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 COLLEGE ALGEBRA
Enhanced with Graphing Utilities
Seventh Edition

Michael Sullivan
Chicago State University

Michael Sullivan III

Joliet Junior College

Boston Columbus Indianapolis New York San Francisco

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 Editor in Chief: Anne Kelly Senior Author Support/Technology Specialist: Joe Vetere
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The student edition of this text has been cataloged as follows:

Library of Congress Cataloging-in-Publication Data
Sullivan, Michael, 1942-
College Algebra: enhanced with graphing utilities / Michael Sullivan, Chicago
State University, Michael Sullivan III, Joliet Junior College -- Seventh edition.
pages cm.
Includes index.
ISBN 978-0-13-411131-5
1. Algebra--Textbooks. 2. Algebra--Graphic methods. I. Sullivan, Michael, III, 1967 II. Title.
QA154.3.S765 2017
512.9dc23
2015021319

Copyright © 2017, 2013, 2009, 2006, 2003 by Pearson Education, Inc. or its affiliates. All Rights
Reserved. Printed in the United States of America. This publication is protected by copyright, and
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PEARSON, ALWAYS LEARNING, and MYMATHLAB are exclusive trademarks owned by Pearson Education, Inc. or
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ISBN 10: 0-13-411131-1

www.pearsonhighered.com ISBN 13: 978-0-13-411131-5

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 In Memory of Mary...
Wife and Mother

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 Contents
Three Distinct Series xvi

The Enhanced with Graphing Utilities Series xvii

Preface to the Instructor xviii

Resources for Success xxiv

To the Student xxvi

R Review 1

R.1 Real Numbers 2

Work with Sets • Classify Numbers • Evaluate Numerical Expressions
• Work with Properties of Real Numbers

R.2 Algebra Essentials 18

Graph Inequalities • Find Distance on the Real Number Line • Evaluate
Algebraic Expressions • Determine the Domain of a Variable • Use the
Laws of Exponents • Evaluate Square Roots • Use a Calculator to Evaluate
Exponents • Use Scientific Notation

R.3 Geometry Essentials 31

Use the Pythagorean Theorem and Its Converse • Know Geometry
Formulas • Understand Congruent Triangles and Similar Triangles

R.4 Polynomials 40
Recognize Monomials • Recognize Polynomials • Add and Subtract
Polynomials • Multiply Polynomials • Know Formulas for Special Products
• Divide Polynomials Using Long Division • Work with Polynomials in Two
Variables

R.5 Factoring Polynomials 50

Factor the Difference of Two Squares and the Sum and Difference of Two
Cubes • Factor Perfect Squares • Factor a Second-Degree
Polynomial: x2 + Bx + C • Factor by Grouping • Factor a Second-Degree
Polynomial: Ax2 + Bx + C, A ≠ 1 • Complete the Square

R.6 Synthetic Division 59

Divide Polynomials Using Synthetic Division

R.7 Rational Expressions 63

Reduce a Rational Expression to Lowest Terms • Multiply and Divide
Rational Expressions • Add and Subtract Rational Expressions • Use the
Least Common Multiple Method • Simplify Complex Rational Expressions

R.8 nth Roots; Rational Exponents 74

Work with nth Roots • Simplify Radicals • Rationalize Denominators •
Simplify Expressions with Rational Exponents

1 Graphs, Equations, and Inequalities 82

1.1 The Distance and Midpoint Formulas; Graphing Utilities;

Introduction to Graphing Equations 83
Use the Distance Formula • Use the Midpoint Formula • Graphing Equations
by Plotting Points • Graph Equations Using a Graphing Utility • Use a

ix

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 x Contents

Graphing Utility to Create Tables • Find Intercepts from a Graph • Use a

Graphing Utility to Approximate Intercepts

1.2 Solving Equations Using a Graphing Utility; Linear and

Rational Equations 99
Solve Equations Using a Graphing Utility • Solve Linear Equations • Solve
Rational Equations • Solve Problems That Can Be Modeled by Linear
Equations

1.3 Quadratic Equations 110

Solve Quadratic Equations by Factoring • Solve Quadratic Equations Using
the Square Root Method • Solve Quadratic Equations by Completing the
Square • Solve Quadratic Equations Using the Quadratic Formula • Solve
Problems That Can Be Modeled by Quadratic Equations

1.4 Complex Numbers; Quadratic Equations in the Complex

Number System 121
Add, Subtract, Multiply, and Divide Complex Numbers • Solve Quadratic
Equations in the Complex Number System

1.5 Radical Equations; Equations Quadratic in Form; Absolute

Value Equations; Factorable Equations 129
Solve Radical Equations • Solve Equations Quadratic in Form • Solve
Absolute Value Equations • Solve Equations by Factoring

1.6 Problem Solving: Interest, Mixture, Uniform Motion, Constant

Rate Jobs 137
Translate Verbal Descriptions into Mathematical Expressions • Solve
Interest Problems • Solve Mixture Problems • Solve Uniform Motion
Problems • Solve Constant Rate Job Problems

1.7 Solving Inequalities 146

Use Interval Notation • Use Properties of Inequalities • Solve Linear
Inequalities Algebraically and Graphically • Solve Combined Inequalities
Algebraically and Graphically • Solve Absolute Value Inequalities
Algebraically and Graphically

Chapter Review 158

Chapter Test 162
Chapter Projects 163

2 Graphs 164

2.1 Intercepts: Symmetry; Graphing Key Equations 165

Find Intercepts Algebraically from an Equation • Test an Equation for
Symmetry • Know How to Graph Key Equations

2.2 Lines 173

Calculate and Interpret the Slope of a Line • Graph Lines Given a Point
and the Slope • Find the Equation of a Vertical Line • Use the Point–Slope
Form of a Line; Identify Horizontal Lines • Write the Equation of a Line
in Slope–Intercept Form • Find the Equation of a Line Given Two Points •
Graph Lines Written in General Form Using Intercepts • Find Equations of
Parallel Lines • Find Equations of Perpendicular Lines

2.3 Circles 189

Write the Standard Form of the Equation of a Circle • Graph a Circle by
Hand and by Using a Graphing Utility • Work with the General Form of
the Equation of a Circle

2.4 Variation 196

Construct a Model Using Direct Variation • Construct a Model Using Inverse
Variation • Construct a Model Using Joint Variation or Combined Variation

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 Contents xi

Chapter Review 202

Chapter Test 204
Cumulative Review 204
Chapter Project 205

3 Functions and Their Graphs 206

3.1 Functions 207

Determine Whether a Relation Represents a Function • Find the Value of a
Function • Find the Difference Quotient of a Function • Find the Domain
of a Function Defined by an Equation • Form the Sum, Difference, Product,
and Quotient of Two Functions

3.2 The Graph of a Function 222

Identify the Graph of a Function • Obtain Information from or about the
Graph of a Function

3.3 Properties of Functions 231

Determine Even and Odd Functions from a Graph • Identify Even and Odd
Functions from an Equation • Use a Graph to Determine Where a Function
Is Increasing, Decreasing, or Constant • Use a Graph to Locate Local
Maxima and Local Minima • Use a Graph to Locate the Absolute Maximum
and the Absolute Minimum • Use a Graphing Utility to Approximate Local
Maxima and Local Minima and to Determine Where a Function Is Increasing
or Decreasing • Find the Average Rate of Change of a Function

3.4 Library of Functions; Piecewise-defined Functions 245

Graph the Functions Listed in the Library of Functions • Graph Piecewise-
defined Functions

3.5 Graphing Techniques: Transformations 256

Graph Functions Using Vertical and Horizontal Shifts • Graph Functions
Using Compressions and Stretches • Graph Functions Using Reflections
about the x-Axis and the y-Axis

3.6 Mathematical Models: Building Functions 268

Build and Analyze Functions

Chapter Review 273

Chapter Test 277
Cumulative Review 278
Chapter Projects 278

4 Linear and Quadratic Functions 280

4.1 Properties of Linear Functions and Linear Models 281

Graph Linear Functions • Use Average Rate of Change to Identify Linear
Functions • Determine Whether a Linear Function Is Increasing, Decreasing,
or Constant • Build Linear Models from Verbal Descriptions

4.2 Building Linear Models from Data 291

Draw and Interpret Scatter Diagrams • Distinguish between Linear and
Nonlinear Relations • Use a Graphing Utility to Find the Line of Best Fit

4.3 Quadratic Functions and Their Properties 298

Graph a Quadratic Function Using Transformations • Identify the Vertex
and Axis of Symmetry of a Quadratic Function • Graph a Quadratic
Function Using Its Vertex, Axis, and Intercepts • Find a Quadratic Function
Given Its Vertex and One Other Point • Find the Maximum or Minimum
Value of a Quadratic Function

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 xii Contents

4.4 Build Quadratic Models from Verbal Descriptions and from Data 310
Build Quadratic Models from Verbal Descriptions • Build Quadratic Models
from Data

4.5 Inequalities Involving Quadratic Functions 320

Solve Inequalities Involving a Quadratic Function

Chapter Review 324

Chapter Test 327
Cumulative Review 328
Chapter Projects 329

5 Polynomial and Rational Functions 330

5.1 Polynomial Functions and Models 331

Identify Polynomial Functions and Their Degree • Graph Polynomial
Functions Using Transformations • Identify the Real Zeros of a Polynomial
Function and Their Multiplicity • Analyze the Graph of a Polynomial
Function • Build Cubic Models from Data

5.2 The Real Zeros of a Polynomial Function 351

Use the Remainder and Factor Theorems • Use Descartes’ Rule of Signs to
Determine the Number of Positive and the Number of Negative Real Zeros
of a Polynomial Function • Use the Rational Zeros Theorem to List the
Potential Rational Zeros of a Polynomial Function • Find the Real Zeros of
a Polynomial Function • Solve Polynomial Equations • Use the Theorem for
Bounds on Zeros • Use the Intermediate Value Theorem

5.3 Complex Zeros; Fundamental Theorem of Algebra 366

Use the Conjugate Pairs Theorem • Find a Polynomial Function with
Specified Zeros • Find the Complex Zeros of a Polynomial Function

5.4 Properties of Rational Functions 372

Find the Domain of a Rational Function • Find the Vertical Asymptotes of a
Rational Function • Find the Horizontal or Oblique Asymptote of a
Rational Function

5.5 The Graph of a Rational Function 382

Analyze the Graph of a Rational Function • Solve Applied Problems
Involving Rational Functions

5.6 Polynomial and Rational Inequalities 393

Solve Polynomial Inequalities Algebraically and Graphically • Solve
Rational Inequalities Algebraically and Graphically

Chapter Review 400

Chapter Test 404
Cumulative Review 404
Chapter Projects 405

6 Exponential and Logarithmic Functions 407

6.1 Composite Functions 408

Form a Composite Function • Find the Domain of a Composite Function

6.2 One-to-One Functions; Inverse Functions 416

Determine Whether a Function Is One-to-One • Determine the Inverse of a
Function Defined by a Map or a Set of Ordered Pairs • Obtain the Graph of
the Inverse Function from the Graph of the Function • Find the Inverse of a
Function Defined by an Equation

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 Contents xiii

6.3 Exponential Functions 428

Evaluate Exponential Functions • Graph Exponential Functions • Define
the Number e • Solve Exponential Equations

6.4 Logarithmic Functions 445

Change Exponential Statements to Logarithmic Statements and Logarithmic
Statements to Exponential Statements • Evaluate Logarithmic Expressions
• Determine the Domain of a Logarithmic Function • Graph Logarithmic
Functions • Solve Logarithmic Equations

6.5 Properties of Logarithms 458

Work with the Properties of Logarithms • Write a Logarithmic Expression
as a Sum or Difference of Logarithms • Write a Logarithmic Expression as a
Single Logarithm • Evaluate a Logarithm Whose Base Is Neither 10 Nor e
• Graph a Logarithmic Function Whose Base Is Neither 10 Nor e

6.6 Logarithmic and Exponential Equations 467

Solve Logarithmic Equations • Solve Exponential Equations • Solve
Logarithmic and Exponential Equations Using a Graphing Utility

6.7 Financial Models 475

Determine the Future Value of a Lump Sum of Money • Calculate Effective
Rates of Return • Determine the Present Value of a Lump Sum of Money
• Determine the Rate of Interest or the Time Required to Double a Lump
Sum of Money

6.8 Exponential Growth and Decay Models; Newton’s Law; Logistic

Growth and Decay Models 484
Find Equations of Populations That Obey the Law of Uninhibited Growth
• Find Equations of Populations That Obey the Law of Decay • Use
Newton’s Law of Cooling • Use Logistic Models

6.9 Building Exponential, Logarithmic, and Logistic Models

from Data 495
Build an Exponential Model from Data • Build a Logarithmic Model from
Data • Build a Logistic Model from Data

Chapter Review 504

Chapter Test 509
Cumulative Review 510
Chapter Projects 511

7 Analytic Geometry 513

7.1 Conics 514

Know the Names of the Conics

7.2 The Parabola 515

Analyze Parabolas with Vertex at the Origin • Analyze Parabolas with
Vertex at 1h, k2 • Solve Applied Problems Involving Parabolas

7.3 The Ellipse 525

Analyze Ellipses with Center at the Origin • Analyze Ellipses with Center
at 1h, k2 • Solve Applied Problems Involving Ellipses

7.4 The Hyperbola 536

Analyze Hyperbolas with Center at the Origin • Find the Asymptotes of
a Hyperbola • Analyze Hyperbolas with Center at 1h, k2 • Solve Applied
Problems Involving Hyperbolas

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 xiv Contents

Chapter Review 550

Chapter Test 551
Cumulative Review 551
Chapter Projects 552

8 Systems of Equations and Inequalities 553

8.1 Systems of Linear Equations: Substitution and Elimination 554

Solve Systems of Equations by Substitution • Solve Systems of Equations
by Elimination • Identify Inconsistent Systems of Equations Containing
Two Variables • Express the Solution of a System of Dependent Equations
Containing Two Variables • Solve Systems of Three Equations Containing
Three Variables • Identify Inconsistent Systems of Equations Containing
Three Variables • Express the Solution of a System of Dependent Equations
Containing Three Variables

8.2 Systems of Linear Equations: Matrices 569

Write the Augmented Matrix of a System of Linear Equations • Write
the System of Equations from the Augmented Matrix • Perform Row
Operations on a Matrix • Solve a System of Linear Equations Using
Matrices

8.3 Systems of Linear Equations: Determinants 585

Evaluate 2 by 2 Determinants • Use Cramer’s Rule to Solve a System of Two
Equations Containing Two Variables • Evaluate 3 by 3 Determinants
• Use Cramer’s Rule to Solve a System of Three Equations Containing Three
Variables • Know Properties of Determinants

8.4 Matrix Algebra 595

Find the Sum and Difference of Two Matrices • Find Scalar Multiples of a
Matrix • Find the Product of Two Matrices • Find the Inverse of a Matrix
• Solve a System of Linear Equations Using an Inverse Matrix

8.5 Partial Fraction Decomposition 612

P
Decompose , Where Q Has Only Nonrepeated Linear Factors • Decompose
Q
P P
, Where Q Has Repeated Linear Factors • Decompose , Where Q Has a
Q Q
P
Nonrepeated Irreducible Quadratic Factor • Decompose , Where Q Has a
Q
Repeated Irreducible Quadratic Factor

8.6 Systems of Nonlinear Equations 620

Solve a System of Nonlinear Equations Using Substitution • Solve a System
of Nonlinear Equations Using Elimination

8.7 Systems of Inequalities 630

Graph an Inequality by Hand • Graph an Inequality Using a Graphing Utility
• Graph a System of Inequalities

8.8 Linear Programming 639

Set Up a Linear Programming Problem • Solve a Linear Programming
Problem

Chapter Review 646

Chapter Test 650
Cumulative Review 651
Chapter Projects 652

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 Contents xv

9 Sequences; Induction; the Binomial Theorem 653

9.1 Sequences 654

Write the First Several Terms of a Sequence • Write the Terms of a Sequence
Defined by a Recursive Formula • Use Summation Notation • Find the Sum
of a Sequence Algebraically and Using a Graphing Utility • Solve Annuity
and Amortization Problems

9.2 Arithmetic Sequences 667

Determine Whether a Sequence Is Arithmetic • Find a Formula for an
Arithmetic Sequence • Find the Sum of an Arithmetic Sequence

9.3 Geometric Sequences; Geometric Series 674

Determine Whether a Sequence Is Geometric • Find a Formula for a
Geometric Sequence • Find the Sum of a Geometric Sequence • Determine
Whether a Geometric Series Converges or Diverges

9.4 Mathematical Induction 684

Prove Statements Using Mathematical Induction

9.5 The Binomial Theorem 688

n
Evaluate a b • Use the Binomial Theorem
j

Chapter Review 694

Chapter Test 697
Cumulative Review 697
Chapter Projects 698

10 Counting and Probability 699

10.1 Counting 700

Find All the Subsets of a Set • Count the Number of Elements in a Set
• Solve Counting Problems Using the Multiplication Principle

10.2 Permutations and Combinations 705

Solve Counting Problems Using Permutations Involving n Distinct Objects
• Solve Counting Problems Using Combinations • Solve Counting Problems
Using Permutations Involving n Nondistinct Objects

10.3 Probability 714

Construct Probability Models • Compute Probabilities of Equally Likely
Outcomes • Find Probabilities of the Union of Two Events • Use the
Complement Rule to Find Probabilities

Chapter Review 724

Chapter Test 726
Cumulative Review 727
Chapter Projects 727

Answers AN1

Credits C1

Index I1

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 Three Distinct Series
Students have different goals, learning styles, and levels of preparation. Instructors
have different teaching philosophies, styles, and techniques. Rather than write one
series to fit all, the Sullivans have written three distinct series. All share the same
goal—to develop a high level of mathematical understanding and an appreciation
for the way mathematics can describe the world around us. The manner of reaching
that goal, however, differs from series to series.

Enhanced with Graphing Utilities Series,

Seventh Edition
This series provides a thorough integration of graphing utilities into topics, allowing
students to explore mathematical concepts and encounter ideas usually studied in
later courses. Using technology, the approach to solving certain problems differs from
the Contemporary or Concepts through Functions Series, while the emphasis on
understanding concepts and building strong skills does not: College Algebra, Algebra &
Trigonometry, Precalculus.

Contemporary Series, Tenth Edition

The Contemporary Series is the most traditional in approach, yet modern in its
treatment of precalculus mathematics. Graphing utility coverage is optional and can
be included or excluded at the discretion of the instructor: College Algebra, Algebra
& Trigonometry, Trigonometry: A Unit Circle Approach, Precalculus.

Concepts through Functions Series,

Third Edition
This series differs from the others, utilizing a functions approach that serves as the
organizing principle tying concepts together. Functions are introduced early in various
formats. This approach supports the Rule of Four, which states that functions are
represented symbolically, numerically, graphically, and verbally. Each chapter
introduces a new type of function and then develops all concepts pertaining to that
particular function. The solutions of equations and inequalities, instead of being
developed as stand-alone topics, are developed in the context of the underlying
functions. Graphing utility coverage is optional and can be included or excluded
at the discretion of the instructor: College Algebra; Precalculus, with a Unit Circle
Approach to Trigonometry; Precalculus, with a Right Triangle Approach to Trigonometry.

xvi

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 The Enhanced with Graphing
Utilities Series
College Algebra
This text provides an approach to college algebra that completely integrates graphing
technology without sacrificing mathematical analysis and conceptualization. The
text has three chapters of review material preceding the chapters on functions. After
completing this text, a student will be prepared for trigonometry, finite mathematics,
and business calculus.

Algebra & Trigonometry

This text contains all the material in College Algebra, but it also develops the
trigonometric functions using a right triangle approach and shows how that
approach is related to the unit circle approach. Graphing techniques are emphasized,
including a thorough discussion of polar coordinates, parametric equations, and
conics using polar coordinates. Graphing calculator usage is integrated throughout.
After completing this text, a student will be prepared for finite mathematics, business
calculus, and engineering calculus.

Precalculus
This text contains one review chapter before covering the traditional precalculus
topics of functions and their graphs, polynomial and rational functions, and
exponential and logarithmic functions. The trigonometric functions are introduced
using a unit circle approach and show how it is related to the right triangle
approach. Graphing techniques are emphasized, including a thorough discussion of
polar coordinates, parametric equations, and conics using polar coordinates. Graphing
calculator usage is integrated throughout. The final chapter provides an introduction to
calculus, with a discussion of the limit, the derivative, and the integral of a function.
After completing this text, a student will be prepared for finite mathematics, business
calculus, and engineering calculus.

xvii

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 Preface to the Instructor
A
s professors at an urban university and a community
college, Michael Sullivan and Michael Sullivan III
are aware of the varied needs of College Algebra
students. Such students range from those who have little
mathematical background and are fearful of mathematics
courses, to those with a strong mathematical education and
a high level of motivation. For some of your students, this
will be their last course in mathematics, whereas others will
further their mathematical education. We have written this
text with both groups in mind.
As a teacher, and as an author of precalculus, engineering
calculus, finite mathematics, and business calculus texts,
Michael Sullivan understands what students must know if
they are to be focused and successful in upper-level math
courses. However, as a father of four, he also understands
the realities of college life. As an author of a developmental
mathematics series, Michael’s son and co-author, Michael
Sullivan III, understands the trepidations and skills that
students bring to the College Algebra course. As the father
of a current college student, Michael III realizes that today’s
college students demand a variety of media to support their
education. This text addresses that demand by providing
technology and video support that enhances understanding
without sacrificing math skills. Together, both authors have
taken great pains to ensure that the text offers solid, student-
friendly examples and problems, as well as a clear and
seamless writing style.
A tremendous benefit of authoring a successful series
is the broad-based feedback we receive from teachers and
students. We are sincerely grateful for their support. Virtually
every change in this edition is the result of their thoughtful
comments and suggestions. We are confident that, building on
the success of the first six editions and incorporating many of
these suggestions, we have made College Algebra Enhanced
with Graphing Utilities, 7th Edition, an even better tool for
learning and teaching. We continue to encourage you to share
with us your experiences teaching from this text.
Features in the Seventh Edition
A descriptive list of the many special features of
College Algebra can be found in the front of this text.
This list places the features in their proper context, as
building blocks of an overall learning system that has been
carefully crafted over the years to help students get the
most out of the time they put into studying. Please take the
time to review this and to discuss it with your students at
the beginning of your course. When students utilize these
features, they are more successful in the course.
New to the Seventh Edition
• Retain Your Knowledge This new category of problems
in the exercise set is based on the article “To Retain
xviii
A01_SULL1438_07_AIE_FM_ppi-xxvi.indd 18
New Learning, Do the Math” published in the Edurati
Review. In this article, Kevin Washburn suggests that
“the more students are required to recall new content or
skills, the better their memory will be.” It is frustrating
when students cannot recall skills learned earlier in
the course. To alleviate this recall problem, we have
created “Retain Your Knowledge” problems. These are
problems considered to be “final exam material” that
students can use to maintain their skills. All the answers
to these problems appear in the back of the text, and all
are programmed in MyMathLab.
• Guided Lecture Notes Ideal for online, emporium/
redesign courses, inverted classrooms, or traditional
lecture classrooms. These lecture notes help students take
thorough, organized, and understandable notes as they
watch the Author in Action videos. They ask students to
complete definitions, procedures, and examples based on
the content of the videos and text. In addition, experience
suggests that students learn by doing and understanding
the why/how of the concept or property. Therefore, many
sections have an exploration activity to motivate student
learning. These explorations introduce the topic and/or
connect it to either a real-world application or a previous
section. For example, when the vertical-line test is
discussed in Section 3.2, after the theorem statement, the
notes ask the students to explain why the vertical-line test
works by using the definition of a function. This challenge
helps students process the information at a higher level of
understanding.
• Illustrations Many of the figures now have captions to
help connect the illustrations to the explanations in the
body of the text.
• TI Screen Shots In this edition we have replaced all
the screen shots from the sixth edition with screen
shots using TI-84 Plus C. These updated screen shots
help students visualize concepts clearly and help make
stronger connections among equations, data, and graphs
in full color.
• Exercise Sets All the exercises in the text have been
reviewed and analyzed for this edition, some have been
removed, and new ones have been added. All time-
sensitive problems have been updated to the most
recent information available. The problem sets remain
classified according to purpose.
The ‘Are You Prepared?’ problems have been
improved to better serve their purpose as a just-in-time
review of concepts that the student will need to apply in
the upcoming section.
The Concepts and Vocabulary problems have been
expanded and now include multiple-choice exercises.
Together with the fill-in-the-blank and true/false
problems, these exercises have been written to serve as
reading quizzes.
17/11/15 12:43 pm

Skill Building problems develop the student’s
computational skills with a large selection of exercises that
are directly related to the objectives of the section. Mixed
Practice problems offer a comprehensive assessment of
skills that relate to more than one objective. Often these
require skills learned earlier in the course.
Applications and Extensions problems have been
updated. Further, many new application-type exercises
have been added, especially ones involving information
and data drawn from sources the student will recognize,
to improve relevance and timeliness.
The Explaining Concepts: Discussion and Writing
exercises have been improved and expanded to provide
more opportunity for classroom discussion and group
projects.
New to this edition, Retain Your Knowledge exercises
consist of a collection of four problems in each exercise
set that are based on material learned earlier in the
course. They serve to keep information that has already
been learned “fresh” in the mind of the student. Answers
to all these problems appear in the Student Edition.
The Review Exercises in the Chapter Review have
been streamlined, but they remain tied to the clearly
expressed objectives of the chapter. Answers to all these
problems appear in the Student Edition.
• Annotated Instructor’s Edition As a guide, the author’s
suggestions for homework assignments are indicated by
a blue underscore below the problem number. These
problems are assignable in MyMathLab.
Content Changes in the
Seventh Edition
• Section 3.1 The objective Find the Difference Quotient
of a Function has been added.
• Section 5.2 The objective Use Descartes’ Rule of Signs
has been included.
• Section 5.2 The theorem Bounds on the Zeros of a
Polynomial Function is now based on the traditional
method of using synthetic division.
• Section 5.5 Content has been added that discusses the
role of multiplicity of the zeros of the denominator of a
rational function as it relates to the graph near a vertical
asymptote.
Using the Seventh Edition Effectively
with Your Syllabus
To meet the varied needs of diverse syllabi, this text
contains more content than is likely to be covered in an
College Algebra course. As the chart illustrates, this text
has been organized with flexibility of use in mind. Within a
given chapter, certain sections are optional (see the details
that follow the accompanying figure) and can be omitted
without loss of continuity.
A01_SULL1438_07_AIE_FM_ppi-xxvi.indd 19
Preface xix
R 1
10 2 9
3
4 5 6 7
8
Chapter R Review
This chapter consists of review material. It may be used as
the first part of the course or later as a just-in-time review
when the content is required. Specific references to this
chapter occur throughout the text to assist in the review
process.
Chapter 1 Equations and Inequalities
Primarily a review of intermediate algebra topics, this
material is a prerequisite for later topics. The coverage of
complex numbers and quadratic equations with a negative
discriminant is optional and may be postponed or skipped
entirely without loss of continuity.
Chapter 2 Graphs
This chapter lays the foundation for functions. Section 2.4
is optional.
Chapter 3 Functions and Their Graphs
This is perhaps the most important chapter. Section 3.6 is
optional.
Chapter 4 Linear and Quadratic Functions
Topic selection depends on your syllabus. Sections 4.2 and
4.4 may be omitted without loss of continuity.
Chapter 5 Polynomial and Rational Functions
Topic selection depends on your syllabus.
Chapter 6 Exponential and Logarithmic Functions
Sections 6.1–6.6 follow in sequence. Sections 6.7, 6.8, and
6.9 are optional.
Chapter 7 Analytic Geometry
Sections 7.1–7.4 follow in sequence.
Chapter 8 Systems of Equations and Inequalities
Sections 8.2–8.7 may be covered in any order, but each
requires Section 8.1. Section 8.8 requires Section 8.7.
Chapter 9 Sequences; Induction; The Binomial
Theorem
There are three independent parts: Sections 9.1–9.3,
Section 9.4, and Section 9.5.
Chapter 10 Counting and Probability
The sections follow in sequence.
17/11/15 12:43 pm
 xx Preface

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Another random document with
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gushingly grateful, but on the whole responsive. A few
doleful remarks about his own bodily condition wound up
the effort neatly, and served as an excuse for shortness.

"Have you done? Now read mine, father."

Colonel Tracy obeyed, and towards the close, he exclaimed,

"Hallo! What's this? Going to Craye!"

"I forgot to show you Colonel Erskine's note to me. Won't it

be lovely? I shall like to see Craye."

"My dear, I couldn't possibly think of such a thing."

"But this doesn't bind you to anything. I only say what I

think,—how very very delightful it will be. And after such a
present from him—don't you think we shall feel inclined to
do whatever he wants? Now, if you will give me your note,
I'll have them both posted directly."

"Well," the Colonel said in resigned accents; and he resisted

no more.

"Things certainly are better than they were a year ago,"

Dorothea thought; but she did not think how much her own
patience and unselfishness had had to do with the change.
 CHAPTER XVIII
A MISTAKE

"THE twelfth of February," said Emmeline Claughton. She

spoke in a slow considering tone, gazing at the Woodlands'
drawing-room fireplace, and surrounded by the Woodlands
quartette of ladies.

"Nearly a fortnight off," remarked Margot.

"Yes."

"My father was bent upon getting the Tracys down here on
the earliest possible day; but nothing will induce Colonel
Tracy to stir sooner."

"No."

"So February the twelfth has been definitely settled?"

"Yes."

"Have you anything against it?" asked Isabel abruptly,

speaking out what the others only thought.

"Why should I?"

"Well—you looked—"

"Colonel Erskine is naturally anxious to see his old friend. I

would not have a hand in putting off such a meeting for a
single hour. If it had happened to be a week later—"
"But why? What difference could that make?"

"Oh, none really. Only Mervyn is coming home on the

seventh for two or three weeks; and we have just heard
that Edred means to run down on the twelfth for a couple of
nights or so. Mother thought some of you would come to
dinner on the thirteenth,—Colonel Erskine, and perhaps
Margot and Dolly. You don't care for dinner parties, I know."

"I detest them. But why shouldn't they all go still, and the
Tracys too?" asked blundering Isabel.

Emmeline met the suggestion by silence.

"My dear, that would not do," said Mrs. Erskine. "We can't
inflict utter strangers upon Mrs. Claughton."

"But couldn't—" Isabel hesitated, and looked at Dolly with a

meaning glance, which Dolly did not see, but felt. A swift
flush rose to the girl's pale cheeks.

"My father would not think of leaving Colonel Tracy," said

Margot, purposely misunderstanding the question. "It is
unfortunate, but I am afraid the thing can't be."

"If the Tracys could be put off for two days," said Isabel.

Dolly spoke up suddenly. "O no; my father would be so

disappointed. Very likely, that would mean they're not
coming at all. It can't be helped."

"It is very unfortunate," said Emmeline.

"Things won't always fit in just as one wishes," said Dolly.

Then she left her seat and went towards the door. "Margot,
I quite forgot to see to those Christmas roses in your room.
I'll do it now."
Margot simply said, "Thank you."

Isabel exclaimed, "Why, Dolly, there is no hurry. You needn't

run away while Emmeline is here."

"I may not have time by-and-by," said Dolly, and she
escaped without saying good-bye.

Twenty minutes later Margot went upstairs, and found Dolly,

as she expected, in her bedroom. The supply of Christmas
roses had been turned out upon a small table, and the vase
had been filled with fresh water. Dolly stood with her back
to the door, snipping at the ends of the stalks in most
businesslike style; but the next moment Margot saw tears
running fast down her cheeks.

"My dear Dolly!" she said gently.

"I haven't—quite done," Dolly murmured.

Margot stood for a few seconds watching; but the tears

streamed on. Dolly's lips quivered unmanageably, and it
was evident that she could not see what she was doing.
Margot drew the scissors out of her hand, sat down, and
took Dolly into her arms. There was a momentary of effort
at resistance; and then Dolly gave in, hid her face, and
broke into bitter sobbing.

"Poor little Dolly! Dear little Dolly! Never mind! A good cry
will make you feel better."

"O Margot! It is so hard. I don't know how to bear it!"

So much and no more reached Margot's ears. She

attempted no answer at first, but stroked the fair hair and
kissed the hot brow over and over again, with comforting
whispers. Presently, when the sobs lessened, she asked—
"What is it that seems so hard?"

"I don't know. Everything."

"Not only this disappointment about the evening at the

Park?"

"Oh,—that and—everything."

"I'm so sorry. It is very unfortunate, as Emmeline says.

After you were gone, I tried to feel my way to some other
arrangement; but Emmeline did not help me. If Mrs.
Claughton has set her mind on having my father, she would
not care to have you and me without him,—two ladies at a
dinner are not very welcome, you know. And I don't quite
think we both ought to leave Miss Tracy under the
circumstances. Colonel Tracy must be a touchy man, and he
might take offence. And, Dolly, I don't think it would do for
you to go alone, well as we know the Claughtons. Even if
Emmeline had proposed it, and she didn't—"

"No," whispered Dolly.

"But we are sure to see Mervyn and Edred somehow."

Dolly sighed heavily.

"Perhaps Edred may stay longer than he intends."

"Yes," murmured Dolly; "when he knows that—that—she

will be here."

"Dorothea Tracy? It may be only our fancy about him and

her. Still—"

"Margot, I feel so wicked about her sometimes."

"Or rather, you are tempted to feel wickedly."

"Is that all? I think I do feel it—now and then. I'm trying
not to give in. But when she comes—if I should hate her—if
I should see that she—"

Margot was silent, considering what to say. Then she spoke

out gently.

"If you should see Edred loving and seeking Dorothea Tracy,
you know that one happiness which you wish for is not to
be yours. You would know that the life you could choose is
not to be your life. Dolly, some of us have to go through
that pain, and, hard as it may seem, I think we are not the
worse for it in the end; at least, we need not be. One has to
learn, somehow, to fight and endure: and that may be as
good a way as any other. I can't tell yet if that is to be your
discipline; but if it is, you will not hate Dorothea Tracy. She
has a right to be loved: and she would not be to blame.
Whether he would be to blame is another question. I do not
know if he has ever given any reason—"

Margot hesitated, but she had no answer to the half-spoken

question.

"One thing I do know," she said; "whatever may be the

ending of all this, the last few months have done our Dolly
no harm."

"O Margot!"

"I don't think you can judge. Perhaps an outsider can tell
better. I had a fear at one time that yours was to be only a
kitten life, Dolly—nothing in it but amusement and self-
pleasing. Lately, I do see a difference."

"I am afraid it is only, partly, because I haven't cared;

because everything has seemed not worth doing."
"And that has made you give more time to things that are
worth doing—partly because you haven't cared. But, dear,
you have cared, and you do care. Do you think I have not
seen the fight going on?"

"Margot, you are such a comfort!" said Dolly, sighing.

If Dolly Erskine looked forward to the twelfth of February

with doubtful sensations, Dorothea Tracy's expectations
were of unmixed delight.

For a while it had seemed very uncertain whether the visit

to Craye was a thing to be or not to be. Colonel Erskine's
invitation was pressed cordially, but Colonel Tracy held
back. A trickling correspondence went on for three weeks,
before the one veteran gave in to the other. Colonel Tracy at
length yielded, partly to his old friend's desire, partly to his
daughter's insistence, and consented to name the twelfth of
February. Thereafter he was hold to his word.

The twelfth of February came—a mild grey day, more like

autumn than winter. Dolly had hoped and longed-for a frost
which might mean skating at the Park, but no frost
rewarded her expectations. The roads were muddy; the air
was saturated with moisture.

At four o'clock the train, fifteen minutes overdue, drew up

at the small platform, where two elderly porters loitered
about. Colonel Erskine stood talking to the station-master,
with Dolly by his side. He would have no one but his Dolly
to welcome the other Dorothea.

A red face came out of one carriage window, and a voice

called—
"Hi! Is this Craye?"

"Yes, yes. All right!" Colonel Erskine moved swiftly forward,

beckoning to a porter. "See to this gentleman's luggage," he
said.

Colonel Tracy jumped out, and the hands of the long-

separated comrades met in a hasty clasp—stirred and warm
on the one side, shy and uncomfortable on the other.
"Welcome—" Colonel Erskine tried to say, and it was as
much as he could do to bring the word out. His voice was
husky, and something like a tear shone in each eye, while
Colonel Tracy's face was at its reddest, and he had not an
idea at command.

Then Dolly followed suit, shaking hands with the Colonel,

and privately thinking what an ugly man he was. Colonel
Erskine helped Dorothea to descend, and as she sprang on
the platform, she squeezed his hand, saying eagerly, "How
good you are to us!"

"No, no—it is you who are good to come," Colonel Erskine

answered, returning the warm pressure. "Here is my Dolly—
your namesake. You have met before;" and he tried to
laugh, though there was still a wet glitter in his eyes, as he
brought the girls together, with a hand on the arm of each.

"At our Christening," Dorothea said at once. Dolly was very

quiet, putting out her gloved hand with one shy glance; and
a curious tenderness crept into Dorothea's eyes. "What a
little darling! How I shall love her!" she was saying to
herself; but Dolly could not guess the thought.

Colonel Tracy muttered something about "luggage," and

careered away down the platform, only to find his trunks
already landed. The other three followed, Colonel Erskine
saying—"So your father is quite well again?"
"Oh, quite!" Dorothea's bright glance said plainly. "Thanks
to you!"

"You are very like your mother," said Colonel Erskine, a

touch of sadness in the tone.

"Am I? It is nice to be told that."

"Doesn't your father say the same?"

"I don't know. Yes—perhaps—something of the kind."

Colonel Tracy awaited their arrival, not yet at his ease.

"What's to be done with these?" he asked gruffly as they
approached.

"Do you object to a short walk? It is not far," said Colonel

Erskine. "That's right. Then Miss Tracy and Dolly will go in
the pony-carriage. The trunks are all right. A porter will
bring them presently. This way."

Dolly did not approve of the arrangement. She shrank from

being alone with Dorothea; yet it was manifestly a good
plan. The two old friends might well wish for a few minutes
together, after their long estrangement. Whether Colonel
Tracy desired it, might indeed be a matter for doubt, though
he offered no protest; but Colonel Erskine's face showed
unmitigated pleasure, and Dolly submitted.

"Take the lower road, Fred," were her father's parting words
to the boy. Dolly had meant to give a contrary order. The
"lower road" was less steep, but much longer than the more
direct route, and she did not care for a lengthened tête-à-
tête. However, it had to be. Jack, the plump pony, trotted
leisurely off along the village street, and the two Colonels
turned up a side lane.
"Craye seems a very pretty place," said Dorothea.

"Yes—I suppose it is."

"And you have lived here a long while?"

"Yes; ever since I was quite little."

"It must be nice to have a settled home."

"Yes," Dolly answered dreamily.

"I wonder," Dorothea said, after a break, "I wonder whether

you care half as much about seeing me as I do about seeing
you."

Dolly made a quick movement. "O yes," she began, "I am

very glad."

"But of course, it can't be the same. You have so many

belonging to you,—so many friends; and I have nobody
except my father."

Had she not Edred too? That thought darted through Dolly's
mind with the force and pain of an actual stab. It seemed to
take away her breath, and to turn her pale.

"People in London generally have more friends than people

in the country," she said.

"Do they? Ah—so Mr. Claughton says—Mr. Mervyn

Claughton, I mean," with a half smile. Dorothea hesitated
for a second, noting Dolly's faint blush. Then was it Mervyn,
not Edred, who might hope to win Dolly? "Poor man!"
Dorothea said to herself, thinking of Edred, and there was a
little sigh, not wholly on his account. She went on talking
quietly, while so thinking: "But I am not in the swing of
London society, for my father goes nowhere."

"Doesn't he?"

The indifferent tone hardly called for a response; and a

pause followed.

"I wonder whether I may say one thing about—" began

Dorothea, and again there came to Dolly the question,
which was like a stab—was it something about Edred? But
—"about your father," were the next words, and Dolly's
strained attention lessened. "We owe him so much. You
know, of course, how good he has been—how kind and
noble. One can't explain feeling," Dorothea added with a
little laugh; "but if I could—Do you know, I almost think
there can't be another man like him in the world."

"I am sure he is very glad," said Dolly, feeling her own

words and manner to be horribly cold. "And it is nice for
them to be together again."

"Yes," Dorothea murmured. "It must be more to me than to

you, of course." Then she abruptly changed the subject by
asking, "Is the Park far from your house?"

Dolly grow rigid. "No," she said.

"You know, I have seen something of your friends, the

Claughtons." Dorothea coloured faintly, and Dolly saw it;
but she did not see how much of the blush was on her own
account, in sympathy with her supposed feelings. "I was
surprised to hear that Mr. Claughton—our curate—would be
down here just now."

"Only for two nights."

"I believe he hopes to stay for a week. He called on us the
day before yesterday, and said so."

Dolly twisted herself round to lean over the back, her face
turned away. "That shawl—it seems to be slipping," came in
rather smothered accents. "O never mind—all right. Yes,
and the eldest brother is here too—Mervyn, I mean." Dolly
straightened herself, and Dorothea could not but notice her
brilliant blush, could not but connect it with the last uttered
name.

"Then it is Mr. Mervyn Claughton— not the other," she said

to herself decisively. "Well, I have not come here to step in
the way of Dolly's happiness, even supposing I had the
power. If any choice is left to me, I must keep clear of Mr.
Mervyn Claughton."

"You know him too, don't you?" said Dolly, looking ahead,
with burning cheeks.

"The eldest Mr. Claughton. Yes; and he seems very

pleasant," said Dorothea. "I know them both—a little."

"He has a great deal the most fun in him of the two."

Dorothea smiled. "Yes: a great deal." She could hardly think

of the word "fun" in connection with Edred Claughton.

"And he skates beautifully. I only wish we had a frost while

he is here."

"Does Mr. Edred Claughton skate too?"

"Not much. He is clumsy compared with his brother."

Dorothea made no immediate answer. The pony was

walking slowly uphill, and Dolly seemed to sink into a
dream. She woke from it after a while, to find Dorothea
attentively studying her.

"I forgot! How stupid of me not to talk!"

"Why?"

"Why, you have only just come."

"But I have not come to be a trouble. I should not like you

to feel any 'ought' about talking to me."

"I didn't mean it exactly in that way."

Dolly pulled herself upright, and endeavoured to put on an

air of polite interest. "It is such a dull day," she said. "You
should see Craye in sunshine."

Dorothea was still studying Dolly: and her next words were
unexpected—

"I don't think you ought to have come to the station to

meet me. You are tired—or something—are you not?"

"Tiredness doesn't matter," said Dolly, with a short laugh.

"What makes you so?"

"Nothing particular,—at least, nothing that can be helped.

Please don't say a word about it at home."

Dolly glanced up as she spoke, and the pitying tenderness

of Dorothea's look almost upset her self-command.
Dorothea could see the muscles in her throat working
painfully.

"No, of course I will not. But I know so well that feeling of

wanting to cry about nothing when one is overdone."
"Thank you," murmured Dolly, glad of any respectable
excuse to let two or three tears drop. "Only, it is awfully
stupid," she added, trying to smile. "One has no business to
be so ridiculous. You will be sure not to tell."

The short and steep cut from Craye to Woodlands was

supposed to take not more than fifteen minutes up, and ten
minutes down of quick walking. The two Colonels, however,
managed to spend an hour on the road. Tea was cold before
they appeared. Colonel Tracy had by that time parted with
the last remnants of embarrassment. Dorothea had never in
her life seen him so much at his ease, or so full of talk.

The old comrades were inseparable all that evening. They

fought old battles over again, lived old days over again, told
old regimental stories over again, discussed the histories of
brother veterans over again,—only about the long quarrel,
now happily ended, a discreet silence was kept. If anything
had had to be said on that subject, it was doubtless said in
the tête-à-tête walk.

Dorothea was greatly taken with Mrs. Erskine; also she

liked Isabel, and found Margot charming. But her chief
admiration was for Colonel Erskine, and her chief interest
centred itself in Dolly.

Without seeming to do so, she watched Dolly closely, noted

every change of colour, observed every sign of depression.
A quick instinct had told her at once that some kind of
trouble lay below Dolly's physical listlessness; but, from
lack of experience, she was too easily taken in as to Dolly's
feelings. That Edred loved Dolly, and that Dolly cared for
Mervyn, she felt now little doubt. But—did Mervyn care for
Dolly? Did the clue to Dolly's trouble lie in that direction?

Dolly had her wish, after all. The world awoke next morning
to a frost-decked landscape.

She did not skip with delight, as she would have done a
year earlier, but only stood soberly looking out.

"Will it be hard enough for skating? And will the Claughtons

ask us?" she murmured.

"Splendid frost, Dolly," greeted her downstairs.

"Just the weather for you."

"For skating, father?"

"Ah, ha,—that's what she always thinks of," laughed Colonel

Erskine, who was in high spirits. "Dolly is a first-rate skater.
But you don't look quite the thing this morning, child. What
is wrong?"—as he kissed her.

"Oh, nothing. I'm only cold," said Dolly, trying to believe

what she said. It would never do to give in and be lazy,—if
an invitation should come from the Claughtons.

A good part of the morning passed without any sign, and

Dolly's languor could not but be noticed. Nothing would
induce her to leave the house, and she seemed unable to
settle to any occupation.

"I don't suppose the pond is safe yet," Isabel said

repeatedly. "Emmeline would be sure to send us word. She
always does."

Dorothea had already been for a brisk turn with her father
and Colonel Erskine. She now sat contentedly near a
window, work in hand, ready for talk or silence as others
might wish. There were no signs about Dorothea of a mind
ill at ease: yet she had fought a fight in the past night, and
had come off conqueror. Whatever pain might be involved
to herself in the resolution, she was utterly determined not
to stand in the way of Dolly's happiness. If Dolly cared for
Mervyn Claughton, the less Dorothea had to do with him,
the better. She was not without a certain consciousness of
power over him; and a young man hovering between two
girls is often easily swayed by a touch either way. Dorothea
would not, if she might, give that touch.

The resolution was not taken without a sigh, perhaps not

without a tear; for Dorothea liked Mervyn. She was
conscious that she could have liked him very much indeed.
But if Dolly's happiness were at stake,—"No, no, no!"
Dorothea cried in her heart twenty times that morning.
"After what we owe to Dolly's father—oh, no, never! I will
never be the one to come between."

Nobody looking at Dorothea's placid face would have

dreamt of any such thoughts below. She did not hang about
listlessly, like Dolly, or change colour at the sound of every
bell.

Suddenly a boy passed the window, and the hitherto inert

Dolly darted from the room. She came back brilliant.

"It's all right,—all right, Issy! Ice as hard as possible. We

are to go directly after lunch, as many as like. Emmeline
particularly asks Colonel Tracy and Dorothea. Do you
skate?"—to Dorothea.
"Yes; only I have no skates here."

"Oh, that doesn't matter. We'll fit you with a pair. Past
twelve,—nearly an hour to lunch. Where is father? I must
tell him."

Dolly flitted off, and Isabel stood gazing after her.

"What a child it is still. Who would guess her to be not far

from twenty?"

"She doesn't seem so old as I am," said Dorothea.

"No, indeed. I am afraid Margot and I can't go," continued

Isabel. "Margot can't stand about, and I have so many
things to see to. Will you think it very neglectful if we don't?
My father and Dolly will be there."

Dorothea managed to set Isabel's mind at rest. She was a

little excited herself at the prospect of the Park gathering,
and wondered silently, would the elder Mr. Claughton be as
pleasant to her as when they had last met? Would both the
brothers pursue Dolly with anxious attentions? Would Dolly
smile upon Mervyn, and turn a cold shoulder to Edred?
 CHAPTER XIX
"STRICTLY IN CONFIDENCE"

LUNCH over, the two Dorotheas hastened away to dress.

Dolly would not permit the loss of a moment. Expeditious as
Dorothea always was, she found Dolly in the hall, ready
dressed, charming in her dark furs and golden hair. Both
pallor and limpness were gone, but Dorothea did not quite
like the sharp contrasts of pink and white in the small face.

"Are you sure you ought to go to-day?" she asked in a low

tone, when they were off, the two Colonels bringing up the
rear, arm-in-arm.

"Ought to go. Oh, why?" and the pink became crimson.

"I don't fancy you are quite well."

"Is that all? I fancied you meant—at least, I didn't know

what you meant. I'm only awfully tired," said Dolly, with a
forced laugh. "If it wasn't for the skating, I should like to lie
on the sofa and cry. But that would be so stupid."

"Only, if you are not fit to go—"

"I am fit, and I mean to go." Dolly spoke with a touch of

pettishness. "It would be absurd to give in. Just laziness."

The frozen pond lay near the centre of a large meadow,

behind the Park garden. A good many people were already
assembled there when the Woodlands party arrived. Dolly
passed among them, nodding, smiling, shaking hands, but
scarcely pausing for an instant until the edge of the pond
was reached.
"How do you do, Dolly?" Mervyn said, coming up. "Why!"—
and his tone showed great surprise—"Miss Tracy!"

"Didn't you know Miss Tracy was with us?" asked Dolly.

"I really did not. Nobody has had the grace to tell me."

Dorothea could not but be aware of the pleasure in

Mervyn's face, and the warmth of his hand-clasp. Her heart
beat rather fast: yet the next moment, he was looking with
evident admiration at Dolly.

"And I must not hinder that! I must do nothing to hinder

that!" she told herself.

"So you are actually staying at Woodlands?" said Mervyn.

"Yes; we came yesterday. Colonel Erskine proved to be my

father's old friend."

"Ah, I remember,—you were questioning me in the Park. I

must renew acquaintance with Colonel Tracy presently.
There's Emmeline calling me to a sense of my duties. I hope
yonder portly dame doesn't mean to adventure herself on
the ice. She'll drown the whole bevy of us. Arctic frost
wouldn't sustain her weight. Have you skates, Miss Tracy?
I'll be back in a minute. Here, Edred, can you see to these
ladies?"

Edred's response to the appeal was not too cordial. He

shook hands with Dolly, but hardly met her eyes; and then
he bent his attention to the fastening of Dorothea's skates.
When they both looked up, Dolly was gone.

"Where can she be?" Dorothea asked. "Yes, I see! Your

brother has her on the ice."
A shadow crossed Edred's face, marked enough to be
unmistakable. "Yes," he said briefly. "Now, will you let me
help you?"

Dorothea was not a very experienced skater, and some little

assistance was welcome. Edred attached himself to her side
for a considerable time.

"Poor man! it is hard upon him!" thought Dorothea, "when

he is longing to be with Dolly. But—if she has what she
wants, I must not interfere."

Neither Dorothea, nor Edred wore capable of difficult

evolutions. They went solemnly round and round the pond,
doing their best to avoid collisions. Dorothea tried in vain to
get up any manner of conversation on everyday topics. She
took refuge at last in Edred's London work, mentioned the
Parish, and started him in a lengthy dissertation upon the
duties of churchwardens. Whether she or he thought much
about what he said may be doubted; but the gravity of the
two faces gave them every appearance of intent interest.

Dolly flashed past now and then, holding Mervyn's hand.

The two were executing intricate curves, with equal ease
and grace. Dorothea felt certain that at all events Dolly was
enjoying herself.

"Pretty creature!" she murmured, half-aloud.

"I beg your pardon?" said Edred, interrupted in his

disquisition.

"I was only thinking how sweet Dolly looks to-day."

"She is—" and a cold pause. "She can be—attractive."

"I should think she could! Attractive! I call her lovely!"