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ROCKSWOLD
LIAL
HORNSBY
A GRAPHICAL APPROACH TO
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7TH EDITION
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7TH
EDITION
Contents vii
5.3 Rational Equations, Inequalities, Models, 6.4 Logarithmic Functions 410

and Applications 318 Graphs of Logarithmic Functions • Finding an
Solving Rational Equations and Inequalities Inverse of an Exponential Function • A Logarithmic
• Models and Applications of Rational Functions Model
• Inverse Variation • Combined and Joint Variation
6.5 Exponential and Logarithmic Equations
• Rate of Work
and Inequalities 420
Reviewing Basic Concepts Exponential Equations and Inequalities (Type 2)
(Sections 5.1–5.3) 335 • Logarithmic Equations and Inequalities
Unifying Rational Functions 336 • Equations Involving Exponentials and Logarithms
• Formulas Involving Exponentials and Logarithms
5.4 Functions Defined by Powers
and Roots 338 Unifying Logarithmic Functions 430
Power and Root Functions • Modeling Using Power 6.6 Further Applications and Modeling
n
Functions • Graphs of f (x) = 2ax + b • Graphing with Exponential and Logarithmic
Circles and Horizontal Parabolas Using Root Functions Functions 432
5.5 Equations, Inequalities, and Applications Physical Science Applications • Financial and Other
Involving Root Functions 350 Applications • Modeling Data with Exponential and
Equations and Inequalities • An Application of Root Logarithmic Functions
Functions Reviewing Basic Concepts
Reviewing Basic Concepts (Sections 6.4–6.6) 445
(Sections 5.4–5.5) 361 Summary Exercises on Functions: Domains,
Unifying Root Functions 362 Defining Equations, and Composition 446
Finding the Domain of a Function: A Summary
Summary 364
• Determining Whether an Equation Defines y as
Review Exercises 366 a Function of x • Composite Functions and Their
Test 369 Domains
Summary 451
Review Exercises 454
6 Inverse, Exponential, and
Test 458
Logarithmic Functions 371
6.1 Inverse Functions 372
Inverse Operations • One-to-One Functions • Inverse
7 Systems and Matrices 460
Functions and Their Graphs • Equations of Inverse
7.1 Systems of Equations 461
Functions • An Application of Inverse Functions to
Linear Systems • Substitution Method • Elimination
Cryptography
Method • Special Systems • Nonlinear Systems
6.2 Exponential Functions 383 • Applications of Systems
Real-Number Exponents • Graphs of Exponential
7.2 Solution of Linear Systems
Functions • Exponential Equations (Type 1)
in Three Variables 474
• Compound Interest • The Number e and
Geometric Considerations • Analytic Solution of
Continuous Compounding • An Application of
Systems in Three Variables • Applications of Systems
Exponential Functions
• Fitting Data Using a System
Unifying Exponential Functions 397
7.3 Solution of Linear Systems by Row
6.3 Logarithms and Their Properties 399 Transformations 484
Definition of Logarithm • Common Logarithms Matrix Row Transformations • Row Echelon Method
• Natural Logarithms • Properties of Logarithms (Gaussian Elimination) • Reduced Row Echelon
• Change-of-Base Rule Method • Special Cases • An Application of Matrices
Reviewing Basic Concepts Reviewing Basic Concepts
(Sections 6.1–6.3) 409 (Sections 7.1–7.3) 499
A01_LIAL8236_07_AIE_FM_i-xx.indd 7 27/11/17 3:33 PM

viii Contents
7.4 Matrix Properties and Operations 499 8.4 Introduction to Parametric

Terminology of Matrices • Operations on Matrices Equations 598
• Applying Matrix Algebra Introduction • Graphs of Parametric Equations and
Their Rectangular Equivalents • Alternative Forms of
7.5 Determinants and Cramer’s Rule 512
Parametric Equations • An Application of Parametric
Determinants of 2 : 2 Matrices • Determinants of
Equations
Larger Matrices • Derivation of Cramer’s Rule
• Using Cramer’s Rule to Solve Systems Reviewing Basic Concepts
(Sections 8.3–8.4) 604
7.6 Solution of Linear Systems by Matrix
Summary 604
Inverses 522
Identity Matrices • Multiplicative Inverses of Square Review Exercises 607
Matrices • Using Determinants to Find Inverses Test 609
• Solving Linear Systems Using Inverse Matrices
• Fitting Data Using a System
Reviewing Basic Concepts 9 The Unit Circle
(Sections 7.4–7.6) 533 and the Functions
7.7 Systems of Inequalities and Linear of Trigonometry 611
Programming 534
Solving Linear Inequalities • Solving Systems of 9.1 Angles, Arcs, and Their Measures 612
Inequalities • Linear Programming Basic Terminology • Degree Measure • Standard
Position and Coterminal Angles • Radian Measure
7.8 Partial Fractions 545
• Arc Lengths and Areas of Sectors • Linear and
Decomposition of Rational Expressions • Distinct
Angular Speed
Linear Factors • Repeated Linear Factors • Distinct
Linear and Quadratic Factors • Repeated Quadratic 9.2 The Unit Circle and Its Functions 628
Factors Trigonometric (Circular) Functions • Using a
Reviewing Basic Concepts Calculator to Find Function Values • Exact Function
p p p
(Sections 7.7–7.8) 552 Values for , , and
4 6 3
Summary 553
Reviewing Basic Concepts
Review Exercises 556 (Sections 9.1–9.2) 638
Test 559
9.3 Graphs of the Sine and Cosine
Functions 639
8 Conic Sections, Nonlinear

Periodic Functions • Graph of the Sine Function
• Graph of the Cosine Function • Graphing
Systems, and Parametric Techniques, Amplitude, and Period • Translations
Equations 561 and Transformations • Determining a Trigonometric
Model Using Curve Fitting
8.1 Circles Revisited and Parabolas 562 9.4 Graphs of the Other Circular
Conic Sections • Equations and Graphs of Circles Functions 659
• Equations and Graphs of Parabolas • Translations Graphs of the Secant and Cosecant Functions
of Parabolas • An Application of Parabolas • Graphs of the Tangent and Cotangent Functions
8.2 Ellipses and Hyperbolas 575 Reviewing Basic Concepts
Equations and Graphs of Ellipses • Translations of (Sections 9.3–9.4) 672
Ellipses • An Application of Ellipses • Equations and
9.5 Functions of Angles and Fundamental
Graphs of Hyperbolas • Translations of Hyperbolas
Identities 672
Reviewing Basic Concepts Trigonometric Functions • Function Values of
(Sections 8.1–8.2) 587 Quadrantal Angles • Reciprocal Identities • Signs
8.3 The Conic Sections and Nonlinear and Ranges of Function Values • Pythagorean
Systems 587 Identities • Quotient Identities • An Application of
Characteristics • Identifying Conic Sections Trigonometric Functions
• Eccentricity • Nonlinear Systems

Contents ix
9.6 Evaluating Trigonometric Functions 685 10.6 Trigonometric Equations

Definitions of the Trigonometric Functions and Inequalities (II) 787
• Trigonometric Function Values of Special Angles Equations and Inequalities Involving Multiple-Number
• Cofunction Identities • Reference Angles • Special Identities • Equations and Inequalities Involving Half-
Angles as Reference Angles • Finding Function Number Identities • Applications of Trigonometric
Values with a Calculator • Finding Angle Measures Equations
• Function Values as Lengths of Line Segments Reviewing Basic Concepts
9.7 Applications of Right Triangles 700 (Sections 10.5–10.6) 795
Significant Digits • Solving Triangles • Angles of Unifying Trigonometric Functions 796
Elevation or Depression • Bearing • An Application Summary 798
about Airport Runway Numbers • Further
Review Exercises 800
Applications of Trigonometric Functions
Test 803
9.8 Harmonic Motion 713
Simple Harmonic Motion • Damped Oscillatory
Motion
11 Applications of Trigonometry
(Sections 9.5–9.8) 718
and Vectors 805
Summary 719 11.1 The Law of Sines 806
Review Exercises 723 Congruency and Oblique Triangles • Derivation
Test 727 of the Law of Sines • Using the Law of Sines
• Ambiguous Case
11.2 The Law of Cosines and Area

10 Trigonometric Identities Formulas 819
and Equations 729 Derivation of the Law of Cosines • Using the Law of
Cosines • Area Formulas
10.1 Trigonometric Identities 730 11.3 Vectors and Their Applications 830
Fundamental Identities • Using the Fundamental Basic Terminology • Interpretations of Vectors
Identities • Verifying Identities • Operations with Vectors • Dot Product and the
10.2 Sum and Difference Identities 741 Angle between Vectors • Applications of Vectors
Cosine Sum and Difference Identities • Sine and Reviewing Basic Concepts
Tangent Sum and Difference Identities (Sections 11.1–11.3) 844
Reviewing Basic Concepts 11.4 Trigonometric (Polar) Form of
(Sections 10.1–10.2) 750 Complex Numbers 845
10.3 Further Identities 750 The Complex Plane and Vector Representation
Double-Number Identities • Product-to-Sum and • Trigonometric (Polar) Form • Products of Complex
Sum-to-Product Identities • Half-Number Identities Numbers in Trigonometric Form • Quotients of
Complex Numbers in Trigonometric Form
10.4 The Inverse Circular Functions 763
Review of Inverse Functions • Inverse Sine Function 11.5 Powers and Roots of Complex
• Inverse Cosine Function • Inverse Tangent Function Numbers 854
• Other Inverse Trigonometric Functions • Inverse Powers of Complex Numbers (De Moivre’s Theorem)
Function Values as Angles • An Application • Roots of Complex Numbers
Reviewing Basic Concepts Reviewing Basic Concepts

(Sections 10.3–10.4) 778 (Sections 11.4–11.5) 860
10.5 Trigonometric Equations and 11.6 Polar Equations and Graphs 860
Inequalities (I) 779 Polar Coordinate System • Graphs of Polar
Equations and Inequalities Solvable by Linear Equations • Classifying Polar Equations • Converting
Methods • Equations and Inequalities Solvable Equations
by Quadratic Methods • Using Trigonometric
Identities to Solve Equations

x Contents
11.7 More Parametric Equations 870

Parametric Graphing Revisited • Parametric 13 Limits, Derivatives, and
Equations with Trigonometric Functions • The Definite Integrals 955
Cycloid • Applications of Parametric Equations
Reviewing Basic Concepts 13.1 An Introduction to Limits 956
(Sections 11.6–11.7) 878 Limit of a Function • Finding Limits of Various Types
Summary 878 of Functions • Limits That Do Not Exist
Review Exercises 881 13.2 Techniques for Calculating Limits 964

Test 883 Rules for Limits • Limits Involving Trigonometric
Functions
13.3 One-Sided Limits and Limits Involving

12 Further Topics in Infinity 971
Algebra 885 Right- and Left-Hand Limits • Infinity as a Limit
• Limits as x Approaches { ∞
12.1 Sequences and Series 886 Reviewing Basic Concepts
Sequences • Series and Summation Notation (Sections 13.1–13.3) 980
• Summation Properties
13.4 Tangent Lines and Derivatives 981
12.2 Arithmetic Sequences and Series 896 The Tangent Line as a Limit of Secant Lines
Arithmetic Sequences • Arithmetic Series • Derivative of a Function • Interpretation of the
Derivative as a Rate of Change • Marginal Concept
12.3 Geometric Sequences and Series 904
in Economics
Geometric Sequences • Geometric Series • Infinite
Geometric Series • Annuities 13.5 Area and the Definite Integral 993
Reviewing Basic Concepts Areas by Approximation • The Definite Integral
(Sections 12.1–12.3) 914 Reviewing Basic Concepts
(Sections 13.4–13.5) 1000
12.4 Counting Theory 914
Fundamental Principle of Counting • n-Factorial Summary 1000
• Permutations • Combinations • Distinguishing Review Exercises 1002
between Permutations and Combinations Test 1005
12.5 The Binomial Theorem 923
A Binomial Expansion Pattern • Pascal’s Triangle
• Binomial Coefficients • The Binomial Theorem R Review: Basic Algebraic
• r th Term of a Binomial Expansion Concepts 1007
(Sections 12.4–12.5) 930 R.1 Review of Sets 1008
Vocabulary and Symbols • Finite and Infinite Sets
12.6 Mathematical Induction 930 • Subsets and Venn Diagrams • Complement of a Set
Proof by Mathematical Induction • Proving
• Union and Intersection of Sets
Statements • Generalized Principle of Mathematical
Induction • Proof of the Binomial Theorem R.2 Review of Exponents and
Polynomials 1013
12.7 Probability 937 Rules for Exponents • Terminology for Polynomials
Basic Concepts • Complements and Venn Diagrams
• Adding and Subtracting Polynomials • Multiplying
• Odds • Union of Two Events • Binomial Probability
Polynomials
(Sections 12.6–12.7) 947 R.3 Review of Factoring 1019
Factoring Out the Greatest Common Factor
Summary 948
• Factoring by Grouping • Factoring Trinomials
Review Exercises 952 • Factoring Special Products • Factoring by
Test 954 Substitution

Contents xi
R.4 Review of Rational Expressions 1025 Appendix A: Geometry Formulas 1049

Domain of a Rational Expression • Lowest Terms
of a Rational Expression • Multiplying and Dividing Appendix B: Vectors in Space 1051
Rational Expressions • Adding and Subtracting Appendix C: Polar Form of Conic
Rational Expressions • Complex Fractions
Sections 1056
R.5 Review of Negative and Rational
Exponents 1033 Appendix D: Rotation of Axes 1060
Negative Exponents and the Quotient Rule Answers to Selected Exercises A-1
• Rational Exponents
Photo Credits C-1
R.6 Review of Radicals 1039
Radical Notation • Rules for Radicals • Simplifying Index I-1
Radicals • Operations with Radicals • Rationalizing
Denominators
Test 1046

Preface
Although A Graphical Approach to Precalculus with Limits: A Unit Circle Approach

has evolved significantly from earlier editions, it retains the strengths of those edi-
tions and provides new and relevant opportunities for students and instructors alike.
We realize that today’s classroom experience is evolving and that technology-based
teaching and learning aids have become essential to address the ever-changing needs
of instructors and students. As a result, we have worked to provide support for all
classroom types—traditional, hybrid, and online. In the seventh edition, text and
online materials are more tightly integrated than ever before. This enhances flexibility
and ease of use for instructors and increases success for students. See pages xviii–xx
for descriptions of these materials.
This text incorporates an open design, helpful features, careful explanations of
topics, and a comprehensive package of supplements and study aids. We continue
to offer an Annotated Instructor’s Edition, in which answers to both even- and odd-
numbered exercises are provided either beside the exercises (if space permits) or in
the back of the text for the instructor.
A Graphical Approach to Precalculus with Limits: A Unit Circle Approach was
one of the first texts to reorganize the typical table of contents to maximize the use of
graphs to support solutions of equations and inequalities. It maintains its unique table
of contents and functions-based approach (as outlined in the Foreword and in front
of the text) and includes additional components to build skills, address critical think-
ing, and give students a wealth of opportunities to solve applications and make use of
technology to support traditional analytic solutions.
This text is part of a series that also includes the following titles:
●● A Graphical Approach to College Algebra, Seventh Edition, by Hornsby,
Lial, and Rockswold
●● A Graphical Approach to Algebra and Trigonometry, Seventh Edition, by
Hornsby, Lial, and Rockswold
The book is written to accommodate students who have access to graphing calcula-
tors. We have chosen to use screens from the TI-84 Plus C emulator. However, we
do not include specific keystroke instructions because of the wide variety of models
available. Students should refer to the guides provided with their calculators for spe-
cific information.
New to This Edition

There are many places in the text where we have refined individual presentations and
added examples, exercises, and applications based on reviewer feedback. The changes
you may notice include the following:
●● A NEW recurring feature is titled Unifying Functions. Following discussion
of each of the important functions (for example, Unifying Linear Functions
on page 67), we present a concise summary that covers Analyzing the Graph,
Solving an Equation, Solving an Inequality, and Solving an Application. This
feature reinforces the general approach of the text. Accompanying videos are
embedded in the eText and assessment questions are available in MyLab Math.
xii

Preface xiii
●● Applications have been updated throughout the text in such areas as

organic food sales, video-on-demand, active Twitter users, worldwide
WhatsApp usage, U.S. Snapchat users, top social networks, wearable technol-
ogy, fast-food restaurant and advertising revenue, world records in track, college
enrollment, poverty-level income cutoffs, health care expenditures, online sales,
airport runway designations, online gaming revenue, population, vehicle sales,
and pollutant emissions.
●● Graphing calculator screens have been updated using the TI-84 Plus C
emulator, often employing pedagogical color.
●● Chapter 1 New Technology Note explaining the equivalence of different
function notation styles; updated examples throughout.
●● Chapter 2 More discussion about the constant function; more exercises
that determine whether a function is odd or even; additional discussion,
examples, and exercises about the order in which to apply combinations
of transformations; the difference quotient and average rate of change; com-
posite functions and their domains; additional examples of graphical solu-
tions to equations and inequalities; a new subsection on error tolerances with
examples and exercises; more graphing of absolute value functions by hand;
a new example and exercises related to piecewise-defined functions.
(Note: Chapter 3 from the previous edition has been divided into two
chapters at the suggestion of reviewers. In the seventh edition, Chapter 3
consists of former Sections 3.1–3.4, and Chapter 4 consists of former
Sections 3.5–3.8.)
●● Chapter 3 Additional exercises on quotients of complex numbers; a new
subsection on “A Quadratic Relation: The Circle” (this gives the instructor
the option to cover circles and completing the square to find the center and
radius earlier than in previous editions); new examples and exercises have
been added throughout; exercises on complex numbers and exercises on
circles have been added to the end-of-chapter Summary and Test.
●● Chapter 4 Introduces the terms upper bound and lower bound; updated
examples and exercises appear throughout; additional exercises on polynomial
function behavior.
●● Chapter 5 A new example about analyzing graphs of rational functions;
new exercises where asymptotes are described using limit notation; new
examples and exercises where rational functions are graphed by hand; new
examples in which rational inequalities are solved; additional discussion
about graphing circles with a calculator; new exercises that involve solving
radical inequalities.
●● Chapter 6 Applications of logarithms with bases other than e and 10 have
been supplemented with discussion of modern calculator capabilities of
computing them directly (the change-of-base rule is still covered); a new
example on modeling the number of monthly active Twitter accounts; new
discussion, example, and exercises on modeling with logistic functions.
●● Chapter 7 Additional exercises that provide practice in solving systems of
equations; more investment examples and applications; new coverage of
systems that have infinitely many solutions; many new examples and exer-
cises in which systems are solved by hand using row transformations; more
discussion and exercises that involve solving rational inequalities; a new
example and exercises about partial fraction decomposition.
●● Chapter 8 An example using parametric equations for an object in motion
has been expanded; new exercises for parametric graphs have been included.

xiv Preface
●● Chapter 9 A new subsection that discusses the real life application of

airport runways, including an example and exercises; new examples of
finding trigonometric function values using reference angles, finding angle
measures by hand, evaluating trigonometric functions involving triangles,
evaluating circular functions, and analyzing damped harmonic motion; new
and additional exercises related to clock hands and angular velocity, rational-
izing the denominator, reference angles, evaluating inverse trigonometric
functions, solving triangles, finding exact values of trigonometric functions,
writing equations of given graphs, modeling real data, damped harmonic
motion, music, and function values as lengths of line segments.
●● Chapter 10 A complete revision of the material covering the inverse cotan-
gent, inverse secant, and inverse cosecant functions, including new Function
Capsules; new Concept Check exercises, including matching exercises; addi-
tional exercises related to solving trigonometric equations.
●● Chapter 11 New Concept Check exercises and a new Discussing Concept
feature; rewording to make identities and trigonometry, in general, more
accessible; additional graphing calculator explanations and solutions involv-
ing polar coordinates; new exercises involving whether a triangle with the
given conditions exists; additional exercises involving plotting complex
numbers in the complex plane.
●● Chapter 12 New exercises in solving inequalities that involve both
sequences and series; new examples and exercises about mathematical
induction; more discussion and exercises about odds in gambling.
●● Chapter 13 New examples covering limits at points of discontinuity, limits of
square root functions, finding the equation of a tangent line and graphing it, inter-
preting the derivative in an application; new exercises involving limits at points
of discontinuity, rational and trigonometric functions, both full and one-sided
limits of square root, logarithmic, absolute value, and exponential functions; new
exercises requiring equations of tangent lines, interpretation of the derivative, and
evaluating a definite integral geometrically; two new Discussing Concepts.
●● Chapter R (formerly called “Reference,” now called “Review”) A section
on Review of Sets has been added.
Features
We are pleased to offer the following enhanced features:
Chapter Openers Chapter openers provide a chapter outline and a brief discus-
sion related to the chapter content.
Enhanced Examples We have replaced some examples and have included many
new examples in this edition. We have also polished solutions and incorporated more
explanatory comments and pointers.
Hand-Drawn Graphs We have incorporated many graphs featuring a “hand-

drawn” style that simulates how a student might actually sketch a graph on grid paper.
Accompanying videos are available in the MyLab Math multimedia library.
Dual-Solution Format Selected examples continue to provide side-by-side ana-

lytic and graphing calculator solutions, to connect traditional analytic methods for
solving problems with graphical methods of solution or support. NEW! Embedded
links in the eText enable students to launch a pop-up GeoGebra graphing calculator
for these examples (see icon to left).

Preface xv
Pointers Comments with pointers (bubbles) provide students with on-the-spot

explanations, reminders, and warnings about common pitfalls.
Highlighted Section and Figure References Within the text we use boldface
type when referring to numbered sections and exercises (e.g., Section 2.1, Exercises
15–20). We also use a corresponding font when referring to numbered figures (e.g.,
FIGURE 1). We thank Gerald M. Kiser of Woodbury (New Jersey) High School for this
latter suggestion.
Figures and Photos Today’s students are more visually oriented than ever. As a
result, we have made a concerted effort to provide more figures, diagrams, tables, and
graphs, including the “hand-drawn” style of graphs, whenever possible. And we often
provide photos to accompany applications in examples and exercises.
Function Capsules These special boxes offer a comprehensive, visual introduc-

tion to each class of function and serve as an excellent resource for reference and
review. Each capsule includes traditional and calculator graphs and a calculator table
of values, as well as the domain, range, and other specific information about the func-
tion. Abbreviated versions of function capsules are provided on the inside back cover
of the text.
What Went Wrong? This popular feature explores errors that students often
make when using graphing technology and provides an avenue for instructors to
highlight and discuss such errors. Answers are included on the same page as the
“What Went Wrong?” boxes. Accompanying videos are available in the MyLab Math
multimedia library.
Cautions and Notes These features warn students of common errors and empha-
size important ideas throughout the exposition.
Looking Ahead to Calculus These margin notes provide glimpses into how the
algebraic topics the students are currently studying are used in calculus.
Algebra Reviews This feature, which appears in the margin of the text, provides
“just in time” review by indicating where students can find additional help with
important topics from algebra.
Technology Notes Also appearing in the margin, these notes provide tips on how
to use graphing calculators more effectively.
Discussing Concepts These activities appear within the exposition or in the

margins and offer material on important concepts for instructors and students to inves-
tigate or discuss in class.
Exercise Sets We have taken special care to respond to the suggestions of users
and reviewers and have added hundreds of new exercises to this edition on the basis
of their feedback. The text continues to provide students with ample opportunities to
practice, apply, connect, and extend concepts and skills. We have included writing
exercises as well as multiple-choice, matching, true/false, and completion prob-
lems. Exercises marked CONCEPT CHECK focus on mathematical thinking and concep-
tual understanding, while those marked CHECKING ANALYTIC SKILLS are intended to be
solved without the use of a calculator.
Relating Concepts These groups of exercises appear in selected exercise sets. They
link topics together and highlight relationships among various concepts and skills. All
answers to these problems appear in the answer section at the back of the student text.

xvi Preface
Reviewing Basic Concepts These sets of exercises appear every two or three
sections and give students an opportunity to review and check their understanding of
the material in preceding sections. All answers to these problems are included in the
answer section.
Chapter Review Material One of the most popular features of the text, each end-
of-chapter Summary features a section-by-section list of Key Terms and Symbols, in
addition to Key Concepts. A comprehensive set of Chapter Review Exercises and a
Chapter Test are also included.
Acknowledgments
Previous editions of this text were published after thousands of hours of work, not only
by the authors, but also by reviewers, instructors, students, answer checkers, and editors.
To these individuals and to all those who have worked in some way on this text over the
years, we are most grateful for your contributions. We could not have done it without you.
We especially wish to thank the following individuals who provided valuable
input to this and previous editions of the text.
Judy Ahrens, Pellissippi State Technical College Cheryl Kane, University of Nebraska
Randall Allbritton, Daytona Beach Community Mike Keller, St. John’s River Community College
College M. R. Khadivi, Jackson State University
Jamie Ashby, Texarkana College Rosemary Kradel, Lehigh Carbon Community College
Scott E. Barnett, Henry Ford Community College Rachel Lamp, North Iowa Area Community College
Gloria Bass, Mercer University Sharon Hawkins MacKendrick, New Mexico State Uni-
Pat Bassett, Palm Beach Atlantic University versity at Grants
Matthew Benander, Pima Community College, Northwest Nancy Matthews, University of Oklahoma
Campus Mary Merchant, Cedar Valley College
Kassy Bender, Rowan-Cabarrus Community College Dr. Christian R. Miller, Glendale Community College
Daniel Biles, Western Kentucky University Peggy Miller, University of Nebraska at Kearney
Linda Buchanan, Howard College Phillip Miller, Indiana University Southeast
Sylvia Calcano, Lake City Community College Stacey McNiel, Lake City Community College
Megan Cavanah, Polk State College, Lakeland Campus Richard Montgomery, The University of Connecticut
Faye Childress, Central Piedmont Community College Lloyd Moyo, Henderson State University
Mark Crawford, Waubonsee Community College Michael Nasab, Long Beach City College
Bettyann Daley, University of Delaware Jon Odell, Richland Community College
Sandy Derry, Butler Community College Karen Pender, Chaffey College
Jacqueline Donofrio, Monroe Community College Zikica Perovic, Normandale Community College
Patricia Dueck, Scottsdale Community College Mary Anne Petruska, Pensacola State College
Mickle Duggan, East Central University Susan Pfeifer, Butler County Community College,
Douglas Dunbar, Northwest Florida State College Andover
Nancy Eschen, Florida Community College at Jacksonville John Putnam, University of Northern Colorado
Donna Fatheree, University of Louisiana at Lafayette Charles Roberts, Mercer University
Nerissa Felder, Polk State College, Lakeland Campus Donna Saye, Georgia Southern University
Linda Fosnaugh, Midwestern State University Alicia Schlintz, Meredith College
William Frederick, Indiana Purdue University, Fort Wayne Linda K. Schmidt, Greenville Technical College
Henry Graves, Trident Technical College Mike Shirazi, Germanna Community College
Kim Gregor, Delaware Technical Community College Jed Soifer, Atlantic Cape Community College
Susan Hiatt, Polk State College, Lakeland Campus Betty Swift, Cerritos College
Sandee House, Georgia Perimeter College Julie Tarr, Pima Community College
Teresa Houston, Jackson State University Jennifer Walsh, Daytona Beach Community College
W. H. Howland, University of St. Thomas (Houston) Robert Woods, Broome Community College
Ana Jimenez, Pima Community College Fred Worth, Henderson State University
Tuesday J. Johnson, New Mexico State University Kevin Yokoyama, College of the Redwoods

Preface xvii
Over the years we have come to rely on an extensive team of experienced professionals at
Pearson: Anne Kelly, Chelsea Kharakozova, Kathy Manley, Ashley Gordon, Joe Vetere,
Peggy Lucas, Stacey Sveum, Megan Burns, and Marielle Guiney. Thank you to everyone.
We thank Jessica Rockswold, who provided invaluable support and assistance
throughout all phases of writing and production. Terry Krieger deserves special rec-
ognition for his work with the answers and accuracy checking. Thanks are also due
Carol Merrigan for her valuable help as project manager. Finally, we thank Paul
Lorczak, Hal Whipple, Dave Atwood, Jack Hornsby, and Mark Rockswold for check-
ing answers and page proofs. As an author team, we are committed to providing the
best possible text to help instructors teach effectively and help students succeed.
John Hornsby
Gary Rockswold

xviii
MyLab™ Math Online Course for A Graphical

Approach to Precalculus with Limits: A Unit
Circle Approach 7th edition by Hornsby, Lial,
and Rockswold (access code required)
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xix
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By David Atwood, Rochester Community and Techni-
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This manual provides complete solutions to all text
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1
Linear Functions, Equations,
and Inequalities
A map is an example of a plane
in which points can be located
with rectangular coordinates,
such as those provided by the
Global Positioning System (GPS).
Two cities can be represented by
points on the map, and the short-
est distance between them is
the measure of the line segment
joining them. (This is the source
of the saying “as the crow flies. ”)
The segment is a portion of the
unique straight line on which the
points lie. These and other con-
cepts associated with lines are
fundamental to the study of lin-
ear functions, the subject of this
chapter.
CHAPTER OUTLINE
1.1 Real Numbers and the

Rectangular Coordinate
System
1.2 Introduction to
Relations and Functions
1.3 Linear Functions
1.4 Equations of Lines and

Linear Models
1.5 Linear Equations and

Inequalities
1.6 Applications of Linear

Functions
M01_LIAL9328_07_AIE_C01_001-087.indd 1 25/07/17 2:31 PM

2 CHAPTER 1 Linear Functions, Equations, and Inequalities
1.1 Real Numbers and the Rectangular Coordinate System

Sets of Real Numbers • The Rectangular Coordinate System • Viewing Windows • Approximations of Real Numbers • Distance and
Midpoint Formulas
Sets of Real Numbers

In the first two chapters of this text, we study real numbers. Real numbers are those
that can be represented by points on a number line and can be expressed as decimal
numerals. There are several important sets of numbers included within the real n umber
system. We use set notation to describe them. The elements of the set are either listed
or described using set-builder notation.
NOTE Set-builder notation is used in the following table in the final three sets
described. We read the description for rational numbers as “the set of all p divided
by q such that p and q are integers and q is not equal to 0. ”
Sets of Numbers
Set Description Examples
Natural Numbers 51, 2, 3, 4, c6 1, 45, 127, 103
Whole Numbers 50, 1, 2, 3, 4, c6 0, 86, 345, 23
Integers 5 c, - 2, - 1, 0, 1, 2, c6 0, - 5, - 102, 99
Rational Numbers 5 pq 0 p and q are integers, q ≠ 0 6 5

0, - 6 , - 2,
22
7
, 0.5
3
Irrational Numbers 5x x is not rational6 22, p, - 27
2
Real Numbers 5x x is a decimal number6 - 26, p, 3 , 245, 0.41
Origin Whole numbers consist of the natural numbers and 0. Integers consist of the
whole numbers and the negatives of the natural numbers. The result of dividing two
–5 – 4 –3 –2 –1 0 1 2 3 4 5
integers (with a nonzero divisor) is a rational number, or fraction. Rational numbers
Real number line with the origin plotted include the integers. For example, the integer - 3 is a rational number because it can
-3
FIGURE 1 be written as 1 . Every rational number can be written as a repeating or terminating
2
decimal. For example, 0.6 = 0.66666 crepresents the rational number 3 .
Real numbers consist of both rational and irrational numbers and can be shown
pictorially—that is, graphed—on a number line. The point on a number line corre-
sponding to 0 is called the origin. See FIGURE 1. Numbers that lie to the right of 0 are
positive numbers, and those that lie to the left of 0 are negative numbers. The number
–5 – 4 –3 –2 –1 0 1 2 3 4 5
0 is neither positive nor negative.
Graph of the set of real numbers
Every real number corresponds to one and only one point on the number line,
FIGURE 2
and each point corresponds to one and only one real number. This correspondence is
called a coordinate system. The number associated with a given point is called the
coordinate of the point. The set of all real numbers is graphed in FIGURE 2.
Irrational numbers cannot be represented by quotients of integers or by repeating
3
or terminating decimals. Examples of irrational numbers include 23, 25, 2 10, and
2 5
–
3 2 5 220. If a is a natural number but 2a is not a natural number, then 2a is an irrational
–1 0 1 2 3 4 number. Another irrational number is p, which is approximately equal to 3.14159. In
FIGURE 3 the irrational and rational numbers in the set 5 - , 0, 22, 25, p, 4 6 are
2 2
Graph of –
3, 0, 2, 5, 4 3
FIGURE 3 located on a number line.
M01_LIAL9328_07_AIE_C01_001-087.indd 2 17/10/17 10:24 AM

1.1 Real Numbers and the Rectangular Coordinate System 3
y-axis
The Rectangular Coordinate System
Quadrant Quadrant Two number lines at right angles, intersecting at their origins, form a two-dimensional
II I rectangular coordinate system. This rectangular coordinate system is also called the
P(a, b) b
Cartesian coordinate system, named for René Descartes (1596–1650). The number
x-axis
a 0 Origin lines intersect at the origin of the system, designated 0. The horizontal number line is
called the x-axis, and the vertical number line is called the y-axis. On the x-axis, posi-
Quadrant Quadrant
III IV tive numbers are located to the right of the origin, with negative numbers to the left. On
the y-axis, positive numbers are located above the origin, with negative numbers below.
Rectangular coordinate The plane into which the coordinate system is introduced is the coordinate plane,
system
or xy-plane. The x-axis and y-axis divide the plane into four regions, or quadrants, as
FIGURE 4
shown in FIGURE 4. The points on the x-axis or y-axis belong to no quadrant.
y Each point P in the xy-plane corresponds to a unique ordered pair (a, b) of real
numbers. We call a the x-coordinate and b the y-coordinate of point P. The point
B(–5, 6) A(3, 4) P corresponding to the ordered pair (a, b) is often written as P(a, b), as in FIGURE 4,
and referred to as “the point (a, b).” FIGURE 5 illustrates how to plot the point A(3, 4).
4 Additional points are labeled B–E. The coordinates of the origin are (0, 0).
x
0 3
E(–3, 0)
Viewing Windows
D(4, – 3)
C(–2, – 4)
The rectangular (Cartesian) coordinate system extends indefinitely in all directions.
We can show only a portion of such a system in a text figure. Similar limitations occur
Plotting points in the xy-plane
with the viewing “window” on a calculator screen. FIGURE 6 shows a calculator screen
FIGURE 5
that has been set to have a minimum x-value of - 10, a maximum x-value of 10, a
minimum y-value of - 10, and a maximum y-value of 10. The tick marks on the axes
have been set to be 1 unit apart. This is the standard viewing window.
10
To convey information about a viewing window, we use the following
abbreviations.
210 10 Xmin: minimum value of x Ymin: minimum value of y
Xmax: maximum value of x Ymax: maximum value of y
210
Xscl: scale (distance between Yscl: scale (distance between
tick marks) on the x-axis tick marks) on the y-axis
Standard viewing window
FIGURE 6
To further condense this information, we use the following symbolism, which gives
viewing information for the window in FIGURE 6.
Xmin Xmax Ymin Ymax
3 - 10, 104 by 3 - 10, 104

Xscl = 1 Yscl = 1
FIGURE 7 shows several other viewing windows. Notice that FIGURES 7(b) and 7(c)
look exactly alike, and unless we know what the settings are, we have no way of dis-
TECHNOLOGY NOTE
tinguishing between them. In FIGURE 7(b) Xscl = 2.5, while in FIGURE 7(c) Xscl = 25.
The same is true for Yscl in both.
In this text we use screen
captures from the TI-84 Plus C.
You should consult your owner’s 4.1 10 100
guide to see how to set the

viewing window on your screen.
26.6 6.6 210 10 2100 100
Remember that different settings
will result in different views of
graphs.
24.1
210
2100
3 - 6.6, 6.6 4 by 3 - 4.1, 4.1 4 3 - 10, 10 4 by 3 - 10, 10 4 3- 100, 100 4 by 3- 100, 100 4
Decimal viewing window
(a) (b) (c)
FIGURE 7

4 CHAPTER 1 Linear Functions, Equations, and Inequalities
WHAT WENT WRONG?
A student learning how to use a graphing calculator could not understand why the
tick marks on the graph were so close together, as seen in FIGURE A, while those
on a friend’s calculator were not, as seen in FIGURE B.
40 40
260 60 260 60
240 240
Xscl = 1, Yscl = 1 Xscl = 10, Yscl = 10

FIGURE A FIGURE B
What Went Wrong? How can the student correct the problem in FIGURE A so
that the axes look like those in FIGURE B?
Approximations of Real Numbers

3
Although calculators have the capability to express numbers like 22, 2 5, and p to
many decimal places, we often require that answers be rounded. The following table
reviews rounding numbers to the nearest tenth, hundredth, or thousandth.
TI-84 Plus C Rounding Numbers

FIGURE 8
Number Nearest Tenth Nearest Hundredth Nearest Thousandth
1.3782 1.4 1.38 1.378
201.6666 201.7 201.67 201.667
0.0819 0.1 0.08 0.082
FIGURE 9
In FIGURE 8, the TI-84 Plus C graphing calculator is set to round values to the near-
est hundredth (two decimal places). In FIGURE 9, the numbers from the preceding table
are rounded to the nearest hundredth.
The symbol ≈ indicates that two expressions are approximately equal. For
example, p ? 3.14, but p 3 3.14 because p = 3.141592653. cWhen using p
in calculations, be sure to use the built-in key for p rather than 3.14. See FIGURE 10.
FIGURE 10 Answer to What Went Wrong?

Because Xscl = 1 and Yscl = 1 in FIGURE A, there are 120 tick marks along the x-axis and 80 tick marks along
the y-axis. The resolution of the graphing calculator screen is such that these tick marks are nearly indistinguish-
able. The values for Xscl and Yscl need to be larger, equal to 10, as in FIGURE B.

Another random document with
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sustained a very great loss by a violent and sudden flood, which
carried away the said mill, with a considerable quantity of paper,
materials and tools, with other things therein, whereby they were
reduced to great distress; and, therefore, recommending to such
persons as should be disposed to lend them aid, to give the sufferers
“relief and encouragement, in their needful and commendable
employment,” as they were “desirous to set up the paper-mill
again.”—This certificate is without date: but Mr. Penn was twice in
Pennsylvania. He first arrived in the year 1682, and returned to
England in 1684; his second arrival was in 1699, and he finally left
the province in 1701. It was probably during the latter period of his
residence in his proprietary-dominion, though, perhaps, in the first,
that the Germantown paper-mills were destroyed.
The William Rittinghousen (so Mr. Penn writes the name) here
mentioned, is supposed to be the same named in the text, and to
have been the great-grandfather of our astronomer. In Mr. Penn’s
certificate he is called an old man, and is stated to have then been
“decrepid.”
In order to shew the present importance of that article, as a

manufacture, in the United States, and which was first fabricated in
this country by the Rittenhouses, the reader is presented with the
following view of the quantity of paper, of various descriptions,
annually made at one hundred and eighty-five paper-mills, within the
United States; taken from the latest information furnished on this
subject.
Tons. Reams. Value.

For Newspapers, 500 50,000 $150,000
[59a]
Books, 630 70,000 245,000

Writing, 650 111,000 333,000
Wrapping, 800 100,000 83,000
—-— —-—- —-—-—
—
2580 331,000 811,000
59a. The number of Newspapers, printed annually in the United States, is
estimated at twenty-two and an half millions.
60. Mr. Benjamin Rittenhouse, a younger brother of David,

speaking of his paternal ancestors, in a letter addressed to the writer
of these memoirs, says: “The family originally settled in the state of
New-York, while a Dutch colony; and were, undoubtedly, the first
paper-makers in America.” This fact was also communicated to the
writer, by Dr. Franklin, some years before.
61. At the peace of Breda, in 1667, the Dutch colony of New

Netherlands was confirmed to the English, to whom it had been
ceded in 1664. But the Dutch having reduced the country in the
years 1672 and 1673, it was finally restored to the English by the
peace of Westminster, on the 9th of February, 1674. The
Rittenhouses are supposed to have seated themselves, before this
latter period, in that part of the colony afterwards called East-Jersey.
Some of the name reside in the state of New-Jersey, at this day; but
it is not known that any of them are inhabitants of the state of New-
York. Those in New-Jersey, with most of those of the name in
Pennsylvania, are descendants of Nicholas.
62. The Rittenhouses who first settled in America, are supposed to

have leaned towards the religious tenets of (if they did not belong to)
that peaceable branch of the Anabaptists, denominated Mennonites.
Simon Menno, the founder of this sect, was one of the first
reformers: he was born at a village called Witmarsum, in the
Batavian province of Friesland, in 1505; the same year in which John
Knox was born, and four years before the birth of Calvin.
Menno had been a priest of the Roman Catholic Church, and

some have endeavoured to stigmatize him, as one who was “a
notorious profligate.” This, however, may be attributed to his having
left the communion of the church of which he was originally a
member: for, he is represented to have been “a man of probity, of a
meek and tractable spirit, gentle in his manners, pliable and
obsequious in his commerce with persons of all ranks and
characters, and extremely zealous in promoting practical religion and
virtue, which he recommended by his example as well as by his
precepts.” He was, moreover, a man of genius and eloquence, and
possessed a considerable share of learning. This extraordinary man
died in the duchy of Holstein, in the year 1561.
The fundamental principles of the followers of Menno are, in some

respects, similar to those of the people called Quakers: They use,
likewise, great plainness in their apparel, and adhere to some of the
practices of the primitive Christian church. But this peaceable sect
baptize adults, and celebrate the eucharist in a manner peculiar to
themselves.
Some of Menno’s disciples came into Pennsylvania from New-

York, in the year 1692. The principal congregation of this sect was
established at Germantown, soon after the Rittenhouses had settled
themselves there; and this may be considered as the mother of the
sect, in America. The Mennonites have since become a numerous
body in Pennsylvania, principally in the county of Lancaster; and this
religious society comprehends, among its members, many intelligent
worthy men, and valuable citizens.
63. In the Preface to a printed copy of the celebrated Speech

delivered in the House of Assembly of Pennsylvania, on the 24th of
May, 1764, by the late John Dickinson, Esq. the Merits of the
Founder of Pennsylvania, as they were declared at various times, in
the proceedings of the Legislative Body of the colony, and in some
other public Documents, are thus summed up by the writer.
“WILLIAM PENN,
A Man of Principles truly humane;
An Advocate for
Religion and Liberty;
Possessing a noble Spirit,
That exerted itself
For the Good of Mankind;
was
The great and worthy Founder
of
Pennsylvania.
To its Inhabitants, by Charter,
He granted and confirmed
Many singular Privileges and Immunities,
Civil and Religious,
Which he continually studied
To preserve and defend for them;
Nobly declaring,
That they had not followed him so far,
To lose a single tittle
Of the Great Charter,
To which all Englishmen were born.
For these Services,
Great have been the Acknowledgements
Deservedly paid to his Merit;
And his Memory
Is dear to his People,
Who have repeatedly confessed,
That,
Next to Divine Providence,
Their Happiness, Prosperity, and Increase
Are owing
To his wise Conduct and singular Goodness;
Which deserve ever to be remembered
With
Gratitude and Affection,
By
Pennsylvanians.”
For the materials of which the foregoing Eulogy is composed, its

author[63a] has referred his readers to the Minutes of Assembly, for
the years 1719 and 1725, to those from the year 1730 to 1740, both
inclusive, excepting only 1736, 1737 and 1739; also, for 1745, 1755
and 1756; to other proceedings of the assembly, in the years 1730
and 1738; and to their Address to Governor John Penn, in 1764.
A very respectable Memorial of another nature, in honour of the
justly celebrated Penn, decorates the edifice of a noble public
institution in the capital of his former domain; an institution devoted
to the purposes of charity, humanity and benevolence. It is a finely
executed metallic statue, in bronze, of that great man; representing
him in his appropriate attire, and holding in his right hand The
Charter of Privileges.[63b] The statue stands on an elegant pedestal of
marble, in an handsome area on the south front of the Pennsylvania
Hospital: and the four sides of the pedestal contain these modest
inscriptions; viz.
“William Penn—Born, 1644—Died, 1718.”

(And underneath, the Family-Arms, with his Motto; viz.)
“Mercy—Justice.”
“Pennsylvania Granted by Charles II. to William Penn,

1681.”
“The Proprietary arrived in 1682; made a just and amicable

arrangement with the Natives, for the purchase of their Lands; and
went back to England in 1684.”
“Returned to Pennsylvania, 1699; and finally withdrew to his

Paternal Estate, 1701.”
The public in general, with the Pennsylvania Hospital more

particularly, are indebted for this Memorial of true Greatness, to the
munificence of a Grandson of the Founder of the extensive Dominion
that bears his name; John Penn, of Stoke-Poges in
Buckinghamshire, Esquire; by whom the statue was presented, in
the year 1804.
63a. In the continuation of the Life of Dr. Franklin, (written by the late Dr.
Stuber, of Philadelphia,) it is said that the Preface to Mr. Dickinson’s Speech was
drawn up by the late learned Provost Smith, and that Dr. Franklin wrote the
Preface to Mr. Galloway’s, in reply.
63b. See Note 64
64. The Charter of Privileges, granted and solemnly confirmed to

the freemen of Pennsylvania and territories belonging to the
province, by the proprietary, on the 28th of October, 1701, was, after
being approved and agreed to by the legislative body of the
province, accepted by them the same day; in lieu of the Frame of
Government originally stipulated between Mr. Penn and the Planters,
in the year 1683. The first article of this charter provided for a full
enjoyment of the Liberty of Conscience, by all persons who should
acknowledge “One Almighty God, the Creator, Upholder, and Ruler
of the World.” It also declared to be capable of holding any office or
place, under the government, all persons professing faith in “Jesus
Christ, the Saviour of the World,” and who should, when required,
attest their allegiance, &c.
65. Incorporated with that edition of the Laws of Pennsylvania,

which was published in the year 1810, “under the authority of the
legislature,” with Notes and References, by Charles Smith, Esq. is
an article that bears a respectful testimony to the justice and
clemency of the founder of that state: It is an important and very
interesting Note to an act of assembly passed the 1st day of April,
1784, (entitled, “An act for opening the Land-Office, for granting and
disposing of the unappropriated Lands within this State,”) containing
“a connected view of the land-titles of Pennsylvania from its first
settlement to the present time.” In this document the learned editor
speaks of the integrity and virtuous policy manifested by Penn, with
respect to his conduct towards the Indian natives of the country, to
which he had acquired the dominion under his sovereign, in these
terms.
“William Penn, although clothed with powers as full and

comprehensive as those possesed by the adventurers from Portugal
and Spain, was influenced by a purer morality and sounder policy.
His religious principles did not permit him to wrest the soil, by force,
from the people to whom God and nature gave it, nor to establish his
title in blood; but, under the shade of the lofty trees of the forest, his
right was fixed by treaties with the natives, and sanctified, as it were,
by incense smoking from the calumet of peace.”
The note from which this extract is made, (and which comprizes
156 large 8vo. pages, printed on a small type,) forms a valuable
treatise, historical as well as legal, of the territorial rights of the
former proprietaries, and of the land-titles deduced from them by the
citizens of Pennsylvania.
66. Germantown was settled in the year 1682. It was so called by

its founders, a small colony of Germans from the Palatinate, mostly
from the vicinity of the city of Worms, who are said to have been
converted while in their own country, to the principles of the people
called Quakers, by the preaching of William Ames, an Englishman.
Germantown is now a populous village, of considerable extent; and
by reason of its proximity to the capital, this place furnishes an
agreeable residence to many respectable families from thence. See
also Note 62.
67. This township derives its name (which it gave also to Mr.
Rittenhouse’s patrimonial farm and his original observatory,) as does
likewise the neighbouring town of Norriston, the county-town of the
(now) county of Montgomery, from the respectable Pennsylvania
family of Norris; of which Isaac Norris, Esq. was eighteen times
chosen Speaker of the General Assembly of Pennsylvania, during
the term of half a century from the time of his first election, in the
year 1713. Mr. Norris held many public offices in Pennsylvania with
great reputation and honour. He is represented as having been “an
ornament to his country;” and this gentleman, who died in the year
1735, then held the Chief-Justiceship of the Province.
68. In the year 1683, Enoch Flower undertook to teach English in

the town of Philadelphia. Six years afterwards, originated the
Friends’ Public School in the same town, then in its infancy; and in
1697, this school was incorporated, on the petition of Samuel
Carpenter, Edward Shippen, Anthony Morris, James Fox, David
Lloyd, William Southby, and John Jones, in behalf of themselves and
others. In the year 1708, this corporation was enlarged and
perpetuated by a new charter, under the name of “The Overseers of
the Public School, founded in Philadelphia, at the request, cost, and
charges of the people called Quakers.” It was further extended in the
year 1711; when the three first named gentlemen, together with
Griffith Owen, Thomas Story, Richard Hill, Isaac Norris, Samuel
Preston, Jonathan Dickinson, Nathan Stanbury, Thomas Masters,
Nicholas Waln, Caleb Pusey, Rowland Ellis and James Logan, were
appointed Overseers.
As this was the earliest considerable school established in

Pennsylvania, as well as the first institution of the kind, in the
province, the names of its promoters deserve to be held in
remembrance, among the Patrons of learning and useful knowledge
in this country.
From this view of the origin of schools in the capital of

Pennsylvania, it will be perceived, that the means of acquiring even
the rudiments of literary instruction must have been difficult of
access in country places, for some considerable time after the
periods just mentioned. This is one of the most serious grievances to
which the settlers in new and unimproved countries are subjected.
69. Margaret, who intermarried with Edward Morgan; Esther, with

the Rev. Thomas Barton; David, the subject of these Memoirs;
Andrew, who died in his minority; Anne, who intermarried with
George Shoemaker; Eleanor, who intermarried with Daniel Evans;
Benjamin, yet living; Jonathan, who died in his minority; and Mary
and Elizabeth (twins,) of whom the latter died in her minority,
unmarried: Mary, who is living, has been twice married, but without
issue; her first husband was Thomas Morgan. David had no sons;
and two of his three brothers having died young and unmarried, the
only persons, descended from our philosopher’s father, Matthias,
who now bear the name of Rittenhouse, are the surviving brother of
David, namely, Benjamin, and his sons. Benjamin has been twice
married; first, to a daughter of General John Bull; and, secondly, to a
daughter of Colonel Francis Wade: By both marriages he has male
issue; and, as it is believed, two of the sons by the first wife are
married.
70. “There is,” says a late ingenious writer,[70a] “a strong propensity

in the human mind to trace up our ancestry to as high and as remote
a source as possible.” “This principle of our nature,” he observes,
“although liable to great perversion; and frequently the source of
well-founded ridicule, may, if rightly directed, become the parent of
great actions. The origin and progress of individuals, of families, and
of nations, constitute Biography and History, two of the most
interesting departments of human knowledge.”
The pride of ancestry is, indeed, “liable to great perversion,” and is

too frequently “the source of well-founded ridicule:” yet the
experience and the history of mankind, in every age and country,
have shewn, that it is connected with and derived from principles of
our nature, which are not only laudable in themselves, but such as, if
“rightly directed” and properly applied, become eminently useful to
society.
70a. See a “Discourse delivered before the New-York Historical Society, at
their anniversary meeting, December the 6th, 1811: By the Hon. De Witt Clinton,
one of the Vice-Presidents of the Society.”
71. It is not this occupation that, in itself, usually attaches to those

who follow it, the idea of clownishness: but it is the ignorance that,
unfortunately, too generally characterizes persons employed in it,
which, by an association of ideas, is apt to derogate from the
worthiness of the employment itself. If the profession of husbandry
be an honourable one, and every rational consideration renders it
such, then one of the most important operations in conducting the
great business of the agriculturist, cannot be destitute of dignity. To
follow the plough is not a servile labour: it is an employment worthy
of a freeman; and if the person, thus engaged, be a man of native
talents, aided by some improvement of mind, scarcely any
occupation can afford him greater scope for philosophic reflection.
While, therefore, the reader contemplates the celebrated

Rittenhouse, such as he was in his maturer years; and then takes a
retrospective view of the embryo-philosopher in the period of his
youth, directing the plough on his father’s freehold; let it be
recollected, that the sovereigns of a mighty empire, in the Eastern
world, occasionally guide this truly important machine with their own
hands, in honour of agriculture: let him recal to his mind, that, in the
proudest days of the Roman republic, consuls, dictators, senators,
and generals, were not unfrequently called forth from the actual
occupancy of this implement of husbandry, by the voice of their
country; and, seizing either the civil or the military helm of its
government, with hands indurated by the toils of the peaceful field,
have by the wisdom of their counsel, or by their valour, supported the
tottering fabric of the state and saved the commonwealth: let them
remember, in fine, that—
“In ancient times, the sacred plough employ’d

The kings and awful fathers of mankind;”[71a]
and that Washington, himself, the pride and boast of his age as
well as country, disdained not to engage himself, personally, in
agricultural pursuits.
71a. Thomson’s Spring.
72. This gentleman was commissioned by Governor Mifflin, in the

year 1791, to be one of the associate judges of the court of common
pleas, in and for the county of Montgomery: but his tenure of this
office was afterwards vacated, by his removal to Philadelphia.
73. “Astronomy,” says Mr. B. Rittenhouse, in the letter before
referred to, “appeared at a very early day to be his favourite study;
but he also applied himself industriously to the study of opticks, the
mechanical powers,” &c.
74. The zeal and attention with which our young philosopher
pursued his early studies, and such mechanical objects as are more
intimately connected with those branches of natural philosophy to
which he was most devoted, will appear from the following extract of
a letter, addressed by him to Mr. Barton, on the 20th of September,
1756, being then little more than twenty-four years of age; viz. “I
have not health for a soldier,” (the country was then engaged in war,)
“and as I have no expectation of serving my country in that way, I am
spending my time in the old trifling manner, and am so taken with
optics, that I do not know whether, if the enemy should invade this
part of the country, as Archimedes was slain while making
geometrical figures on the sand, so I should die making a telescope.”
75. It is observable, that, in like manner, an accidental

circumstance seems to have given the first impulse to the
philosophical researches of that eminent mathematician, Colin
Maclaurin, the friend and disciple of Newton. His biographer, Mr.
Murdoch, relates, that “his genius for mathematical learning
discovered itself so early as at twelve years of age; when, having
accidentally met with a copy of Euclid in a friend’s chamber, in a few
days he became master of the first six books, without any
assistance: and thence, following his natural bent, made such a
surprising progress, that very soon after we find him engaged in the
most curious and difficult problems.”
It is not ascertained at what age Rittenhouse obtained access to

his uncle Williams’s little collection of books and papers; though it
was, probably, before his twelfth year. But it is to be observed, that at
the early age of twelve, Maclaurin had been a year at the University
of Glasgow, where he was placed under the care of one of the most
eminent and learned professors of the age; while Rittenhouse, for
some years after that period of life, had his time occupied in
agricultural pursuits, and was almost entirely uneducated.
One particular in which similar merit attaches itself to these two

distinguished philosophers, is, that all their more serious studies
were directed towards objects of general utility.
Having introduced the name of Maclaurin more than once into

these Memoirs, the author of them cannot refrain from presenting to
his readers the following epitaph upon that great mathematician. It is
attributed to the late Dr. Johnson: the delicacy and chasteness of the
sentiment, as well as the classical purity of the language, certainly
render it a specimen of this species of composition worthy of the pen
of that justly-admired writer.—
H. L. P. E.
Non ut nomine paterno consulat;
Nam tali auxilio nil eget;
Sed, ut in hoc infelici campo,
Ubi luctus regnant et pavor,
Mortalibus prorsus non absit solatium:
Hujus enim scripta evolve,
Mentemque tantarum rerum capacem,
Corpori caduco superstitem crede.
The writer of the Adversaria, in a respectable periodical

publication,[75a] observes, that “it would not be easy to do justice to
this elegant and nervous sentence, in English.” But, as he has given
a very good prose translation of it into our language, the subjoined
versification of this was attempted by a young lady, at the request of
the writer of these memoirs:—
Not to perpetuate his father’s praise,

For no such aid his lofty fame requir’d,
Did filial piety the marble raise;
But other thoughts the friendly deed inspir’d.
Here, in this tearful vale, where sorrow dwells
And trembling mortals own the reign of fear,
At his command, the sculptur’d tablet tells,
Where hope exists, to dry the wand’rer’s tear.
For, read his works, O man! and then believe,
The mind that grasp’d at systems so sublime,
Beyond the mortal part must ever live,
And bloom, in sacred heav’n’s ethereal clime.
75a. The Port-Folio.
76. In order to gratify the curiosity, if not to remove the doubts, of

such persons as are not disposed to believe in the reality of any
thing like an hereditary power, bias, or propensity of the mind, the
following memorable instances are selected from many others which
might be adduced; to shew that mental faculties, as well as corporeal
qualities and even mental and bodily diseases, are sometimes
inherited by children from their parents: perhaps cases of this kind
exist more frequently than is either observed or imagined.
Mr. James Gregory, the inventor of the reflecting telescope in

common use, called the Gregorian, was one of the most
distinguished mathematicians of the seventeenth century. This
eminent man, who was born at Aberdeen in Scotland in the year
1638, was a son of the Rev. Mr. John Gregory, minister of Drumoak
in the same county: his mother was, moreover, a daughter of Mr.
David Anderson, of Finzaugh, a gentleman who possessed a
singular turn for mathematical pursuits.
Mr. David Gregory, a nephew of the foregoing, was some time

Savilian professor of astronomy at Oxford. This Subtilissimi Ingenii
Mathematicus, as he is styled by his successor Dr. Smith, was born
at Aberdeen, in the year 1661. Of the four sons of this celebrated
mathematician,—
David, a mathematician, was regius professor of modern history,
at Oxford;
James was professor of mathematics, at Edinburgh; and
Charles was also professor of mathematics, at St. Andrew’s.
Besides these men of genius in the same family, was the late Dr.
John Gregory, professor of medicine in the University of Edinburgh;
who had previously held the philosophical chair in the University of
St. Andrews, from which he delivered lectures on the mathematics,
experimental philosophy, and moral philosophy. This gentleman was
grandson of the inventor of the Gregorian telescope, son of Dr.
James Gregory, professor of medicine at Aberdeen, and father of
another James, successor of Dr. Cullen, in the medical chair at
Edinburgh.
A mathematical genius was hereditary in the family of the

Andersons; and, from them, it seems to have been transmitted to
their descendants of the name of Gregory. Alexander Anderson,
cousin-german of David abovementioned, was professor of
mathematics at Paris, in the beginning of the eighteenth century; and
published there in 1712, Supplementum Apollonii redivivi, &c. The
mother of the James Gregory, first named, inherited the genius of
her family; and observing in her son, while yet a child, a strong
propensity to mathematics, she herself instructed him in the
elements of that science.
Margaret, the mother of the late Dr. Thomas Reid, professor of

moral philosophy in the University of Glasgow, was a daughter of
David Gregory, Esq. of Kinnardie in Banffshire, elder brother of the
James Gregory first mentioned. It is remarked by a celebrated writer,
that “the hereditary worth and genius which have so long
distinguished, and which still distinguish, the descendants of this
memorable family, are well known to all who have turned their
attention to Scottish biography: but it is not known so generally, that
in the female line, the same characteristical endowments have been
conspicuous in various instances; and that to the other monuments
which illustrate the race of the Gregories, is to be added the
philosophy of Reid.”—(See Dugald Stewart’s Account of the Life and
Writings of Dr. Reid.)
The great mathematical genius of the celebrated astronomer, John

Dominick Cassini, descended to his great-grandson. John-James,
the son of John-Dominick, who inherited the genius of his father,
succeeded him as professor of astronomy in the Royal Observatory
at Paris, a place which the father had filled more than forty years:
John-James’s son, Cæsar-Francis Cassini de Thury, (who died in the
year 1784, at the age of seventy years,) was an eminent astronomer:
and his son, the Count John-Dominick de Thury, was also a
distinguished astronomer.
The eldest of these Cassini’s was a native of Italy, and born in

1625. He died in the seventy-seventh year of his age; and in the year
1695, a medal was struck to honour his memory, by order of the king
of France.
These instances of genius in three families, afford striking

examples of its being sometimes hereditary. It is further observable,
that, in the case of the great professor Simson, his mathematical
endowments were said to be derived from his mother’s family; as Mr.
Rittenhouse’s were likewise supposed to have been from that of his
mother.
77. Mr. Barton resided on a farm, near what are called the Sulphur
Springs (now comprehended within the limits of the new county of
Adams,) from some time in the year 1755, until the spring of 1759;
during which period he officiated as a missionary from “the society,”
established in England, “for the propagation of the gospel in foreign
parts,” for the counties of York and Cumberland. While he resided in
that then remote settlement of Pennsylvania, he was greatly
instrumental, both by his precept and example, in stimulating the
people to avenge the numerous barbarities perpetrated on the
inhabitants and their property in that frontier, by their French and
Indian enemies. In the expedition against Fort Du Quesne (now
Pittsburg,) undertaken in the year 1758, under the orders of
brigadier-general Forbes, he served as a chaplain to the forces then
employed, by virtue of a commission from governor Denny: and in
that campaign he became personally acquainted not only with the
commander in chief, but, among others, with colonel (afterwards
general) Washington; colonel (afterwards general) Mercer; colonel
Byrd of Virginia; colonel Dagworthy; colonel James Burd of
Pennsylvania; all provincial officers of great merit; besides colonel
(afterwards general) Bouquet, sir John St. Clair, sir Peter Hacket,
major Stewart, and other gentlemen of worth and distinction, who
held commands in the British regiments engaged in that service.
With most of these very respectable military characters Mr. Barton
occasionally corresponded, afterward; and his services, during a
residence of between three and four years in that part of
Pennsylvania, were honourably acknowledged, as well in England as
among his fellow-citizens, in various instances.
After Mr. Barton left the county of York, he became established in

Lancaster, where he officiated as rector of St. James’s church in that
borough, and missionary to the large and respectable country-
congregations of Caernarvon and Pequea, nearly twenty years.
78. Although commonly called Dunker’s-Town, the proper name of

this once noted village is Ephrata. The little community which
formerly resided there, usually styled Dunkers, date the origin of their
sect about the year 1705. The original members of this religious
society, in Germany, Switzerland, and some other parts of Europe,
having been persecuted and banished from their homes, assembled
themselves in the duchy of Cleves, under the protection of the king
of Prussia: and from thence they migrated to Pennsylvania, mostly
between the years 1718 and 1734, a few of them only remaining
behind. See also the next note.
79. The proper name of this place is Ephrata; and the very
singular religious society to whom it belongs, are denominated
Seventh-Day Baptists.
The society is said to have originally consisted of about twenty

families who migrated from Germany to Pennsylvania, about the
year 1718 or 1719; part of whom settled at this place, and founded
the village of Ephrata (the head-quarters of the sect,) which is
situated about thirteen miles, north-eastward, from Lancaster, on a
little stream called the Cocolico-creek. These people hold the
doctrine of an universal redemption, ultimately, denying the eternity
of future punishment; that war and judicial oaths are unchristian; and
that it is not justifiable to take interest, for money lent. They keep the
seventh day of the week as their sabbath, and baptize by
submersion; whence they derive their name: they also inculcate the
propriety of celibacy, and of maintaining a community of goods; but
when any of them marry, and acquire property independent of the
society in Ephrata, they are obliged to retire from thence and reside
elsewhere. The men generally wear their beards, and clothe
themselves in a habit not unlike that of the Carmelites or White
Friars: the women dress like nuns. Both men and women observe
great abstemiousness in their diet, living chiefly on vegetables, and
submit to some privations and corporal severities, besides, in their
religious discipline; they lie upon benches, with a wooden block
instead of a pillow: but though meek, humble, and even timid, in their
deportment, they are very civil to strangers who visit them.
The society of Ephrata is supported by cultivating their lands,

conducting a printing-press, a grist-mill, a paper-mill, a saw-mill, a
tan-yard, &c. and the women are employed in spinning, knitting,
sewing, making paper-lanterns and other toys, &c.
The village consists of about ten or a dozen buildings; and is

mostly composed of the cloisters and convent, two churches, and
the mills. One of their places of worship adjoins the sisters’
apartments, as a chapel; another belongs to the brothers’
apartments: and to these churches, the brethren and the sisterhood
respectively resort, every morning and evening, sometimes, too, in
the night, for the purpose of worshipping; much of which is made up
of soft and melodious chanting, by the females. There is said to be
one other place of worship, wherein all the members of the society,
within the bounds of the settlement, meet once a week to celebrate
worship publicly.
Such, indeed, was the pleasant, sequestered little village of
Ephrata, at the time our then very young philosopher visited it; and
such was the condition of that little-known sect of Christians, while
the society continued under the direction of their second and last
president, the late Mr. Peter Miller. This venerable old German, who
had been bred to the priesthood in some one of the Protestant
churches of his native country, became a convert to the principles of
this obscure ascetic sect, over which he long presided with much
reputation, after the death of its reputed founder, Conrad Beixler,
his patriarchal predecessor. But, though possessing a good share of
the old scholastic learning, with a large portion of piety, the mind of
Mr. Miller was strongly tinctured with many mystical notions in
divinity; such as well comported with the “whimsies” of the religious
society he governed.
Since the death of this good man, the ancient discipline of the
religious community at Ephrata, which had become greatly relaxed
during the revolutionary war, has almost wholly disappeared. The
chief seat of the Seventh-Day Baptists is no longer what it was: for,
in lieu of the solemn devotional stillness of the secluded cloysters
and cells of its once monastic inhabitants, and which, at this time,
are nearly deserted, are now substituted various occupations of
industry, amidst “the busy haunts of men.”
A letter from lady Juliana Penn to the second and last worthy
president of this little religious society, has a place in the Appendix. It
is indicative of the goodness of her ladyship’s heart.
80. The county-town of Berks, in Pennsylvania, pleasantly situated

on the Schuylkill, about fifty-six miles, north-westward, from
Philadelphia.
81. A neighbouring township to Norriton, the place of Mr.

Rittenhouse’s country residence.
82. This farm contained about one hundred and fifty acres. It was
lately sold by the heirs of Dr. Rittenhouse.
83. “Omnium autem rerum, ex quibus aliquid acquiritur, nihil est
agriculturâ melius, nihil uberius, nihil dulcius, nihil homine, nihil libero
dignius,” Cic. De Offic. ii. 42.
84. The opinion, that Mr. Rittenhouse was, in his youth and the
first years of his manhood, “without literary friends or society, and
with but two or three books,” though erroneous in fact, was
propagated pretty early; and that opinion has, since, generally
prevailed. About twenty-two years before his death, a book was
published in Philadelphia, under the title of Caspipina’s Letters; of
which the Rev. Mr. Duché, then assistant-minister of Christ-church
and St. Peter’s in that city, was the writer. In that pleasant little work,
its amiable and worthy author (who has been dead many years) has
thus mentioned our philosopher. “After taking a few turns in the
garden, we walked back again to the college, where we had
appointed to meet the modest and ingenious Mr. Rittenhouse, who,
without one single advantage from a private tutor, or public
education, by the mere force of genius and industry, may now justly
be reckoned the first astronomer and mathematician in the world.”
Under such circumstances as these, it is by no means a matter of

surprise, that Dr. Rush should have been led into a similar mistake.
It is, nevertheless, truly astonishing to find an American writer (the

late Rev. Mr. Linn,) who, five years after Dr. Rittenhouse’s death,
published in Philadelphia, where both resided, a poem entitled, “The
Powers of Genius;” but, in which the name of Rittenhouse is not
once noticed! And yet that gentleman had not omitted to introduce, in
one of his notes, an observation which shews, that an European
philosopher, also of sublime genius, was present to his mind’s eye!
—“From the exhibitions of American talents,” said Mr. Linn, “I indulge
the warmest expectations. I behold, in imagination, the Newtons,
the Miltons, and the Robertsons, of this new world; and I behold the
sun of genius” (likewise “in imagination,” it is presumed,) “pouring on
our land his meridian beams.”
The writer of these memoirs believes Dr. Linn to have been a very
worthy, as well as an ingenious man: as such, he regrets his
premature death, and entertains a respect for his memory. But he
could not, in justice to the merit of Dr. Rittenhouse’s character, pass
unnoticed so unaccountable an omission as the one just mentioned,
in Dr. Linn’s Poem.
85. Dr. Herschel, by means of his admirable telescopes, the most

powerful that have ever been constructed, discovered on the 13th of
March, 1781, a new planet without the orbit of Saturn, called the
Georgium Sidus. The newly discovered star was thus named by Dr.
Herschel himself, in honour of his patron King George III. by whose
bounty he was enabled to construct, and to make incessant and
laborious observations with those wonderful telescopes, by which
this astronomer has extended our knowledge of the planetary and
sidereal system, far beyond its former limits.[85a]
Some astronomers on the continent of Europe, and in America

likewise, have affected to call this new planet Herschel; while others
have endeavoured to give it the name of Uranus. Would it not be
well, in order to avoid the perplexity and confusion arising from
various names for the same thing, that astronomers of eminence
should designate this planet, in future, by the name which the
discoverer—who, it may be presumed, was best entitled to give it a
denomination—chose to apply to it? It is a strange kind of
compliment to Dr. Herschel, if it could have been intended as a mark
of respect to him, to refuse an adoption of that name which he had
assigned to his own discovery; even by changing it for that of the
Doctor himself! He wished this planet, no doubt, to retain the
appellation of Georgium Sidus, as a memorial of his grateful respect
for his royal benefactor; and in this object of his wish he would be
disappointed, by changing it for any other.
The name Uranus is also objectionable, and on another ground.

Uranus was a fabulous personage. It is pretended, that in the isle
called Panchay,[85b] to the east of Africa, is to be seen on a column of
gold, a recital of the principal actions of Uranus, together with those
of Saturn and Jupiter. It is said that the former was the most ancient
king in the world; and that, having been a just and beneficent man,

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