • Unions
C Synthetic Division and the Remainder Theorem 989
Synthetic Division • The Remainder Theorem

Tables 995
Fraction and Decimal Equivalents
Squares and Square Roots with Approximations to Three
Decimal Places

A Key to the Icons in the Exercise Sets

Concept reinforcement exercises, indicated by blue exercise
numbers, provide basic practice with the new concepts and
vocabulary.
Aha! Exercises labeled Aha! indicate the first time that a new insight
can greatly simplify a problem and help students be alert to using
that insight on following exercises. They are not more difficult.
Calculator exercises are designed to be worked using either a
scientific calculator or a graphing calculator.
Graphing calculator exercises are designed to be worked using
a graphing calculator and often provide practice for concepts
discussed in the Technology Connections.
Writing exercises are designed to be answered using one or more
complete sentences.
Ç A check mark in the annotated instructor’s edition indicates
Synthesis exercises that the authors consider particularly
beneficial for students.

A01_BITT8741_06_SE_FM.indd 8 19/12/12 9:48 AM

 Preface
Welcome to the sixth edition of Elementary and Intermediate Algebra: Concepts and Applications!
As always, our goal is to present content that is easy to understand yet of enough depth to allow
success in future courses. You will recognize many proven features, applications, and explana-
tions; you will also find new material developed as a result of our experience in the classroom
as well as from insights from faculty and students throughout North America.

This text is intended for students with a firm background in arithmetic. It is one of three texts
in an algebra series that also includes Elementary Algebra: Concepts and Applications, Ninth
Edition, and Intermediate Algebra: Concepts and Applications, Ninth Edition.

Approach Our goal is to help today’s students learn and retain mathematical concepts. To achieve
this, we feel that we must prepare developmental-mathematics students for the transition
from “skills-oriented” elementary algebra courses to more “concept-oriented” college-level
mathematics courses. This requires the development of critical thinking skills: to reason
mathematically, to communicate mathematically, and to identify and solve mathematical
problems. Following are aspects of our approach that we use to help meet the challenges we
all face when teaching developmental mathematics.

Problem We use problem solving and applications to motivate the students wherever possible, and we
Solving include real-life applications and problem-solving techniques throughout the text. Problem
solving encourages students to think about how mathematics can be used, and it helps to
prepare them for more advanced material in future courses.

In Chapter 2, we introduce our five-step process for solving problems: (1) Familiarize,
(2) Translate, (3) Carry out, (4) Check, and (5) State the answer. Repeated use of this problem-
solving strategy throughout the text provides students with a starting point for any type of
problem they encounter, and frees them to focus on the unique aspects of the particular
problem. We often use estimation and carefully checked guesses to help with the Familiarize
and Check steps (see pp. 113 and 422).

What’s New In addition to the following new features and other changes in this edition, including a new
in the design, we have rewritten many key topics in response to user and reviewer feedback and
have made significant improvements in design, art, pedagogy, and an expanded supplements
Ninth Edition? package. Detailed information about the content changes outlined on p. ix is available in the
form of a conversion guide. Please ask your Pearson representative for more information.

Applications Interesting applications of mathematics help motivate students and instructors. In the new edi-
tion, we have updated real-world data problems and examples to include subjects such as renew-
able energy (p. 109), graduate-school acceptance (pp. 140 and 611), and zipline rides (p. 676). For
a complete list of applications and the page numbers on which they can be found, please refer to
the Index of Applications at the back of the book.

Pedagogy Your Turn Exercises. After every example, students are directed to work a similar exercise. This
ew!
provides immediate reinforcement of concepts and skills. Answers to these exercises appear
N
at the end of each exercise set. (See pp. 89 and 343.)

New
! Exploring the Concept. Appearing once in almost every chapter, this feature encourages
s­ tudents to think about or visualize a concept. These activities lead into Interactive Figures
available in MyMathLab. Students can manipulate iFigs to further explore and solidify their
understanding of the concepts. (See pp. 194, 349, and 674.)

ised
! Connecting the Concepts. Appearing at least once in every chapter, this feature summarizes
Rev concepts from several sections or chapters and illustrates connections between them. It includes
a set of mixed exercises to help students make these connections. (See pp. 217, 350, and 658.)
ix

A01_BITT8741_06_SE_FM.indd 9 19/12/12 9:48 AM

 x preface

Algebraic–Graphical Connections. Appearing occasionally throughout the text, this feature

draws attention to visualizations of algebraic concepts. (See pp. 506 and 698.)
Technology Connections. These optional features in each chapter help students use a graphing
calculator or a graphing calculator app to visualize concepts. Exercises are included with many of
these features, and additional exercises in many exercise sets are marked with a graphing calcula-
tor icon to indicate more practice with this optional use of technology. (See pp. 176, 180, and 666.)
Student Notes. Comments in the margin are addressed directly to students in a conversational
tone. Ranging from suggestions for avoiding common mistakes to how to best read new notation,
they give students extra explanation of the mathematics appearing on that page. (See pp. 106,
204, and 322.)
Study Skills. We offer one study tip in every section. Ranging from time management to test
preparation, these suggestions for successful study habits apply to any college course and any
level of student. (See pp. 154, 287, and 312.)
!
New Mid-Chapter Review. In the middle of every chapter, we offer a brief summary of the concepts
covered in the first part of the chapter, two guided solutions to help students work step-by-
step through solutions, and a set of mixed review exercises. (See pp. 103, 202, and 335.)

Exercise Sets Vocabulary and Reading Check. These exercises begin every exercise set and are designed to
! encourage the student to read the section. Students who can complete these exercises should
New
be prepared to work the remaining exercises in the exercise set. (See pp. 108, 259, and 351.)
Concept Reinforcement Exercises. These true/false, matching, and fill-in-the-blank exercises
appearing near the beginning of many exercise sets build students’ confidence and compre-
hension. Answers to all concept reinforcement exercises appear in the answer section at the
back of the book. (See pp. 139, 159, and 208.)
Aha! Exercises. These exercises are not more difficult than their neighboring exercises; in fact,
they can be solved more quickly, without lengthy computation, if the student has the proper
insight. Designed to reward students who “look before they leap,” the icon indicates the first
time a new insight applies, and then it is up to the student to determine when to use that in-
sight on subsequent exercises. (See pp. 236, 401, and 647.)
! Skill Review Exercises. These exercises appear in every section beginning with Section 1.2.
ised
Rev
Taken together, each chapter’s Skill Review exercises review all the major concepts covered
in previous chapters in the text. Often these exercises focus on a single topic, such as solving
equations, from multiple perspectives. (See pp. 386, 451, and 509.)
Synthesis Exercises. Synthesis exercises appear in each exercise set following the Skill Review
exercises. Students will need to use skills and concepts from earlier sections to solve these
problems, and this will help them develop deeper insights into the current topic. The synthesis
exercises are a real strength of the text, and in the annotated instructor’s edition, the authors
have placed a Çnext to selected synthesis exercises that they suggest instructors “check out”
and consider assigning. These exercises are not more difficult than the others, but they do use
previously learned concepts and skills in ways that may be especially beneficial to students as
they prepare for future topics. (See pp. 162, 201, and 394.)
Writing Exercises. Two basic writing exercises appear just before the Skill Review exercises,
and at least two more challenging exercises appear in the Synthesis exercises. Writing exer-
cises aid student comprehension by requiring students to use critical thinking to explain con-
cepts in one or more complete sentences. Because correct answers may vary, the only writing
exercises for which answers appear at the back of the text are those in the chapter Review
Exercises. (See pp. 189, 245, and 756.)
!
New Quick Quiz. Beginning with the second section in each chapter, a five-question Quick Quiz
appears near the end of each exercise set. Containing questions from sections already covered
in the chapter, these quizzes provide a short but consistent review of the material in the chap-
ter and help students prepare for a chapter test. (See pp. 363 and 531.)
!
New Prepare to Move On. Beginning with Chapter 2, this short set of exercises appears at the end
of every exercise set, and reviews concepts and skills previously covered in the text that will be
used in the next section of the text. (See pp. 112 and 318.)

A01_BITT8741_06_SE_FM.indd 10 19/12/12 9:48 AM

  preface  xi

End of Chapter Resources. These learning resources appear at the end of each chapter, making them
easy to integrate into lessons at the most appropriate time. The mathematics necessary to use
Chapter the resource has been presented by the end of the section indicated with each resource.
• Translating for Success and Visualizing for Success. These matching exercises help stu-
dents learn to translate word problems to mathematical language and to graph equations
and inequalities. (See pp. 221 and 364.)
• Collaborative Activity. Students who work in groups generally outperform those who do
not, so these optional activities direct them to explore mathematics together. Additional
collaborative activities and suggestions for directing collaborative learning appear in the
Instructor’s Resources Manual with Tests and Mini Lectures. (See pp. 222, 365, and 566.)
! Decision Making: Connection. Although many applications throughout the text involve
New •
decision-making situations, this feature specifically applies the math of each chapter to a
context in which students may be involved in decision making. (See pp. 294, 433, and 492.)
!
ised Study Summary. At the end of each chapter, this synopsis gives students a fast and effective
Rev
review of key chapter terms and concepts. Concepts are paired with worked-out examples and
practice exercises. (See pp. 146 and 567.)
Chapter Review and Test. A thorough chapter review and a practice test help prepare students
for a test covering the concepts presented in each chapter. (See pp. 369 and 693.)
!
New Quick Response (QR) Codes. These have been added to each chapter test, allowing students
to link directly to chapter test prep videos with step-by-step solutions to all chapter test
­exercises. This effective tool allows students to receive help studying exactly when they need
it at point of use.
Cumulative Review. This review appears after every chapter beginning with Chapter 2 to help
students retain and apply their knowledge from previous chapters. (See pp. 228 and 440.)

New Design While incorporating a new layout, a fresh palette of colors, and new features, we retain an open
look and a typeface that is easy to read. In addition, we continue to pay close attention to the ped-
agogical use of color to ensure that it is used to present concepts in the clearest possible manner.

Content The exposition, examples, and exercises have been carefully reviewed and, as appropriate,
Changes revised or replaced.
An increased focus on connections and concepts is made in Exploring the Concept, Con­
necting the Concepts, and Decision Making: Connection features. This focus is invaluable for
student comprehension. In addition, concept and skill review has been expanded in Quick
Quiz, Mid-Chapter Review, Study Summary, Skill Review, and Prepare to Move On features,
which are described in more detail in the preceding Pedagogy section.
Other content changes include the following.
• Examples and exercises that use real data are updated or replaced with current applications.
• Chapter 1 now discusses the use of prime factorizations to find the LCM of two numbers.
Learning this method will prepare students to find the LCM of two polynomials.
• Chapter 2 includes an introduction to motion problems as well as an explanation of percent
increase and percent decrease.
• Section 3.7 now provides a comprehensive discussion of finding equations of lines.
• The explanation of simplifying powers of i in Section 10.8 is rewritten to provide students
with a better understanding of the concept.
• Composition of functions in Section 12.1 is explained in greater detail to help students
move from a concrete example to function notation.
• The optional connection to technology has been revised to include new calculator operat-
ing systems and graphing calculator applications for mobile devices.

Ancillaries
The following ancillaries are available to help both instructors and students use this text more
effectively.

A01_BITT8741_06_SE_FM.indd 11 19/12/12 9:48 AM

 Supplements
Student supplements
NEW! Integrated Bittinger Video Program and
MyMathGuide
Bittinger Video Program, available in MyMathLab and
on DVD, includes closed captioning and the following
video types:
NEW! To-the-Point Objective Videos
• Concise, interactive, and objective based.
• View a whole section, choose an objective, or go
straight to an example.
• Interactive Your Turn Video Check pauses for
students to work problems and check answers.
• Seamlessly integrated with MyMathGuide: Notes,
Practice, and Video Path.
Chapter Test Prep Videos
• Step-by-step solution for every problem in the
Chapter Tests.
• Also available on YouTube, and by scanning the
QR code on the Chapter Test pages in the text.
ISBNs: 0-321-84882-9/978-0-321-84882-6
NEW! MyMathGuide: Notes, Practice,
and Video Path
• Guided, hands-on learning for traditional,
lab-based, hybrid, and online courses.
• Designed to correlate with To-the-Point Objective
Videos.
• Highlights key concepts, skills, and definitions
for each learning objective.
• Quick Review of key vocabulary terms and vocabu-
lary practice problems.
• Examples with guided solutions and similar Your
Turn exercises for practice.
• Space to write questions and notes and to show
work.
• Additional Practice Exercises with Readiness
Checks.
• Available in MyMathLab and printed.
ISBNs: 0-321-84876-4/978-0-321-84876-5
Student’s Solutions Manual
by Christine Verity
• Contains completely worked-out solutions with
step-by-step annotations for all the odd-numbered
exercises in the text, with the exception of the
­writing exercises. Also contains all solutions to
Chapter Review, Chapter Test, and Connecting the
Concepts exercises.
• Available in MyMathLab and printed.
ISBNs: 0-321-84877-2/978-0-321-84877-2
xii
A01_BITT8741_06_SE_FM.indd 12
instructor supplements
Annotated Instructor’s Edition
• Provides answers to all text exercises in color next to
the corresponding problems.
• Includes Teaching Tips.
• Icons identify writing and graphing calculator
exercises.
ISBNs: 0-321-84881-0/978-0-321-84881-9
Instructor’s Solutions Manual (download only)
by Christine Verity
• Contains fully worked-out solutions to the odd-
numbered exercises and brief solutions to the even-
numbered exercises in the exercise sets.
• Available for download at
www.pearsonhighered.com or in MyMathLab.
Instructor’s Resource Manual (download only)
with Tests and Mini Lectures
by Laurie Hurley
• Includes resources designed to help both new and
adjunct faculty with course preparation and class-
room management.
• Offers helpful teaching tips correlated to the sec-
tions of the text.
• Contains two multiple-choice tests per chapter,
six free-response tests per chapter, and eight final
exams.
• Available for download at
www.pearsonhighered.com or in MyMathLab.
PowerPoint® Lecture Slides (download only)
• Present key concepts and definitions from the text.
• Available for download at
www.pearsonhighered.com or in MyMathLab.
TestGen®
TestGen® (www.pearsoned.com/testgen) enables
in­­str­u­ctors to build, edit, print, and administer tests
using a computerized bank of questions developed to
cover all the objectives of the text. TestGen is algorith-
mically based, allowing instructors to create multiple
equivalent versions of the same question or test with
the click of a button. Instructors can also modify test
bank questions or add new questions. The software
and testbank are available for download from Pearson
Education’s online catalog.
19/12/12 9:48 AM
  preface xiii

Available for Students and Instructors

MyMathLab® Online Course (access code required)
The Bittinger courses include all of MyMathLab’s robust features, plus these additional
highlights:
! Two MyMathLab course options are now available:
New
• Standard MyMathLab courses allow instructors to build their course their way, offering
maximum flexibility and control over all aspects of assignment creation.
! • Ready-to-Go courses provide students with all the same great MyMathLab features, but
New
make it easier for instructors to get started.
Both Bittinger course options include one pre-made pre-test and post-test for every chapter,
section-lecture homework, and a chapter review quiz linked to personalized homework.
! Increased coverage of skill-building, conceptual, and applications exercises, plus new prob-
New
lem types, provide even more flexibility when creating homework.

New
! Interactive Figures, available for key concepts, foster conceptual understanding for visual and
tactile learners. Exploring the Concept in the text leads into iFigs available in MML. Students
manipulate iFigs to explore concepts and solidify their understanding.

New
! Bittinger Video Program includes all new To-the-Point Objective Videos and Chapter Test
Prep Videos.
! MyMathGuide: Notes, Practice, and Video Path can be viewed and printed.
New
MathXL® Online Course (access code required)
MathXL® is the homework and assessment engine that runs MyMathLab. (MyMathLab is
MathXL plus a learning management system.)
With MathXL, instructors can
• Create, edit, and assign online homework and tests using algorithmically generated exer-
cises correlated at the objective level to the textbook.
• Create and assign their own online exercises and import TestGen tests for added flexibility.
• Maintain records of all student work tracked in MathXL’s online gradebook.
With MathXL, students can
• Take chapter tests in MathXL and receive personalized study plans and/or personalized
homework assignments based on their test results.
• Use the study plan and/or the homework to link directly to tutorial exercises for the
objectives they need to study.
• Access supplemental animations and video clips directly from selected exercises.
MathXL is available to qualified adopters. For more information, visit our website at
www.mathxl.com, or contact your Pearson representative.

Acknowl­edgments
An outstanding team of professionals was involved in the production of this text. Judy Henn,
Laurie Hurley, Helen Medley, Joanne Koratich, Monroe Street, and Holly Martinez carefully
checked the book for accuracy and offered thoughtful suggestions. Michelle Lanosga and
Daniel Johnson provided exceptional research support, and Christine Verity, Laurie Hurley,
and Lisa Collette did remarkable work in preparing supplements. Special thanks are due
Nelson Carter and Katherine Carter for their outstanding work on videos.

Martha Morong, of Quadrata, Inc., provided editorial and production services of the high-
est quality, and Geri Davis, of the Davis Group, Inc., performed superb work as designer, art
editor, and photo researcher. Bill Melvin and Network Graphics provided the accurate and
creative illustrations and graphs.

A01_BITT8741_06_SE_FM.indd 13 19/12/12 9:48 AM

 xiv preface

The team at Pearson deserves special thanks. Executive Editor Cathy Cantin, Executive
Content Editor Kari Heen, Senior Production Supervisor Ron Hampton, Content Editor
Katherine Minton, and Editorial Assistant Kerianne Okie provided many fine suggestions,
coordinated tasks and schedules, and remained involved and accessible throughout the proj-
ect. Marketing Manager Rachel Ross skillfully kept in touch with the needs of faculty. Editor
in Chief Maureen O’Connor and Editorial Director Chris Hoag deserve credit for assembling
this fine team.

We also thank the students at Indiana University Purdue University Indianapolis and the
Community College of Vermont and the following professors for their thoughtful reviews and
insightful comments.

Darla Aguilar, Pima Community College–Desert Vista Campus; Michael Anzzolin,

Waubonsee Community College; Jan Archibald, Ventura College; Ruben Arenas, East
Los Angeles College; Don Brown, Macon State College; Manuel Caramés, Miami-Dade
College–North Campus; Gary Carpenter, Pima Community College, Northwest Campus;
Tim Chappell, Penn Valley Community College; Phong Chau, Glendale Community
College; Krista Cohlmia, Odessa College; Ola Disu, Tarrant County College; Theresa
Evans, Odessa College; Anissa Florence, University of Louisville; Sandy Gordon, Central
Carolina Technical College; Sharon Hamsa, Longview Community College; Doug Harley,
Del Mar College; Cynthia Harris, Triton College; Geoffrey Hirsch, Ohlone College; Pat
Horacek, Pensacola Junior College; Glenn Jablonski, Triton College; Joseph Kazimir, East
Los Angeles College; Sally Keely, Clark College; Jennifer Kumi Burkett, Triton College; Ana
Leon, Louisville Community College; Linda Lohman, Jefferson Community and Technical
College; Bob Martin, Tarrant County College; Caroline Martinson, Jefferson Community
and Technical College; Eric Moller, Del Mar College; Agashi Nwogbaga, Wesley College;
Miriam Pack, Glendale Community College; Michelle Parsons, San Diego Mesa College; Amy
Petty, South Suburban College; Anthony Precella, Del Mar College; Timothy Precella, Del
Mar College; Thomas Pulver, Waubonsee Community College; Angela Redmon, Wenatchee
Valley College; Richard Rupp, Del Mar College; Mehdi Sadatmousavi, Pima Community
College; Ahmad Shafiee, Del Mar College; Jane Thompson, Waubonsee Community College;
Ann Thrower, Kilgore College

Finally, a special thank-you to all those who so generously agreed to discuss their professional
use of mathematics in our chapter openers. These dedicated people all share a desire to make
math more meaningful to students. We cannot imagine a finer set of role models.

M.L.B.
D.J.E.
B.L.J.

A01_BITT8741_06_SE_FM.indd 14 19/12/12 9:48 AM

 1
Chapter

Introduction
to Algebraic
Expressions
Number of Songs
1.1 Introduction to Algebra
Purchased Amount Paid 1.2 The Commutative,
2 $1.98
Associative, and
3 2.97 Distributive Laws
5 4.95 1.3 Fraction Notation
10 9.90
1.4 Positive and Negative
Real Numbers
Mid-Chapter Review
The Media May Change, 1.5 Addition of Real Numbers
But the Music Remains. 1.6 Subtraction of Real
Numbers
Thomas Edison’s phonograph, patented in 1877, was the first 1.7 Multiplication and Division
successful method of recording music. At first, music was recorded of Real Numbers
on cylinders. During the next century, the media evolved to
Connecting the Concepts
records, then to tapes, and then to CDs. Today, most of the 100,000
albums released each year are available electronically, and online 1.8 Exponential Notation and
music sales are soaring, due in part to the ability to purchase Order of Operations
single tracks. Can you use the data in the table shown to write Chapter Resources
an equation that models the cost of single-track downloads?
(See Example 7 in Section 1.1.) Translating for Success
Collaborative Activities
Decision Making: Connection
Study Summary

Review Exercises
It’s true—even as a musician, I am not
Chapter Test
exempt from using math, because music
is math.

Myra Flynn, a singer/songwriter from Randolph, Vermont, uses

math in harmonies, time signatures, tuning systems, and all
music theory. Putting an album out requires the use of even
more math: calculating the number of hours worked in the
studio, payments for producers and musicians, hard-copy and
digital distribution regionally, and ticket and concert sales.

M01_BITT8741_06_SE_C01.indd 1 12/12/12 2:31 PM

 2 CHAPTER 1 I n t r o d u c t i o n t o A l g e b rai c E x pre s s i o n s
1.1 Introduction to Algebra
Evaluating Algebraic Expressions
Student Notes
Notation like “60 * n” is not
often used in algebra because the
“ * ” symbol can be misread as a
variable.
M01_BITT8741_06_SE_C01.indd 2
P roblem solving is the focus of this text. In Chapter 1, we lay the foundation for
the problem-solving approach that is developed in Chapter 2 and used in all
chapters that follow. This foundation includes a review of arithmetic, a discussion
of real numbers and their properties, and an examination of how real numbers are
added, subtracted, multiplied, divided, and raised to powers.
a Translating to Algebraic Expressions a Translating to Equations
This section introduces some basic concepts and expressions used in algebra. Our
focus is on the wordings and expressions that often arise in real-world problems.
Evaluating Algebraic Expressions
Probably the greatest difference between arithmetic and algebra is the use of
variables. Suppose that n represents the number of tickets sold in one day for a U2
concert and that each ticket costs $60. Then a total of 60 times n, or 60 # n, dollars
will be collected for tickets.
The letter n is a variable because it can represent any one of a set of numbers.
The number 60 is a constant because it does not change.
The multiplication sign # is an operation sign because it indicates the operation
of multiplication.
The expression 60 # n is a variable expression because it contains a variable.
An algebraic expression consists of variables and/or numerals, often with
operation signs and grouping symbols. Other examples of algebraic expressions are:
t - 37; This contains the variable t, the constant 37, and the opera-
tion of subtraction.
1s + t2 , 2.  This contains the variables s and t, the constant 2, grouping
symbols, and the operations of addition and division.
Multiplication can be written in several ways. For example, “60 times n” can be
written as 60 # n, 60 * n, 601n2, 60 * n, or simply (and usually) 60n. Division can
also be represented by a fraction bar: 97, or 9>7, means 9 , 7.
To evaluate an algebraic expression, we substitute a number for each vari-
able in the expression and calculate the result. This result is called the value of the
expression. The table below lists several values of the expression 60 # n.
Cost per Ticket (in dollars), Number of Tickets Sold, Total Collected (in dollars),
60 n 60n
60 150 9,000
60 200 12,000
60 250 15,000
12/12/12 2:31 PM
 1.1    I n t r o d u c t i o n t o A l g e b ra 3

Student Notes
At the end of each example in this
text, you will see Your Turn.
This directs you to try an exer-
cise similar to the example. The
answers to these exercises appear
at the end of each exercise set.
1. Evaluate m - n for m = 100
and n = 64.
Example 1 Evaluate each expression for the given values.
a) x + y for x = 37 and y = 28
b) 5ab for a = 2 and b = 3
Solution
a) We substitute 37 for x and 28 for y and carry out the addition:
x + y = 1372 + 1282 = 65.  Using parentheses when substituting
is not always necessary but is never
incorrect.
The value of the expression is 65.
b) We substitute 2 for a and 3 for b and multiply:
5ab = 5 # 2 # 3 = 10 # 3 = 30.   5ab means 5 times a times b.
Your Turn

Example 2 The area of a triangle with a base of length b and a height of length
h is given by the formula A = 12 bh. Find the area when b is 8 m (meters) and
h is 6.4 m.
Solution  We substitute 8 m for b and 6.4 m for h and then multiply:
1
A = 2 bh
1
= 2 18 m216.4 m2
1
= 2 18216.421m21m2 h
2. Using the formula given in = 416.42 m2
Example 2, find the area of a = 25.6 m2, or 25.6 square meters. b
triangle when b is 30 in. 2
Note that we use square units for area and 1m21m2 = m .
(inches) and h is 10 in.
Your Turn

Translating to Algebraic Expressions

Before attempting to translate problems to equations, we need to be able to trans-
late certain phrases to algebraic expressions. Any variable can be used to repre-
sent an unknown quantity; however, it is helpful to choose a descriptive letter. For
example, w suggests weight and p suggests population or price. It is important
to write down what each variable represents, as well as the unit in which it is
measured.

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 4 CHAPTER 1 I n t r o d u c t i o n t o A l g e b rai c E x pre s s i o n s

Important Words Sample Phrase or Sentence Variable Definition Translation

Addition 1  2

added to 700 lb was added to the car’s weight. Let w represent the car’s weight, in w + 700
pounds.
sum of The sum of a number and 12 Let n represent the number. n + 12
plus 53 plus some number Let x represent “some number.” 53 + x
more than 8000 more than Detroit’s population Let p represent Detroit’s population. p + 8000
increased by Alex’s original guess, increased by 4 Let n represent Alex’s original guess. n + 4

Subtraction 1  2

subtracted from 2 g was subtracted from the weight. Let w represent the weight, in grams. w - 2
difference of The difference of two scores Let m represent the larger score and m - n
n represent the smaller score.
minus A team of size s, minus 2 players Let s represent the number of players. s - 2
less than 50 lb less than the weight of the lumber Let w represent the weight of the w - 50
lumber, in pounds.
decreased by The car’s speed, decreased by 8 mph Let s represent the car’s speed, in miles s - 8
per hour.

Multiplication 1 ~ 2

multiplied by The number of guests, multiplied by 3 Let g represent the number of guests. g# 3
product of The product of two numbers Let m and n represent the numbers. m # n
times 5 times the dog’s weight Let w represent the dog’s weight, in 5w
pounds.
twice Twice the wholesale cost Let c represent the wholesale cost. 2c
1 1
of 2 of Rita’s salary Let s represent Rita’s salary. 2s

Division 1  2

divided by A 2-lb coffee cake, divided by 3 No variables are required for translation. 2 , 3
quotient of The quotient of 14 and 7 No variables are required for translation. 14 , 7
divided into 4 divided into the delivery fee Let f represent the delivery fee. f , 4
ratio of The ratio of $500 to the price of a new car Let p represent the price of a new car, 500>p
in dollars.
per There were 18 students per teacher. No variables are required for translation. 18>1

Example 3 Translate each phrase to an algebraic expression.

a) Four less than Ava’s height, in inches
b) Eighteen more than a number
c) A day’s pay, in dollars, divided by eight
Solution  To help think through a translation, we sometimes begin with a
specific number in place of a variable.
a) If the height were 60, then 4 less than 60 would mean 60 - 4. If we use h to rep-
resent “Ava’s height, in inches,” the translation of “Four less than Ava’s height,
in inches” is h - 4.
b) If we knew the number to be 10, the translation would be 10 + 18, or 18 + 10.
If we use t to represent “a number,” the translation of “Eighteen more than a
number” is t + 18, or 18 + t.
3. Translate to an algebraic
c) We let d represent “a day’s pay, in dollars.” If the pay were $78, the translation
expression: Twenty less than
would be 78 , 8, or 78 8 . Thus our translation of “A day’s pay, in dollars, divided
the number of students regis-
by eight” is d , 8, or d>8.
tered for the course.
Your Turn

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 1.1    I n t r o d u c t i o n t o A l g e b ra 5

Caution! The order in which we subtract and divide affects the answer!
Answering 4 - h or 8 , d in Examples 3(a) and 3(c) is incorrect.

Example 4 Translate each phrase to an algebraic expression.

a) Half of some number
Student Notes
b) Seven pounds more than twice Owen’s weight
Try looking for “than” or “from” in
c) Six less than the product of two numbers
a phrase and writing what follows
it first. Then add or subtract the d) Nine times the difference of a number and 10
necessary quantity. (See Examples e) Eighty-two percent of last year’s enrollment
4b and 4c.)
Solution
Phrase Variable(s) Algebraic Expression
a) Half of some number Let n represent the 1 n
n, or , or n , 2
number. 2 2
b) Seven pounds more than Let w represent Owen’s 2w + 7, or 7 + 2w
twice Owen’s weight weight, in pounds.
c) Six less than the prod- Let m and n represent mn - 6
uct of two numbers the numbers.
d) Nine times the difference Let a represent the 91a - 102
of a number and 10 number.
4. Translate to an algebraic
e) Eighty-two percent of Let r represent last year’s 82% of r, or 0.82r
expression: Half of the
last year’s enrollment enrollment.
sum of two numbers.
Your Turn

Translating to Equations
The equal symbol, =, indicates that the expressions on either side of the equal sign
represent the same number. An equation is a number sentence with the verb =.
It is important to be able to distinguish between expressions and equations.
Compare the descriptions in the table below.

Expression Equation

No = sign appears. An = sign appears.

Compare to an English phrase, like Compare to an English sentence, like
“The interesting book.” “The book was interesting.”
May be of any length: May be of any length:
x x  7
31x - 52 + 4y - 1713 - y2. 31x - 52 + 4y  1713 - y2.

Although we do not study equations until Chapter 2, we can translate certain

problem situations to equations now. The words “is the same as,” “equal,” “is,”
“are,” “was,” and “were” often translate to “ =.”

Words indicating equality 1  2 : “is the same as,” “equal,” “is,” “are,”
“was,” “were,” “represents”

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 6 CHAPTER 1 I n t r o d u c t i o n t o A l g e b rai c E x pre s s i o n s

When translating a problem to an equation, we first translate phrases to alge-

braic expressions, and then the entire statement to an equation containing those
expressions.

Example 5 Translate the following problem to an equation.

What number plus 478 is 1019?
Solution  We let y represent the unknown number. The translation then
comes almost directly from the English sentence.

$1+%+1&
What number plus 478 is 1019?

y + 478 = 1019
5. Translate to an equation:
What number times 12 is Note that “what number plus 478” translates to “y + 478” and “is” translates
672? to “ =.”
Your Turn

Sometimes it helps to reword a problem before translating.

Example 6 Translate the following problem to an equation.

The Siduhe River Bridge in China is the world’s highest bridge. At 1550 ft,
it is 270 ft higher than the Baluarte Bridge in Mexico. How high is the
Baluarte Bridge?
Source: www.highestbridges.com

Baluarte Bridge, Mexico Solution  We let h represent the height, in feet, of the Baluarte Bridge. A
rewording and a translation are as follows:
6. Translate to an equation: Rewording: The height of the 270 ft more than the height
$1++%++&
Valley College has 13 science Siduhe River Bridge is of the Baluarte Bridge.
instructors. There are 5 more $1++++%+++1+&
science instructors than math
instructors. How many math
Translating: 1550 = h + 270
instructors are there?
Your Turn

When we translate a problem into mathematical language, we say that we model

the problem. A mathematical model is a mathematical representation of a real-
world situation. Note that the word model can be used as either a verb or a noun.
Information about a problem is often given as a set of numbers, called data.
Sometimes data follow a pattern that can be modeled using an equation.

Example 7 Music. The table below lists the amount charged for several
purchases from an online music store. We let a represent the amount charged, in
dollars, and n the number of songs. Find an equation giving a in terms of n.

Number of Songs Purchased, n Amount Charged, a

2 $1.98
3 2.97
5 4.95
10 9.90

Solution  To write an equation for a in terms of n means that a will be on

one side of the equal sign and an expression involving n will be on the other side.

M01_BITT8741_06_SE_C01.indd 6 12/12/12 2:31 PM

 1.1    I n t r o d u c t i o n t o A l g e b ra 7

We look for a pattern in the data. Since the amount charged increases as the
number of songs increases, we can try dividing the amount by the number of songs:
1.98>2 = 0.99; 4.95>5 = 0.99;
2.97>3 = 0.99; 9.90>10 = 0.99.
7. Suppose that an online music
The quotient is the same, 0.99, for each pair of numbers. Thus each song costs
store charges $2.58 for 2 songs,
$0.99. We reword and translate as follows:
$3.87 for 3 songs, and $12.90
for 10 songs. Using the same Rewording: The amount charged
+%+++&
$1++ is 0.99
$1++ times­  the number of songs.
+%+++& $%& $%&
variables as in Example 7, find
an equation giving a in terms #
Translating: a = 0.99 n
of n.
Your Turn

Technology Connection
Technology Connections are activities that make use of f or i and then the key. Expressions are usually
features that are common to most graphing calculators. entered as they would appear in print. For example, to
In some cases, students may find the user’s manual for evaluate 3xy + x for x = 65 and y = 92, we press 3 b
their particular calculator helpful for exact keystrokes. 65 b 92 a 65 and then [. The value of the
Although all graphing calculators are not the same, expression, 18005, will appear at the right of the screen.
most share the following characteristics.
Screen. The large screen can show graphs and tables as 3∗65∗9265
18005
well as the expressions entered. The screen has a different
layout for different functions. Computations are performed
in the home screen. On many calculators, the home screen
is accessed by pressing f o. The cursor shows Evaluate each of the following.
location on the screen, and the contrast (set by f h or
f e ) determines how dark the characters appear. 1. 27a - 18b, for a = 136 and b = 13
2. 19xy - 9x + 13y, for x = 87 and y = 29
Keypad. There are options written above the keys as
well as on them. To access those above the keys, we press

Study Skills
Get the Facts Instructor:
Name
Throughout this textbook, you will Office hours and location
find a feature called Study Skills. Phone number
These tips are intended to help E-mail address
Classmates:
improve your math study skills. On 1. Name
the first day of class, we recom- Phone number
mend that you complete this chart. E-mail address
2. Name
Phone number
E-mail address
Math lab on campus:
Location
Hours
Phone number
E-mail address
Tutoring:
Campus location
Hours
E-mail address
Important supplements:
(See the preface for a complete list of available supplements.)
Supplements recommended by the instructor.
Chapter Resources:
Translating for Success, p. 69;
Collaborative Activity
(Teamwork),  p. 70

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 8 CHAPTER 1 I n t r o d u c t i o n t o A l g e b rai c E x pre s s i o n s

1.1 Exercise Set For Extra Help

practice Watch read review

Vocabulary and Reading Check 5z

23. , for z = 9 and y = 15
Choose from the following list of words to complete each y
statement. Not every word will be used. m - n
24. , for m = 20 and n = 8
constant model 2
equation operation
Substitute to find the value of each expression.
evaluate variable
expression 25. Hockey. The area of a rectangle with base b and
height h is bh. A regulation hockey goal is 6 ft wide
1. In the expression 4 + x, the number 4 is a(n) and 4 ft high. Find the area of the opening.
.
2. To an algebraic expression, we
6 ft
substitute a number for each variable and carry out
the operations.
3. When we translate a problem into mathematical
language, we say that we the
problem. 4 ft

4. A(n) contains an equal sign.

Concept Reinforcement 26. Orbit Time. A communications satellite orbiting

Classify each of the following as either an expression or 300 mi above the earth travels about 27,000 mi in
an equation. one orbit. The time, in hours, for an orbit is
5. 10n - 1 6. 3x = 21 27,000
,
7. 2x - 5 = 9 8. 51x + 22 v
where v is the velocity, in miles per hour. How long
9. 45 = a - 1 10. 4a - 5b
will an orbit take at a velocity of 1125 mph?
11. 2x - 3y = 8 12. r1t + 72 + 5
27. Zoology. A great white shark has triangular
teeth. Each tooth measures about 5 cm across
Evaluating Algebraic Expressions the base and has a height of 6 cm. Find the
Evaluate. surface area of the front side of one such tooth.
13. 5a, for a = 9 14. 11y, for y = 7 (See Example 2.)

15. 12 - r, for r = 4 16. t + 8, for t = 2

a
17. , for a = 45 and b = 9
b
6 cm
c + d
18. , for c = 14 and d = 13
3
x + y 5 cm
19. , for x = 2 and y = 14
4
m 28. Work Time. Justin takes three times as long to do
20. , for m = 54 and n = 9
n a job as Carl does. Suppose t represents the time it
takes Carl to do the job. Then 3t represents the time
p - q it takes Justin. How long does it take Justin if Carl
21. , for p = 55 and q = 20
7 takes (a) 30 sec? (b) 90 sec? (c) 2 min?
9m 29. Area of a Parallelogram. The area of a parallelogram
22. , for m = 6 and q = 18
q with base b and height h is bh. Edward Tufte’s

M01_BITT8741_06_SE_C01.indd 8 12/12/12 2:31 PM

 1.1    I n t r o d u c t i o n t o A l g e b ra 9

sculpture Spring Arcs is in the shape of a parallelo-
gram with base 67 ft and height 12 ft. What is the area
of the parallelogram?
Source: edwardtufte.com
50. Four less than ten times a number
51. Five times the difference of two numbers
52. One third of the sum of two numbers
53. 64% of the women attending
54. 38% of a number

Translating to Equations
Translate each problem to an equation. Do not solve.
55. What number added to 73 is 201?
56. Seven times what number is 1596?
57. When 42 is multiplied by a number, the result is
Spring Arcs (2004), Edward Tufte. Solid stainless steel, 2352. Find the number.
12' * 67'. 58. When 345 is added to a number, the result is 987.
30. Women’s Softball. A softball player’s batting Find the number.
average is h>a, where h is the number of hits and 59. Chess. A chess board has 64 squares. If pieces
a is the number of “at bats.” In the 2011 Women’s occupy 19 squares, how many squares are
College World Series, Michelle Moultrie of the unoccupied?
Florida Gators had 13 hits in 24 at bats. What was her
batting average? Round to the nearest thousandth. 60. Hours Worked. A carpenter charges $35 per hour.
How many hours did she work if she billed a total of
Translating to Algebraic Expressions $3640?
Translate to an algebraic expression. 61. Recycling. Currently, Americans recycle 34% of all
31. 5 more than Ron’s age municipal solid waste. This is the same as recycling
82 million tons per year. What is the total amount of
32. The product of 4 and a waste generated per year?
33. 6 times b Source: U.S. EPA, Municipal Solid Waste Department
34. 7 more than Patti’s weight 62. Travel to Work. In 2009, the average commuting time
35. 9 less than c to work in New York was 31.4 min. The average
commuting time in North Dakota was 15.4 min
36. 4 less than d shorter. How long was the average commute in
37. 6 increased by q North Dakota?
Source: American Community Survey
38. 11 increased by z
63. Nutrition. The number of grams f of dietary fiber
39. The difference of p and t recommended daily for children depends on the
40. m subtracted from n age a of the child, as shown in the table below. Find
an equation for f in terms of a.
41. x less than y
42. 2 less than Kurt’s age
Grams of Dietary
43. x divided by w Age of Child, a Fiber Recommended
(in years) Daily, f
44. The quotient of two numbers
3 8
45. The sum of the box’s length and height
4 9
46. The sum of d and f 5 10
6 11
47. The product of 9 and twice m 7 12
8 13
48. Abby’s speed minus twice the wind speed
49. Thirteen less than one quarter of some number Source: The American Health Foundation

M01_BITT8741_06_SE_C01.indd 9 12/12/12 2:31 PM

 10 CHAPTER 1 I n t r o d u c t i o n t o A l g e b rai c E x pre s s i o n s

64. Tuition. The table below lists the tuition costs for 68. Meteorology. The table below lists the number
students taking various numbers of hours of classes. of centimeters of water w to which various
Find an equation for the cost c of tuition for a amounts of snow s will melt under certain
student taking h hours of classes. conditions. Find an equation for w in terms
of s.
Number of
Class Hours, h Tuition, c
Depth of Snow, s Depth of Water, w
(in centimeters) (in centimeters)
12 $1200
15 1500
120 12
18 1800
135 13.5
21 2100
160 16
90 9
65. Postage Rates. The U.S. Postal Service charges
extra for packages that must be processed by hand.
The table below lists machinable and nonmachin- Translating to Algebraic Expressions
able costs for certain packages. Find an equation for and Equations
the nonmachinable cost n in terms of the machin-
In each of Exercises 69–76, match the phrase or sentence
able cost m.
with the appropriate expression or equation from the
column on the right.
Weight Machinable Nonmachinable x
(in pounds) Cost, m Cost, n 69. Twice the sum of a) + 6
y
two numbers
1 $2.74 $4.95 b) 21x + y2 = 48
2 3.08 5.29 70. Five less than a
3 3.42 5.63 number is 1 # #
c) a b
twelve. 2
Source: pe.usps.gov
71. Twelve more than a d) t + 12 = 5
66. Foreign Currency. On Emily’s trip to Italy, she number is five. e) ab - 1 = 48
used her debit card to withdraw money. The table
below lists the amounts r that she received and the 72. Half of the product of f ) 21m + n2
amounts s that were subtracted from her account. two numbers
g) 31t + 52
Find an equation for r in terms of s.
73. Three times the sum h) x - 5 = 12
of a number and five
Amount Received, r Amount Subtracted, s
(in U.S. dollars) (in U.S. dollars) 74. Twice the sum of two
numbers is 48.
$150 $153
   75    78 75. One less than the
120 123 product of two
numbers is 48.
67. Number of Drivers. The table below lists the num- 76. Six more than the
ber of vehicle miles v traveled annually per house- quotient of two
hold by the number of drivers d in the household. numbers
Find an equation for v in terms of d.
To the student and the instructor: Writing exercises,
Number of Number of Vehicle Miles denoted by , should be answered using one or more
Drivers, d Traveled, v English sentences. Because answers to many writing exer-
cises will vary, solutions are not listed in the answers at
1 10,000 the back of the book.
2 20,000
77. What is the difference between a variable, a variable
3 30,000
expression, and an equation?
4 40,000
78. What does it mean to evaluate an algebraic
Source: Energy Information Administration expression?

M01_BITT8741_06_SE_C01.indd 10 12/12/12 2:31 PM

Another random document with
no related content on Scribd:
way, but not quite like the town doctors; and the ministers are very
nice—” This she said in a hesitating undertone, not expressive of
hearty concurrence, and ended in a firmer voice, “but not like my
own.”
“’Deed, mem,” said Hillend, “gi’e us farmers a gude miller an’ a gude
smith, an’ we can do weel enough wi’ ony ministers or doctors that
likes to come.”
“That wasna bad for Hillend,” said Bell.
“Well, Bell,” said Mr. Walker, “I thought it rather hard on the ministers
when I first heard the story, but—” And here he gave his views of the
Non-Intrusionists with, for him, unusual fervour, and added, “Now I
quite agree with Hillend, that congregations should accept, and
welcome, and honour the ministers who are appointed over them.”
“That’s without a doubt,” said Bell; “and esteem them very highly for
their work’s sake.”
The news of Mr. Walker’s appointment to Blinkbonny
was received with first a stare, then a shrug of the “AS YOU
shoulders, then a pretty general feeling that “they LIKE IT.”
might have had worse.” He was certainly not a shining
light, but he was a nice man, had a large family, and it would be a
good change for them. And although the local poetaster circulated a
sorry effusion on the subject, in which he, without acknowledgment,
stole from Cowper’s Needless Alarm,—

“A mutton statelier than the rest,”—

and—

“His loving mate and true,

But more discreet than he, a Moorland ewe,”—

changing the original “Cambrian” to “Moorland,” it did not take, and

Blinkbonny on its personal and social and “soft” side was ready to
“entertain” Mr. Walker.
He carried the news of his own appointment to the manse, and
although it surprised Mr. Barrie at the moment, he heartily wished
him every success and comfort, and added that he would find the
manse at his service by the time he was inducted. Mr. Walker
assured Mr. Barrie that there was no hurry, as “he did not see that
they could possibly come in until after the harvest was past at
Middlemoor.”
When Bell heard that Mr. Walker was coming to
Blinkbonny, she forgot her usual good manners. “Mr. JEWS AND
Walker!—Walker o’ Middlemoor!—fat Walker’s gotten BRITHERS.
the kirk, has he? He’s a slow coach—pity the folk that
gangs to hear him; but ’deed they’ll no’ mony gang. He minds me o’
Cauldwell’s speech at the cattle show. After Sir John palavered away
about the grand stock, and praised Cauldwell for gettin’ sae money
prizes, the decent man just said, ‘Sir John and gentlemen, thank ye
a’ kindly. I’m nae hand o’ makin’ a speech. I may be a man among
sheep, but I’m a sheep among men.’” And Bell showed how
changeable human affections are; for although Mr. Walker and she
had been hand-and-glove friends, she summed up with, “Mr. Walker
will never fill Mr. Barrie’s shoon [shoes]. I never could thole[11] him an’
his filthy tobacco smoke. Ugh! ma puir kitchen will sune be in a
bonny mess; an’ I dinna ken what to think about the things in the
garden an’ outhouses that are ours, for, as Mrs. Walker ance said to
me, her motto was, ‘Count like Jews and ’gree like brithers.’”

[11] Endure.

But when the settling up came, Bell found Mrs. Walker “easy dealt
wi’,”—not only satisfied with her valuation, but very complimentary as
to the state in which everything was left, and very agreeable—very.
 CHAPTER VII.
OUT OF THE OLD HOME AND INTO THE NEW.

“Confide ye aye in Providence, for Providence is kind,

An’ bear ye a’ life’s changes wi’ a calm an’ tranquil mind;
Though press’d an’ hemm’d on every side, ha’e faith an’ ye’ll win through,
For ilka blade o’ grass keps its ain drap o’ dew.”

James Ballantine.

M R. BARRIE had written to Sir John McLelland, thanking him for

his uniform kindness, and saying that he had disjoined himself
from the Established Church. He also wrote to the clerk of his
presbytery to the same effect, adding that he would leave the manse
as soon as he could.
A short time sufficed to put Knowe Park into habitable order.
Whenever this was known, Mr. Barrie was cumbered by proffers of
help from the farmers in the parish. He could have had fifty carts to
remove his furniture for one that he required; and acts or offers of
considerate attention were so showered on him that he was
embarrassed by them.
At length the day came for “flitting.” It was a fine morning in the
middle of summer,—everything was looking its best. The manse in
itself was a charming place. To Mr. and Mrs. Barrie and their children
it had been a happy home, and in their inmost hearts it was hallowed
by many tender associations; and the church was endeared to Mr.
Barrie as he recalled the pleasant meetings therein with his beloved
flock. The parting was a bitter ordeal, trying to flesh and blood, and
as such they felt it very keenly.
At the hour for family worship, the men who were
taking down the furniture and making it ready for being THE
carted were asked to come to the “books;” and they MELODY
told afterwards that in singing the 23d Psalm their OF JOY
voices quivered, and that there was a lump in their AND
throat as the 138th Psalm was read as the “ordinary” PEACE.
for the morning, for the circumstances seemed to give additional
meaning to such parts of it as—“strengthenedst me with strength in
my soul,” “though I walk in the midst of trouble, Thou wilt revive me,”
“the Lord will perfect that which concerneth me,” “forsake not the
works of Thine own hands.”
As soon as the first cart was laden and off, Bell went to Knowe Park
to get things put rightly in and up. The three elder children had
resolved to flit their own belongings. James took his small barrow,
filled with a confused load of skates, books, etc. Mary carried her
little chair, Black Tam the negro doll, and some books and toys;
Lewie his little chair, a toy horse, and a whip. They had reached the
post office (which stood a little back from the main street), and were
resting on the broad open pavement in front of it, James sitting on
his barrow, the others in their chairs.
Dr. Guthrie, who had been spending a day or two in
DR. the neighbourhood, was calling at the post office.
GUTHRIE Soon, as his quick eye rested on the singular group,
AND THE his face became radiant with such a smile as he
BAIRNS.
could give, and which the children returned very
frankly. He went close to them, stooped down and patted Mary’s
cheek, got his hand under her chin and stroked it playfully, all the
while looking kindly in her face; then glancing at her lap, he said:
“What’s the name of that fine doll, my wee pet? is it Sambo, or
Pompey, or what?”
“That’s black Tam,” said Mary. “It was Nellie’s doll, and I’m taking it to
our new house.”
“Nellie’s, was it? And is Nellie too old for dolls now, and has she
given it to you? He looks as if he had seen better days.”
“Oh! please; sir, Nellie’s dead,” said Mary, looking towards the
churchyard; “she’s buried over there.”
“But Bell and mamma say that Nellie’s in heaven,” said Lewie very
decidedly.
The suddenness and beauty of Lewie’s answer strongly affected Dr.
Guthrie. He took out his snuff-box and took a moderate pinch, then
clapped Lewie’s head, and said:
“Yes, my wee man, you’re right; Nellie’s in heaven. But what’s your
name?”
James now took speech in hand: “My name’s James Barrie, and this
is Mary, and this is Lewie. We’re flitting from the manse over yonder;”
and he pointed in the same direction as Mary had looked. But Dr.
Guthrie, thus suddenly brought into contact with this stern reality of
the Disruption, had again to apply to his snuff-box, and was in the
act of taking it out of his pocket when Sir John McLelland drove up to
the post office and alighted. Dr. Guthrie and he knew one another as
members of Assembly, and they shook hands cordially, Sir John
expressing surprise at seeing the doctor there.
“Sir John,” said the doctor, “excuse me,”—and he dried the tear that
was coursing down his cheek,—“do you know these children?”
Sir John had not observed the group, but he looked at them long
enough to admit of Dr. Guthrie pulling out his box, taking one good
snuff, and getting another ready for despatch in his fingers.
“Oh, yes,” said Sir John, “they are Mr. Barrie’s children;” then looking
at James: “How are mamma and papa keeping?”
The children had risen, and the boys had taken off their caps when
Sir John appeared. In answer to the question James said: “They’re
quite well, thank you, sir; we’re all going to our new house to-day;
we’re helping to flit.”
Dr. Guthrie took his reserve snuff, looked first at Sir John, then at the
children, and swinging his hand so that it pointed to the children,
then to the manse, and resting it now towards them and again
towards it, he recited with much feeling, for he seemed deeply
moved:
 “From scenes like these old Scotia’s grandeur springs,
This makes her loved at home, revered abroad;
Princes and lords are but the breath of kings,
An honest man’s the noblest work of God.”

By this time several of the villagers were attracted by

GIFF-
GAFF.
the scene, and they scarcely could repress the cheer
that was struggling for vent in their throats. Respect
for Sir John, however, kept it down until he drove away, when a right
hearty greeting was given to Dr. Guthrie, in whose eyes the tear still
trembled, and many pressed forward to grasp his hand,—none more
warmly than Kennedy the tailor, who, producing his snuff-box, said:
“Ye’ll excuse me, sir; I dinna ken ye, but—ye’ll excuse me, sir—but
would ye do me the honour of takin’ a snuff out of my box?”
“Certainly, my good friend,” said the doctor; “and we’ll giff-gaff,”
handing his box to the tailor, and helping himself out of Kennedy’s
dimpled, black-looking, oval-shaped tin box.
The tailor took a pinch, said it was “prime snuff,” and added: “Burns
is a great poet, and that was a grand verse you gied us the noo, and
the occasion’s worthy o’t. Mr. Barrie ’s an honest man, but he’s far
mair, he’s a patriot-martyr.”
The last cartload had left the manse; there was nothing for Mr. and
Mrs. Barrie to do but lock the door and follow. They paid a farewell
visit to each room. Their footsteps sounded harshly through the
house, now empty and dreary, still they were loath to leave. When
they were fairly outside of the front door they lingered on its step;
then Mr. Barrie, with a quick “This will never do,” locked the door and
withdrew the key.
They were bracing themselves for their trying walk past the church,
past the churchyard, and through the village, when a noise, a familiar
noise, yet with an eerie wail in it, made them both start. It came from
old Tibby the cat—Nellie’s Tibby. Bell had carried her to Knowe Park
in a basket as carefully as if she had been Nellie herself, and had
shut her up in a room. When the children came, James and Mary
had got strict orders to watch her; but Tibby had beaten them all and
got off, and home and into some quiet corner of the manse, whence,
when the door was locked, she crept out, uttering her wailing protest.
“Poor Tibby,” said Mrs. Barrie, “we must take you with us.”
When the door was re-opened, Tibby was easily caught. She had
evidently felt convinced, after a bewildered ramble through the empty
house, that there was some reason for her late transportation and
imprisonment.
This little incident re-opened the floodgates of tender memories, and
forced tears from Mrs. Barrie’s eyes, although by that time the
fountain had been largely drawn upon. She felt thankful to have
something else than herself to think of; and Tibby’s presence in her
arm, tucked cosily into the corner of her shawl, served to divide her
attention, and supplied sufficient amount of occupation to make the
walk less trying to her. She leaned heavily on Mr. Barrie’s arm, partly
from weariness, partly from excitement.
When they reached Knowe Park, Bell had tea set for
them in the parlour; and the children, having already THE NEW
made a complete round of the whole premises, gave HOME.
at the tea-table cheering proofs that they had not lost
their appetites, as well as curious details of what they had
discovered in their ramblings over their new home.
Bell had got the bedrooms into wonderful order for their
accommodation at night, and this deprived kind neighbours of the
pleasure they would have had in “putting up” for a few nights all or
any of the family. Within a few days they all felt quite at home, and
the additional work entailed by making the manse things go as far as
they could, kept them so busy that they were surprised at their
having got over the flitting, and especially the “leaving” of the manse,
so soon and so quietly.
I did not think it possible that Bell could have wrought harder than I
had always known her to do; but she did, and soon Knowe Park was
as much to her, in as far as the garden and live stock were
concerned, as the old homestead had been. And although Guy the
beadle offered to bring out of the manse garden whatever she
wished, Bell had enough and to spare, and told Guy to use for
himself what he liked, and after that only to sell what was ripe or
“near spoiling.”
True to his trust, Guy brought her a fair sum of money obtained in
this way, which she handed to Mr. Barrie, not Mrs. Barrie as usual,
telling him how it had come. Mr. Barrie was greatly pleased with Guy
and Bell, and thanked them warmly; but to Bell’s astonishment he
handed her back the money, and said: “Give it to the poor, Bell, and
oh! let us be thankful we have something to give away.”
This was several steps in advance of Bell’s notions of what was
called for, and she spoke to Mrs. Barrie about it. Mrs. Barrie was well
aware that she would need to be very economical, but Mr. Barrie’s
“thankful to have something to give away” was so like himself, and
the money had come so unexpectedly, that she said:
“Certainly, Bell, we’ll carry out Mr. Barrie’s wishes; and when
something has thus come that we can give, let us be thankful to get
the more blessedness, for it is more blessed to give than to receive.”
Bell could not quite go in with this doctrine. She thought for a little,
and then said hesitatingly:
“Just so, mem; but you’ll surely no’ object to me selling whatever’s to
spare at Knowe Park, mem, will ye? I think less o’ what comes frae
the auld manse; an’ I’m aye gaun to ca’t that, an’ this house is to be
the manse. No’ the new manse, but the manse—the manse.”
“Do as you have always done, Bell; no directions I
could give would serve you so well as your own good BOTH
sense. And I have been so unsettled by the events of RIGHT.
the past two months that I hardly know my own mind;
but one thing I do know, and feel—” here Mrs. Barrie’s eyes filled,
and she finished the sentence with a trembling voice, “and that is,
that you have been a sister and a mother to us all,—a Deborah and
a Ruth, a Martha and a Dorcas put together. May God reward you.”
This was nearly too much for Bell, but the necessity of getting on and
getting through was pressing her strongly. She accordingly braced
herself up, and said in a cheerful tone:
“Mrs. Barrie, I’ve gotten ower a’ my fears an’ cares o’ a worldly kind
about this kirk business, an’ I’m humbled to think that I spoke to you
an’ the minister an’ ithers as I did, an’ that I didna join the noble army
till after the battle was won; but noo,” said she with great solemnity, “I
pray that I may mak’ up for my faintin’ in the day o’ adversity by
settin’ my face like a flint to my wark,” and here she lowered her
tone. “But I’m forgettin’ mysel’, an’ we maun a’ set the stout heart to
the stey [steep] brae, an’ gather up the loins o’ our minds and heads
and hands, and no’ turn back like Lot’s wife. We’re gaun to dae fine
here: the range is very licht on the coals; an’ the hens are takin’ to
the place, an’ layin’ weel; an’ Daisy’s up to her knees in clover,” and
here Bell put on her blithest look, “an’ I never saw either Mr. Barrie or
you lookin’ better. And we maunna let it be said that we’re
‘unsettled,’ when in every sense o’ the word we’re settled, and weel
settled,—we couldna be better,—we’re just real weel set.”
Bell’s hearty speech put Mrs. Barrie into good spirits. She left the
kitchen with a smile on her lip and a warm thought in her heart,
which found expression as she walked through the lobby in “Thank
God for Bell!”
Bell was contentedly happy because she was
constantly busy, and her schemes prospered. From SCIENCE
the day Mr. Barrie had hinted at the possibility of their AND
leaving the manse, she set herself to contrive if by any POULTRY.
means she could be more than ever one of the bread-
winners, and her first attempt was on the hens. Some one had told
her about the increased yield of eggs which Sir John’s henwife had
got by some changes she had made in the food and treatment of her
poultry. Bell adopted the new system, and improved on it. She
succeeded far beyond her expectations, and with a happy face told
me of her luck one afternoon when she was ordering some
peppercorns and other spices, with which to experiment still further
on a notion of her own.
“I’ve been trying different plans wi’ my hens. I first gied them dry
grain, and they did but middlin’; then I gied them rough meal, an’
they did better; syne I boiled their meat, an’ put a ‘curn’[12] o’ spice
in’t, an’ they did splendid—far mair than paid for the extra meat; then
I got a cracknel frae the candlemaker (ane o’ yon dark, cheese-
lookin’ things that they make out o’ the rinds o’ fat, an’ skins, an’ sic
like that comes out o’ their tallow), and boiled a bit o’ it among their
meat, and the result was extraordinary; they just laid on an’ on till
they actually reduced themselves to fair skeletons. I was fair
affronted to see them about the place, an’ I had to gi’e them a rest
an’ change their victuals. Now I try to mix their meat so as to get
them baith to lay weel an’ to be size for the table. But ye’ll hae seen
what grand eggs I’ve been sending to yoursel’, an’ how mony mair
than before?”

[12] A small quantity.

I knew that to be the case, and said so. Bell continued:

“But besides that, early in the spring I got some settings o’ eggs that
they say are a grand kind, and the birds are a gude size a’ready. I
got them from Dan Corbet, an’ so I wadna like to say very muckle
about them, for Dan’s no’ aye to lippen[13] to. ’Deed, since we’ve
come to live nearer him, I’m no sae high about them, for he has a
vermin o’ game-cocks about him, and they whiles cross the north
park and fecht wi’ mine—they’re a fair torment.”

[13] Trust.

Dan Corbet was a “queer mixture.” He was a native of Blinkbonny,

but had been out of the parish for several years; report said he had
been a smuggler on the west coast of Scotland. He returned to his
native parish about the year 1820, with scars on his face, and
without one of his eyes, which gave him a sinister look. For some
years he had been night-watchman in the churchyard, as the
outrageous custom of violating the sanctity of the grave in order to
procure subjects for surgical demonstration and actual use in
teaching anatomy had sent a thrill of horror over Scotland, and had
led to the systematic watching of churchyards by at least two
individuals every night. Dan was the paid regular watchman, and at
least one or more respectable householders by turns watched with
him. Dan’s reckless character fitted him for the dreary post; and
although none of those who watched with him respected him, they
found that he was always wakeful, and, in the matter in hand,
trustworthy.
When the night watching was given up, Dan
maintained himself by doing on a larger scale the odd THE
sorts of jobs which he had sometimes taken in hand in DUMMIE
order to add to his salary as watchman, or “dummie DOCTOR.
doctor,” as he was called. My older readers will
remember with what feelings of indignation the resurrectionists or
dummie doctors (for these were the names given to the violators of
the graves) were spoken of, and that after their disappearance the
odious name, “dummie doctor,” sometimes stuck to the watchman.
Dan acted amongst the surrounding farmers as butcher, mole-
catcher, rat-catcher, and, in a rough way, as a veterinary surgeon;
was employed as extra hand at sheep-shearings, corn-threshings,
etc. He was a regular attender of local cattle markets, fairs, races,
and games; a good and keen fisher, and strongly suspected of being
a poacher, but never convicted. He was a wiry, spare, athletic man of
about 5 feet 11 inches high, with a weatherbeaten countenance, thin
grizzled hair, and a long stride. He lived in a cottage, divided by a
single park-breadth from Knowe Park, and kept a perfect menagerie
of dogs, ferrets, goats, and fowls—the latter being principally game
sorts. His favourite pastime was cock-fighting; but it was, to Dan’s
great regret, being discountenanced and put down. He had a variety
of surnames; “the Corbie,” as a contraction of his own name, was the
most common, but he was known as the “Mowdie” (mole), the “Rat,”
the “Doctor,” the “Vet.,” and “Ggemmie,” as well as the “Dummie
Doctor” or “Dummie.”
The eggs he had given to Bell were not from his stock, but had been
got in exchange for some of these; and as he had sometimes been
employed by Bell as a butcher, there was a trade connection
between them, but the intimacy had been purely “professional,” as
Dan, in the matter of social position or religion, was looked on as
quite an outcast; and the description of him, in this respect, ranged
from “a poor creature” to “an awfu’ man.”
Dan had got a setting of eggs from a very rare strain of game fowls,
and had been loud in laying off their properties to his cronies, some
of whom, on the night that Dan “set” them, took them carefully from
under the hen and put ducks’ eggs in their place; they then crossed
the field, got over Knowe Park wall, and put Dan’s eggs under one of
Bell’s “clockers,”[14] using every precaution not to injure the eggs, as
well as to avoid detection.

[14] Clucking hens.

Dan waited long and wearily for his expected brood; he looked for
them on the reckoned day, but it passed, and the next, and the next,
until a full week had elapsed, and still no birds. Early on the eighth
morning he determined to “pitch” the eggs away, and was angrily
stooping down to lift off the hen, which, although it was a great
favourite and a “splendid sitter,” would have had a rough toss and a
long one, when he heard a cheep.
The welcome sound was marrow to his bones. “Eh!”
was his first exclamation; “what’s that? is’t possible HIDDEN
after a’?” He heard more cheeping. “Isn’t it a gude TREASUR
thing I’ve been sae patient?” Then looking at the hen, ES.
which, but a minute before, he was preparing to use
very roughly, he said, “Eh, grannie, grannie, ye’re the best clocker in
the county; eh, my auld darlin’, my queen o’ beauty, ye’ll no’ want
your handfu’ o’ groats for this—I’ll gi’e ye a peck; jist anither day,
grannie, an’ ye’ll get oot wi’ yer darlin’s, ye ace o’ diements!”
The cheeping had now become very decided, and Dan, again
addressing grannie, said: “Sit on, my flower o’ the flock, my fail-me-
never, hap[15] the giant-killers wi’ yer bonnie, golden, cosy feathers
just till the nicht, till their wee jackets an’ glancin’ spurs are dry; an’
I’ll bring a’ the neebors about seven o’clock when they come hame,
and I’ll open the door, an’ ye’ll march out like Wallington at the head
o’ the Scotch Greys at Waterloo; and will they no’ stare when they
see your sturdy family following ye like the Royal Artillery?”

[15] Cover carefully.

He then locked the door, and “warned” his cronies and neighbours to
come “sharp seven,” and they would see something really worth their
while.
Dan was in the fidgets all afternoon. Shortly before seven o’clock a
small crowd had gathered in his garden, to which Dan told the
pedigree of the birds, and spoke of their qualities in the most glowing
terms.
“Let’s see them, Dan,” said several voices; “let’s see them.”
“I’m waiting for Watty,” said Dan; and turning to a boy, said, “Gang to
the house-end, ma man, an’ see if he’s no’ comin’;” then addressing
his visitors, he said, “Watty’s the only man that I’m feared for in this
district; his birds hae beaten mine owre often; I’ll tether him noo, or
I’m cheated.”
As Dan finished this speech, Watty, a queer-looking customer
wearing a hairy skull-cap, smoking a short black pipe, and with both
hands in his pockets, joined the gathering. He gave a side nod to
Dan, and said “Hoo’s a’?” to the company.
“Noo for the show!” said Dan, as he unlocked the
’TWIXT hen-house (it was coal-house, goat-house, and
THE CUP served various other purposes), and flung the door
AND THE wide open, saying, “Come awa’, grannie, wi’ your
LIP.
‘royal family.’ There’s a pictur’, men, for ye.”
Grannie’s family had been restless, because hungry and particularly
thirsty, and she and they obeyed Dan’s summons with great
readiness and even haste.
Watty, who had till then smoked on in silence, quickly took the pipe
out of his mouth, stooped a little, shaded his eyes with one hand,
and seemed sadly puzzled. His first remark was:
“Man, Dan, they’ve awfu’ braid nebs” (broad bills).
“Braid nebs, or no’ braid nebs,” said Dan, “the game’s there onyway.”
“May be,” said Watty, “but they have maist awfu’ braid nebs,” for by
this time he and all the onlookers had “smelt a rat;” “and in ma
opinion they’re jucks.”
“Ye’re a juck!” said Dan, looking at him fiercely.
“Dinna look at me, Dan, look at them; look at their nebs, look at their
wab-feet—is thae no jucks?”
A second glance revealed to Dan that this was too true.
Roars of laughter, which only such an audience can give, ensued, in
which “Braid nebs,” “Gemm jucks,” “Grannie’s royal family,” “Tether
Watty,” were heard amidst the noisy peals of the uncontrolled and
apparently uncontrollable merriment.
Dan looked unutterable things; his face was one of dismal agony. He
took side glances at the crowd; each followed by a long look—a
perplexed, vindictive look—at the ducklings; whilst all the while the
crowd waxed merrier, and laughed louder as they saw his miserable,
heartbroken countenance.
Watty stooped down to lift a duckling, saying at the same time, “Man,
Dan, have ye lost your sicht? Div ye no’ see that thae’s jucks? Look
at their nebs, their feet, their size; hear their weet-weet;” but
“Grannie” barred the pass, flew at his hand, and pecked it sharply.
This revived the sorely afflicted Dan, and rousing himself, he said,
“Weel dune, grannie!” which the crowd received with a cheer and a
very loud laugh.
One of the onlookers, wishing to soothe Dan, said: “Jucks are as
gude as hens ony day, Dan; an’ they’re healthy-like birds.”
“You ignorant gomeral![16] you senseless blockhead! you born idiot!”
said Dan, his excitement increasing as he proceeded; “jucks like
game-cocks! jucks like the kind o’ game-cocks that should ha’ been
there, that were set by my ain hands! haud yer bletherin’[17] tongue.
Somebody’s been puggyin’[18] me. If I kent wha dared to tak’ their
nap[19] aff me, I wad gi’e them what they wad mind a’ their days; I
would fell them!”

[16] Stupid fellow.

[17] Foolish talking.

[18] Playing monkey tricks.

[19] Fun.

A large crowd had now collected in Dan’s garden, and when the
new-comers heard the cause of the merriment, they joined in it and
kept it up.
“What are ye a’ doin’ laughin’ there at, like
LET heeawnies [hyenas]? Out o’ this, every one o’ ye, or
SLEEPING I’ll gar some o’ ye laugh on the ither side o’ yer lug
DOGS LIE. [ear]!” said Dan, looking daggers.
“Lock them up, Dan, for fear the witches change them into turkeys,”
said one of the crowd.
This made Dan furious: he seized an old spade which lay on the top
of his hen-house, and vowed that he “would fell ony man that said
another word.”
“If ye can catch him,” said a waif, with a knowing wink; and he made
off as fast as he could.
“If I can what?” said Dan. “I believe you’re the vagabond that’s
puggied me, and I’ll catch ye, supple an’ a’ as ye think ye are!”
Dan started, holding the spade over his head, fury in his eye,
vengeance in his heart. The crowd saw that his blood was up, and
cried, “Run, run, run for your very life!”
The man got into the field that lay between Dan’s cottage and Knowe
Park; Dan followed, as did also many of the crowd. The pursued
man, repenting of his rashness, and fearing the worst, as well he
might, made straight for Knowe Park wall.
Bell had heard the laughter when milking Daisy; Mr. and Mrs. Barrie
had heard it when taking an evening stroll in the garden, and all
three were standing at the wall wondering what could cause it, as the
laughter was unusually boisterous. They saw the chase begin. The
flying man observed Mr. Barrie, and made toward him as to a city of
refuge. When Mr. Barrie saw Dan rushing on, so dangerously armed
and so furious, he cried loudly, “Stop, Corbett! stop! I command you.”
This made Dan slacken his pace and lower his spade, but he walked
sulkily on with the crowd, saying, “I’m no’ dune wi’ him yet. I’ll gi’e
him’t for this yet.—Wait a wee, just wait a wee,” until they came to
the wall of the garden.
“Whatever is all this about?” said Mr. Barrie. “What’s wrong, Corbett,
that you are so furious?”
“A’s wrang, sir, a’s wrang. I’ve been rubbit [i.e. robbed], an’ insulted,
an’ chagareened by that—” It took Dan a little time to select an
epithet strong enough for the occasion, and at the same time fit for
the minister’s ears. This was a difficult matter; many rushed to his
tongue-end, strong, withering, seasoned; undoubtedly, had it not
been for Mr. Barrie, he would have fired them off in a volley, and
greatly relieved himself thereby. At length he hurled out, “that
unhanged vagabond, he’s puggied me, but—”
Mr. Barrie looked at Dan, and said, “Stop, Corbett, say no more till
your passion cools;” then turning to the crowd he said, “What is the
cause of this unseemly uproar?”
Watty and several others began to explain the affair,
but every one that attempted it had to stop after saying PROBING
a word or two; even the offending man, although now THE
quite safe, was unable to get beyond “Dan set hens’ WOUND.
eggs” for laughing, and every man in the field was
writhing in fits and contortions, through excessive laughter, with the
exception of Dan, on whom the laughter was telling like oil on a
flame.
Mr. Barrie looked at Dan, and seeing that he was becoming even
more ferocious, said calmly: “Corbett, from the behaviour of the
crowd I suspect they have been playing some trick on you, and they
evidently have succeeded to their entire satisfaction, but to your
great annoyance. Please tell me really what has excited you.”
Dan told his story. The laughter was quite as general, but became
more distant as he proceeded, for whilst telling his tale he scowled
on the “grinning baboons,” as he called them, and clutched his
spade angrily, which still further widened the circle. Although Mr.
Barrie remained grave, Mrs. Barrie could not but laugh quietly, and
Bell, sheltered by an evergreen shrub, did so heartily, repeating,
“Well, I never!” All at once she stopped, thought a little, then saying
to herself, “That explains it,” she came close to the wall at the point
where Dan stood, and said: “There’s a brood o’ chickens, lang-leggit,
sharp-nebbit things, come to me that I never set; they’re maybe
yours, they’re no ours—they’re come-o’-wills.”
“What!” said Dan; “whan did they come out?”
“This day week exactly.”
“Let’s see them. Come in, Watty, an’ gie’s your skill o’ them,” said
Dan, with a happier but still nervous face; then addressing himself to
Bell, he said: “Hoo mony came oot?”
“Eleven out o’ thirteen; there were twa eggs did naething.”
“That’s very gude; that’s grand!” said Dan, who was already climbing
the wall to get in.
“Had ye no’ better wait till the morn’s mornin’?” said the considerate
Bell. “They’re a’ shut up for the nicht, an’ cosy under their mother’s
wing; ye’ll disturb them, puir things.”
“I maun see them the nicht; I’ll no’ live if I dinna see them the noo,
but I’ll be real canny wi’ them. Come on.”
Dan, Watty, and Bell went to the “cavie” or hencoop,
folded back the old bag which had been dropt over the BETTER
front of it to keep the inmates warm, and Dan saw to LO’ED YE
his intense delight two little heads peeping from under CANNA
their feathery covering. His educated although single BE.
eye at once settled the kind: “Game, game, every inch o’ them, and
baith cocks!” Then turning to his crony he said: “Watty, you’ll lift the
hen canny, canny, an’ I’ll tak’ stock.”
The result was “six cocks an’ five hens, the real true-blue breed,”
declared by Dan, and confirmed by Watty, with the addition of, “Dan,
ye’re rich noo.”
Bell would not hear of them being shifted that night, and ultimately
persuaded Dan to “leave them wi’ her hen till they were pickin’ for
themselves; she would take care o’ them, an’ nae cats could get
near them, for she had just gotten new nets.”
Dan got Bell to take the ducks,—“he couldn’t bear them; there was
nae water for them; his fowls wad dab them till there was no’ ane
left; it wad be a great obleegement to him.”
When Dan got home he could not rest; he smartly took down his
fishing-rod and strode to the waterside. The evening air cooled him,
and he was further consoled by a good take. Under the “bass” (straw
door-mat) at Knowe Park kitchen door next morning, Bell found a
ten-pound salmon and three good large trouts—possibly they had
not passed the water-bailiffs. Bell looked at all sides of the question
of “what to do with them?” Many difficulties presented themselves to
her honest, correct mind, and as the greatest of these was, “What
else could she do with them?” she took in the foundlings and used
them well.
There was a little coming and going between Bell and Dan, until the
chickens were able to shift for themselves. When that was the case,
he carried them carefully over to his own house, and shared it with
them for a few months. The ducklings throve with Bell, and she
repaid Dan for them and the fish (for she found out that her guess as
to its having come from Dan was correct) in several ways, but
principally by occasional dozens of her “buttered” eggs. When eggs
were abundant, and therefore cheap, she preserved a large quantity
by rubbing them when newly laid with a very little butter all over, and
keeping them in salt. It was generally thought that she had some
special receipt or “secret,” for her buttered eggs had a fresh, curdy,
rich flavour that few preservers could attain to.
A penurious old maid had complained to Bell that “she did not
understand her hens; she was quite provoked at them, because in
the summer-time, when eggs were only sixpence the dozen, they
laid lots, but in the winter-time, when they were more than double
that price, they would not lay at all.”
Bell’s reply was: “I daresay no’; but ’deed, mem, ye’ll
CATCHING need to baith feed them better, an’ keep them
A TARTAR. cleaner and cosier, or they’ll do but little for you.”
The nicknames by which Dan had formerly been distinguished were,
after the affair of the ducklings, dropt entirely out of use, and he was
thereafter spoken of as “Braidnebs,” although none could use it in his
hearing with impunity.
Thomas Scott, the farmer of Babbie’s Mill, a forward ill-bred man,
was speaking in the market to Mr. Taylor, the elder already referred
to in these “Bits.” Dan chanced to pass near them, and the miller
said, loud enough for him and the most of the folks about the cross
to hear him, “Braidnebs or no’ braidnebs, the game’s there onyway.”
Dan scowled at the miller, and tried to suppress his rage. In his own
words, “I tried to steek[20] my mouth, but there was a rattlin’ in my
throat like to choke me. I lookit at Mr. Taylor. He kent,[21] ’deed a’body
kent, that the miller’s wife was a yammerin’[22] petted cat, an’ I said,
‘Maister Taylor, there’s a big bubblyjock[23] gangs about Babbie’s Mill
yonder, but he’s dabbit[24] to death wi’ a hen.’”

[20] Shut.
 [21] Knew.

[22] Grumbling.

[23] Turkey-cock.

[24] Pecked.

Poor “Babbie’s Mill” was well known to be “hen-pecked” at home,

and the laugh was so cleverly, so deservedly, so daringly turned
against him, that he was nonplussed for a little; but he screwed up
his courage, and tried to look disdainfully at Dan. Dan’s single eye
was glaring at him, and the blank socket of his other eye was
twitching nervously. The miller looked bold, and said: “Go about your
business, ye ill-tongued scoundrel!”
“Ye what?” shrieked Dan, going close up to the miller, who stept back
and tried to move off; but Dan followed him closely, and poured out,
in a voice compounded of bawling, howling, and hissing, whilst all
the while his arm moved quickly up and down: “What did ye say?—
ill-tongued? Wha has as ill a tongue as yoursel’, if it be na your wife?
Ye’ll daur to insult a man in the middle o’ the street that wasna
meddlin’ wi’ you, an’ then speak o’ him being ill-tongued! Gae hame
to Babbie’s Mill an ‘clapper’ there like yer auld mill, an’ tak’ double
‘mouters’[25] out o’ ither folk’s sacks to fill yer ain. Ye’re no’ mealy-
mooed [mouthed] though ye’re a miller; dicht the stour aff your ain
tongue before ye try to mend ither folks. You should be the last man
to ca’ onybody a scoundrel; them that meets ye in the market wad
think butter wadna melt in yer mouth, but let them gang to Babbie’s
Mill an’ they’ll find ye can chew gey hard beans. What d’ye think o’