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discrete mathematics
with applications
FiFth editiON, metric VersiON
SUSANNA S. EPP
DePaul University
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
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Cover Photo: The stones are discrete objects placed one on top of another like a chain of careful reasoning. A person who
decides to build such a tower aspires to the heights and enjoys playing with a challenging problem. Choosing the stones takes
both a scientific and an aesthetic sense. Getting them to balance requires patient effort and careful thought. And the tower
that results is beautiful. A perfect metaphor for discrete mathematics!
Discrete Mathematics with Applications, © 2020, 2011, 2004 Cengage Learning, Inc.
Fifth Edition, Metric Version
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Susanna S. Epp
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cONteNts
ChAPTER 1 speaking mathematically 1

1.1 Variables 1
Using Variables in Mathematical Discourse; Introduction to Universal, Existential,
and Conditional Statements
1.2 The Language of Sets 6

The Set-Roster and Set-Builder Notations; Subsets; Cartesian Products; Strings
1.3 The Language of Relations and Functions 15

Definition of a Relation from One Set to Another; Arrow Diagram of a Relation;
Definition of Function; Function Machines; Equality of Functions
1.4 The Language of Graphs 24

Definition and Representation of Graphs and Directed Graphs; Degree of a Vertex;
Examples of Graphs Including a Graph Coloring Application
ChAPTER 2 the Logic of compound statements 37

2.1 Logical Form and Logical Equivalence 37
Statements; Compound Statements; Truth Values; Evaluating the Truth of More General
Compound Statements; Logical Equivalence; Tautologies and Contradictions; Summary
of Logical Equivalences
2.2 Conditional Statements 53

Logical Equivalences Involving S; Representation of If-Then As Or; The Negation of
a Conditional Statement; The Contrapositive of a Conditional Statement; The Converse
and Inverse of a Conditional Statement; Only If and the Biconditional; Necessary and
Sufficient Conditions; Remarks
2.3 Valid and Invalid Arguments 66

Modus Ponens and Modus Tollens; Additional Valid Argument Forms: Rules of
Inference; Fallacies; Contradictions and Valid Arguments; Summary of Rules of Inference
2.4 Application: Digital Logic Circuits 79

Black Boxes and Gates; The Input/Output Table for a Circuit; The Boolean Expression
Corresponding to a Circuit; The Circuit Corresponding to a Boolean Expression; Finding
vi ConTenTs
a Circuit That Corresponds to a Given Input/Output Table; Simplifying Combinational

Circuits; NAND and NOR Gates
2.5 Application: Number Systems and Circuits for Addition 93

Binary Representation of Numbers; Binary Addition and Subtraction; Circuits for
Computer Addition; Two’s Complements and the Computer Representation of Negative
Integers; 8-Bit Representation of a Number; Computer Addition with Negative Integers;
Hexadecimal Notation
ChAPTER 3 the Logic of Quantified statements 108

3.1 Predicates and Quantified Statements I I08
The Universal Quantifier: 5; The Existential Quantifier: E; Formal versus Informal
Language; Universal Conditional Statements; Equivalent Forms of Universal and
Existential Statements; Bound Variables and Scope; Implicit Quantification; Tarski’s
World
3.2 Predicates and Quantified Statements II 122

Negations of Quantified Statements; Negations of Universal Conditional Statements;
The Relation among 5, E, `, and ~; Vacuous Truth of Universal Statements; Variants of
Universal Conditional Statements; Necessary and Sufficient Conditions, Only If
3.3 Statements with Multiple Quantifiers 131

Translating from Informal to Formal Language; Ambiguous Language; Negations of
Multiply-Quantified Statements; Order of Quantifiers; Formal Logical Notation; Prolog
3.4 Arguments with Quantified Statements 146

Universal Modus Ponens; Use of Universal Modus Ponens in a Proof; Universal Modus
Tollens; Proving Validity of Arguments with Quantified Statements; Using Diagrams to
Test for Validity; Creating Additional Forms of Argument; Remark on the Converse and
Inverse Errors
ChAPTER 4 elementary Number theory and methods

of Proof 160
4.1 Direct Proof and Counterexample I: Introduction 161
Definitions; Proving Existential Statements; Disproving Universal Statements by
Counterexample; Proving Universal Statements; Generalizing from the Generic
Particular; Method of Direct Proof; Existential Instantiation; Getting Proofs Started;
Examples
4.2 Direct Proof and Counterexample II: Writing Advice 173

Writing Proofs of Universal Statements; Common Mistakes; Examples; Showing That an
Existential Statement Is False; Conjecture, Proof, and Disproof
4.3 Direct Proof and Counterexample III: Rational Numbers 183

More on Generalizing from the Generic Particular; Proving Properties of Rational
Numbers; Deriving New Mathematics from Old
ConTenTs vii
4.4 Direct Proof and Counterexample IV: Divisibility 190

Proving Properties of Divisibility; Counterexamples and Divisibility; The Unique
Factorization of Integers Theorem
4.5 Direct Proof and Counterexample V: Division into Cases and the
Quotient-Remainder Theorem 200
Discussion of the Quotient-Remainder Theorem and Examples; div and mod; Alternative
Representations of Integers and Applications to Number Theory; Absolute Value and the
Triangle Inequality
4.6 Direct Proof and Counterexample VI: Floor and Ceiling 211
Definition and Basic Properties; The Floor of ny2
4.7 Indirect Argument: Contradiction and Contraposition 218

Proof by Contradiction; Argument by Contraposition; Relation between Proof by
Contradiction and Proof by Contraposition; Proof as a Problem-Solving Tool
4.8 Indirect Argument: Two Famous Theorems 228

The Irrationality of Ï2; Are There Infinitely Many Prime Numbers?; When to Use
Indirect Proof; Open Questions in Number Theory
4.9 Application: The handshake Theorem 235

The Total Degree of a Graph; The Handshake Theorem and Consequences; Applications;
Simple Graphs; Complete Graphs; Bipartite Graphs
4.10 Application: Algorithms 244

An Algorithmic Language; A Notation for Algorithms; Trace Tables; The Division
Algorithm; The Euclidean Algorithm
ChAPTER 5 sequences, mathematical induction,

and recursion 258
5.1 Sequences 258
Explicit Formulas for Sequences; Summation Notation; Product Notation; Properties
of Summations and Products; Change of Variable; Factorial and n Choose r Notation;
Sequences in Computer Programming; Application: Algorithm to Convert from Base 10
to Base 2 Using Repeated Division by 2
5.2 Mathematical Induction I: Proving Formulas 275

Principle of Mathematical Induction; Sum of the First n Integers; Proving an Equality;
Deducing Additional Formulas; Sum of a Geometric Sequence
5.3 Mathematical Induction II: Applications 289

Comparison of Mathematical Induction and Inductive Reasoning; Proving Divisibility
Properties; Proving Inequalities; Trominoes and Other Applications
viii ConTenTs
5.4 Strong Mathematical Induction and the Well-Ordering

Principle for the Integers 301
Strong Mathematical Induction; The Well-Ordering Principle for the Integers; Binary
Representation of Integers and Other Applications
5.5 Application: Correctness of Algorithms 314

Assertions; Loop Invariants; Correctness of the Division Algorithm; Correctness of the
Euclidean Theorem
5.6 Defining Sequences Recursively 325

Examples of Recursively Defined Sequences; Recursive Definitions of Sum and Product
5.7 Solving Recurrence Relations by Iteration 340

The Method of Iteration; Using Formulas to Simplify Solutions Obtained by Iteration;
Checking the Correctness of a Formula by Mathematical Induction; Discovering That an
Explicit Formula Is Incorrect
5.8 Second-Order Linear homogeneous Recurrence Relations

with Constant Coefficients 352
Derivation of a Technique for Solving These Relations; The Distinct-Roots Case; The
Single-Root Case
5.9 General Recursive Definitions and Structural Induction 364

Recursively Defined Sets; Recursive Definitions for Boolean Expressions, Strings, and
Parenthesis Structures; Using Structural Induction to Prove Properties about Recursively
Defined Sets; Recursive Functions
ChAPTER 6 set theory 377

6.1 Set Theory: Definitions and the Element Method of Proof 377
Subsets: Introduction to Proof and Disproof for Sets; Set Equality; Venn Diagrams;
Operations on Sets; The Empty Set; Partitions of Sets; Power Sets; An Algorithm to
Check Whether One Set Is a Subset of Another (Optional)
6.2 Properties of Sets 391

Set Identities; Proving Subset Relations and Set Equality; Proving That a Set Is the
Empty Set
6.3 Disproofs and Algebraic Proofs 407

Disproving an Alleged Set Property; Problem-Solving Strategy; The Number of Subsets
of a Set; “Algebraic” Proofs of Set Identities
6.4 Boolean Algebras, Russell’s Paradox, and the halting Problem 414
Boolean Algebras: Definition and Properties; Russell’s Paradox; The Halting Problem
ConTenTs ix
ChAPTER 7 Properties of Functions 425

7.1 Functions Defined on General Sets 425
Dynamic Function Terminology; Equality of Functions; Additional Examples of
Functions; Boolean Functions; Checking Whether a Function Is Well Defined; Functions
Acting on Sets
7.2 One-to-One, Onto, and Inverse Functions 439

One-to-One Functions; One-to-One Functions on Infinite Sets; Application: Hash
Functions and Cryptographic Hash Functions; Onto Functions; Onto Functions on
Infinite Sets; Relations between Exponential and Logarithmic Functions; One-to-One
Correspondences; Inverse Functions
7.3 Composition of Functions 461

Definition and Examples; Composition of One-to-One Functions; Composition of Onto
Functions
7.4 Cardinality with Applications to Computability 473

Definition of Cardinal Equivalence; Countable Sets; The Search for Larger Infinities: The
Cantor Diagonalization Process; Application: Cardinality and Computability
ChAPTER 8 Properties of relations 487

8.1 Relations on Sets 487
Additional Examples of Relations; The Inverse of a Relation; Directed Graph of a
Relation; N-ary Relations and Relational Databases
8.2 Reflexivity, Symmetry, and Transitivity 495

Reflexive, Symmetric, and Transitive Properties; Properties of Relations on Infinite Sets;
The Transitive Closure of a Relation
8.3 Equivalence Relations 505

The Relation Induced by a Partition; Definition of an Equivalence Relation; Equivalence
Classes of an Equivalence Relation
8.4 Modular Arithmetic with Applications to Cryptography 524

Properties of Congruence Modulo n; Modular Arithmetic; Extending the Euclidean
Algorithm; Finding an Inverse Modulo n; RSA Cryptography; Euclid’s Lemma; Fermat’s
Little Theorem; Why Does the RSA Cipher Work?; Message Authentication; Additional
Remarks on Number Theory and Cryptography
8.5 Partial Order Relations 546

Antisymmetry; Partial Order Relations; Lexicographic Order; Hasse Diagrams; Partially
and Totally Ordered Sets; Topological Sorting; An Application; PERT and CPM
x ConTenTs
ChAPTER 9 counting and Probability 564

9.1 Introduction to Probability 564
Definition of Sample Space and Event; Probability in the Equally Likely Case; Counting
the Elements of Lists, Sublists, and One-Dimensional Arrays
9.2 Possibility Trees and the Multiplication Rule 573

Possibility Trees; The Multiplication Rule; When the Multiplication Rule Is Difficult or
Impossible to Apply; Permutations; Permutations of Selected Elements
9.3 Counting Elements of Disjoint Sets: The Addition Rule 589

The Addition Rule; The Difference Rule; The Inclusion/Exclusion Rule
9.4 The Pigeonhole Principle 604

Statement and Discussion of the Principle; Applications; Decimal Expansions of
Fractions; Generalized Pigeonhole Principle; Proof of the Pigeonhole Principle
9.5 Counting Subsets of a Set: Combinations 617

r-Combinations; Ordered and Unordered Selections; Relation between Permutations
and Combinations; Permutation of a Set with Repeated Elements; Some Advice about
Counting; The Number of Partitions of a Set into r Subsets
9.6 r-Combinations with Repetition Allowed 634

Multisets and How to Count Them; Which Formula to Use?
9.7 Pascal’s Formula and the Binomial Theorem 642

Combinatorial Formulas; Pascal’s Triangle; Algebraic and Combinatorial Proofs of
Pascal’s Formula; The Binomial Theorem and Algebraic and Combinatorial Proofs for It;
Applications
9.8 Probability Axioms and Expected Value 655

Probability Axioms; Deriving Additional Probability Formulas; Expected Value
9.9 Conditional Probability, Bayes’ Formula, and Independent Events 662

Conditional Probability; Bayes’ Theorem; Independent Events
ChAPTER 10 theory of Graphs and trees 677

10.1 Trails, Paths, and Circuits 677
Definitions; Connectedness; Euler Circuits; Hamiltonian Circuits
10.2 Matrix Representations of Graphs 698

Matrices; Matrices and Directed Graphs; Matrices and Undirected Graphs; Matrices and
Connected Components; Matrix Multiplication; Counting Walks of Length N
10.3 Isomorphisms of Graphs 713

Definition of Graph Isomorphism and Examples; Isomorphic Invariants; Graph
Isomorphism for Simple Graphs
ConTenTs xi
10.4 Trees: Examples and Basic Properties 720

Definition and Examples of Trees; Characterizing Trees
10.5 Rooted Trees 732

Definition and Examples of Rooted Trees; Binary Trees and Their Properties; Binary
Search Trees
10.6 Spanning Trees and a Shortest Path Algorithm 742

Definition of a Spanning Tree; Minimum Spanning Trees; Kruskal’s Algorithm; Prim’s
Algorithm; Dijkstra’s Shortest Path Algorithm
ChAPTER 11 analysis of algorithm efficiency 760

11.1 Real-Valued Functions of a Real Variable and Their Graphs 760
Graph of a Function; Power Functions; The Floor Function; Graphing Functions Defined
on Sets of Integers; Graph of a Multiple of a Function; Increasing and Decreasing
Functions
11.2 Big-O, Big-Omega, and Big-Theta Notations 769

Definition and General Properties of O-, V-, and Q-Notations; Orders of Power
Functions; Orders of Polynomial Functions; A Caution about O-Notation; Theorems
about Order Notation
11.3 Application: Analysis of Algorithm Efficiency I 787

Measuring the Efficiency of an Algorithm; Computing Orders of Simple Algorithms;
The Sequential Search Algorithm; The Insertion Sort Algorithm; Time Efficiency of an
Algorithm
11.4 Exponential and Logarithmic Functions: Graphs and Orders 800

Graphs of Exponential and Logarithmic Functions; Application: Number of Bits Needed
to Represent an Integer in Binary Notation; Application: Using Logarithms to Solve
Recurrence Relations; Exponential and Logarithmic Orders
11.5 Application: Analysis of Algorithm Efficiency II 813

Binary Search; Divide-and-Conquer Algorithms; The Efficiency of the Binary Search
Algorithm; Merge Sort; Tractable and Intractable Problems; A Final Remark on
Algorithm Efficiency
ChAPTER 12 regular expressions and Finite-state automata 828

12.1 Formal Languages and Regular Expressions 829
Definitions and Examples of Formal Languages and Regular Expressions; The Language
Defined by a Regular Expression; Practical Uses of Regular Expressions
12.2 Finite-State Automata 841

Definition of a Finite-State Automaton; The Language Accepted by an Automaton; The
Eventual-State Function; Designing a Finite-State Automaton; Simulating a Finite-State
xii ConTenTs
Automaton Using Software; Finite-State Automata and Regular Expressions; Regular

Languages
12.3 Simplifying Finite-State Automata 858

*-Equivalence of States; k-Equivalence of States; Finding the *-Equivalence Classes; The
Quotient Automaton; Constructing the Quotient Automaton; Equivalent Automata
APPENDIx A Properties of the real Numbers a-1
APPENDIx B solutions and hints to selected exercises a-4
Index I-1
PreFace
My purpose in writing this book was to provide a clear, accessible treatment of discrete
mathematics for students majoring or minoring in computer science, mathematics, math-
ematics education, and engineering. The goal of the book is to lay the mathematical foun-
dation for computer science courses such as data structures, algorithms, relational database
theory, automata theory and formal languages, compiler design, and cryptography, and for
mathematics courses such as linear and abstract algebra, combinatorics, probability, logic
and set theory, and number theory. By combining discussion of theory and practice, I have
tried to show that mathematics has engaging and important applications as well as being
interesting and beautiful in its own right.
A good background in algebra is the only prerequisite; the course may be taken by stu-
dents either before or after a course in calculus. Previous editions of the book have been
used successfully by students at hundreds of institutions in North and South America,
Europe, the Middle East, Asia, and Australia.
Recent curricular recommendations from the Institute for Electrical and Electronic
Engineers Computer Society (IEEE-CS) and the Association for Computing Machinery
(ACM) include discrete mathematics as the largest portion of “core knowledge” for com-
puter science students and state that students should take at least a one-semester course in
the subject as part of their first-year studies, with a two-semester course preferred when
possible. This book includes the topics recommended by those organizations and can be
used effectively for either a one-semester or a two-semester course.
At one time, most of the topics in discrete mathematics were taught only to upper-level
undergraduates. Discovering how to present these topics in ways that can be understood by
first- and second-year students was the major and most interesting challenge of writing this
book. The presentation was developed over a long period of experimentation during which
my students were in many ways my teachers. Their questions, comments, and written work
showed me what concepts and techniques caused them difficulty, and their reaction to my
exposition showed me what worked to build their understanding and to encourage their
interest. Many of the changes in this edition have resulted from continuing interaction with
students.
Themes of a Discrete Mathematics Course

Discrete mathematics describes processes that consist of a sequence of individual steps.
This contrasts with calculus, which describes processes that change in a continuous fash-
ion. Whereas the ideas of calculus were fundamental to the science and technology of the
industrial revolution, the ideas of discrete mathematics underlie the science and technol-
ogy of the computer age. The main themes of a first course in discrete mathematics are
logic and proof, induction and recursion, discrete structures, combinatorics and discrete
probability, algorithms and their analysis, and applications and modeling.
xiii
xiv PrefACe
Logic and Proof Probably the most important goal of a first course in discrete mathemat-
ics is to help students develop the ability to think abstractly. This means learning to use
logically valid forms of argument and avoid common logical errors, appreciating what it
means to reason from definitions, knowing how to use both direct and indirect arguments
to derive new results from those already known to be true, and being able to work with
symbolic representations as if they were concrete objects.
induction and recursion An exciting development of recent years has been the increased
appreciation for the power and beauty of “recursive thinking.” To think recursively means
to address a problem by assuming that similar problems of a smaller nature have already
been solved and figuring out how to put those solutions together to solve the larger prob-
lem. Such thinking is widely used in the analysis of algorithms, where recurrence relations
that result from recursive thinking often give rise to formulas that are verified by math-
ematical induction.
discrete structures Discrete mathematical structures are the abstract structures that de-
scribe, categorize, and reveal the underlying relationships among discrete mathematical
objects. Those studied in this book are the sets of integers and rational numbers, general
sets, Boolean algebras, functions, relations, graphs and trees, formal languages and regular
expressions, and finite-state automata.
combinatorics and discrete Probability Combinatorics is the mathematics of count-

ing and arranging objects, and probability is the study of laws concerning the measure-
ment of random or chance events. Discrete probability focuses on situations involving
discrete sets of objects, such as finding the likelihood of obtaining a certain number of
heads when an unbiased coin is tossed a certain number of times. Skill in using combina-
torics and probability is needed in almost every discipline where mathematics is applied,
from economics to biology, to computer science, to chemistry and physics, to business
management.
algorithms and their analysis The word algorithm was largely unknown in the middle
of the twentieth century, yet now it is one of the first words encountered in the study of
computer science. To solve a problem on a computer, it is necessary to find an algorithm, or
step-by-step sequence of instructions, for the computer to follow. Designing an algorithm
requires an understanding of the mathematics underlying the problem to be solved. Deter-
mining whether or not an algorithm is correct requires a sophisticated use of mathematical
induction. Calculating the amount of time or memory space the algorithm will need in
order to compare it to other algorithms that produce the same output requires knowledge
of combinatorics, recurrence relations, functions, and O-, V-, and Q-notations.
applications and modeling Mathematical topics are best understood when they are seen
in a variety of contexts and used to solve problems in a broad range of applied situations.
One of the profound lessons of mathematics is that the same mathematical model can be
used to solve problems in situations that appear superficially to be totally dissimilar. A goal
of this book is to show students the extraordinary practical utility of some very abstract
mathematical ideas.
Special Features of This Book

international metric Version This metric version differs from the U.S. version of
Discrete Mathematics with Applications, Fifth Edition as follows: The units of measurement
PrefACe xv
used in the examples and exercises have been converted from the U.S. Customary System
(USCS) of units (also referred to as English or Imperial units) to Metric units. The appen-
dix containing solutions to selected exercises and the instructor’s solutions manual have
been converted to metric where appropriate.
mathematical reasoning The feature that most distinguishes this book from other dis-
crete mathematics texts is that it teaches—explicitly but in a way that is accessible to
first- and second-year college and university students—the unspoken logic and reason-
ing that underlie mathematical thought. For many years I taught an intensively interactive
transition-to-abstract-mathematics course to mathematics and computer science majors.
This experience showed me that while it is possible to teach the majority of students to
understand and construct straightforward mathematical arguments, the obstacles to doing
so cannot be passed over lightly. To be successful, a text for such a course must address
students’ difficulties with logic and language directly and at some length. It must also
include enough concrete examples and exercises to enable students to develop the mental
models needed to conceptualize more abstract problems. The treatment of logic and proof
in this book blends common sense and rigor in a way that explains the essentials, yet avoids
overloading students with formal detail.
spiral approach to concept development A number of concepts in this book appear in

increasingly more sophisticated forms in successive chapters to help students develop the
ability to deal effectively with increasing levels of abstraction. For example, by the time
students encounter the relatively advanced mathematics of Fermat’s little theorem in Sec-
tion 8.4, they have been introduced to the logic of mathematical discourse in Chapters 1,
2, and 3, learned the basic methods of proof and the concepts of mod and div in Chapter
4, explored mod and div as functions in Chapter 7, and become familiar with equivalence
relations in Sections 8.2 and 8.3. This approach builds in useful review and develops math-
ematical maturity in natural stages.
support for the student Students at colleges and universities inevitably have to learn a
great deal on their own. Though it is often frustrating, learning to learn through self-study
is a crucial step toward eventual success in a professional career. This book has a number
of features to facilitate students’ transition to independent learning.
Worked Examples
The book contains over 500 worked examples, which are written using a problem-
solution format and are keyed in type and in difficulty to the exercises. Many solutions
for the proof problems are developed in two stages: first a discussion of how one might
come to think of the proof or disproof and then a summary of the solution, which is
enclosed in a box. This format allows students to read the problem and skip imme-
diately to the summary, if they wish, only going back to the discussion if they have
trouble understanding the summary. The format also saves time for students who are
rereading the text in preparation for an examination.
Marginal Notes and Test Yourself Questions
Notes about issues of particular importance and cautionary comments to help students
avoid common mistakes are included in the margins throughout the book. Questions
designed to focus attention on the main ideas of each section are located between the
text and the exercises. For convenience, the questions use a fill-in-the-blank format,
and the answers are found immediately after the exercises.
xvi PrefACe
Exercises
The book contains almost 2600 exercises. The sets at the end of each section have
been designed so that students with widely varying backgrounds and ability levels will
find some exercises they can be sure to do successfully and also some exercises that
will challenge them.
Solutions for Exercises
To provide adequate feedback for students between class sessions, Appendix B
contains at least one, and often several, complete solutions for every type of exer-
cise in the book. A blue exercise number indicates that there is a solution in Ap-
pendix B; the letter H is added for a solution that is less than complete. When two
or more exercises use the same solution strategy, there is a full solution for the first
and either another full solution or a partial solution for later ones. Exercises with
several parts often have an answer and/or hint for one or more of the parts to help
students determine whether they are on track so that they can make adjustments
if needed.
Students are strongly urged not to consult solutions until they have tried their best
to answer questions on their own. Once they have done so, however, comparing their
answers with those given can lead to significantly improved understanding. There are
also plenty of exercises without solutions to help students learn to grapple with math-
ematical problems in a realistic environment.
Reference Features
Many students have written me to say that the book helped them succeed in their ad-
vanced courses. One even wrote that he had used one edition so extensively that it had
fallen apart, and he actually went out and bought a copy of the next edition, which he
was continuing to use in a master’s program. Figures and tables are included where
doing so would help readers to a better understanding. In most, a second color is used
to highlight meaning. My rationale for screening statements of definitions and theo-
rems, for putting titles on exercises, and for giving the meanings of symbols and a list
of reference formulas in the endpapers is to make it easier for students to use this book
for review in a current course and as a reference in later ones.
support for the instructor I have received a great deal of valuable feedback from in-
structors who have used previous editions of this book. Many aspects of the book have
been improved through their suggestions. In addition to the following items, there is ad-
ditional instructor support on the book’s website, described later in the preface.
Exercises
The large variety of exercises at all levels of difficulty allows instructors great free-
dom to tailor a course to the abilities of their students. Exercises with solutions in
the back of the book have numbers in blue, and those whose solutions are given
in a separate Student Solutions Manual and Study Guide have numbers that are a
multiple of three. There are exercises of every type in the book that have no answer
in either location so that instructors can assign whatever mixture they prefer of
exercises with and without answers. The ample number of exercises of all kinds
gives instructors a significant choice of problems to use for review assignments and
exams. Instructors are invited to use the many exercises stated as questions rather
than in “prove that” form to stimulate class discussion on the role of proof and coun-
terexample in problem solving.
PrefACe xvii
Flexible Sections
Most sections are divided into subsections so that an instructor can choose to cover
certain subsections only and either omit the rest or leave them for students to study on
their own. The division into subsections also makes it easier for instructors to break
up sections if they wish to spend more than one day on them.
Presentation of Proof Methods
It is inevitable that most of the proofs and disproofs in this book will seem easy to
instructors. Many students, however, find them difficult. In showing students how
to discover and construct proofs and disproofs, I have tried to describe the kinds of
approaches that mathematicians use when confronting challenging problems in their
own research.
Complete Instructor Solutions
Complete instructor solutions to all exercises are available to anyone teaching a course
from this book. They are available through the Instructor’s Companion Website.
Highlights of the Fifth Edition

The changes made for this edition are based on suggestions from colleagues and other
long-time users of previous editions, on continuing interactions with my students, and on
developments within the evolving fields of computer science and mathematics.
Reorganization
●● In response to instructor requests to move the introduction of certain topics ear-
lier in the book, Section 1.2 now includes a definition and examples of strings.
In addition, a new Section 1.4 contains definitions and examples of graphs and
includes an introduction to graph coloring and the four-color theorem.
●● The handshake theorem and its applications have been moved from Chapter 10 to
Section 4.9. This gives students an early experience of using direct and indirect
proof in a novel setting and was made possible because the elements of graph
theory are now introduced in Chapter 1.
Improved Pedagogy
●● The exposition has been reexamined throughout and carefully revised as needed.
●● Exercises have been added for topics where students seemed to need addi-
tional practice, and they have been modified, as needed, to address student
difficulties.
●● Additional hints and full answers have been incorporated into Appendix B to
give students more help for difficult topics.

●● The introductory material in Chapter 4 was made more accessible by being di-
vided into two sections. The first introduces basic concepts about proof and dis-
proof in the context of elementary number theory, and the second adds examples
and advice for writing proofs.
Logic and Applications
●● Discussion was added about the role of bound variables and scope in mathemati-
cal writing and computer programming.
●● The section on two’s complements was significantly simplified.
●● Language for expressing universal quantifiers was revised to provide a clearer
basis for the idea of the generic particular in mathematical proof.

●● The material on Boolean algebras was expanded.
xviii PrefACe
Proof and Applications

●● A greater variety of examples and exercises for number theory and set theory
proofs is now included.
●● The directions for writing proofs and the discussion of common mistakes have
been revised and expanded in response to interaction with students.

●● Discussion of historical background and recent mathematical results has been
augmented.
●● Material was added on using cryptographic hash functions to secure the trans-
mission of digital data and on using cryptography to authenticate the sender of a

transmitted message.
Induction and Recursion
●● The sections on ordinary and strong mathematical induction were reorganized
and expanded to increase the emphasis on applications.
●● In the section on recursive definitions, the format used for proofs by structural
induction was revised to parallel the format used for proofs by ordinary and
strong mathematical induction. The set of examples and exercises illustrating
recursive definitions and structural induction was significantly increased. The
recursive definition for the set of strings over a finite set and for the length of a
string were revised, and structural induction proofs for fundamental string prop-
erties are now included.
Graph Theory and the Analysis of Algorithm Efficiency
●● Instructors who wish to give their students an early experience of graph theory
can now do so by combining the introduction to graphs in Chapter 1 with the
handshake theorem in Chapter 4.
●● There is a new subsection on binary search trees in Chapter 10.
●● The discussion of O-, V-, and Q-notations was significantly simplified.
●● Many exercises on algorithm efficiency were added or revised to make the con-
cepts more accessible.
Student Resources
The Student Companion Website for this book includes:
●● A general orientation for each chapter
●● Review materials for each chapter
●● Proof tips
●● A link to the author’s personal website, which contains errata information and links
for interactive animations, tutorials, and other discrete mathematics resources on the
Internet
Instructor’s Resources
login.cengage.com
The Instructor’s Companion Website for this book contains:
●● Suggestions for how to approach the material of each chapter
●● The Complete Instructor’s Solutions Manual
●● Ideas for projects and writing assignments
●● Review materials to share with students
●● Lecture Note PowerPoint slides
●● Images from the book
PrefACe xix
A test bank of questions for exams and quizzes

●●
Migration guide from 4th to 5th edition

●●
Additional resources for the book are available at http://condor.depaul.edu/sepp.
WebAssign
www.webassign.com
WebAssign from Cengage Discrete Mathematics with Applications, Fifth Edition, Metric
Version is an online homework system, which instructors can choose to pair with the
book. For students, it offers tutorial help in solving exercises, including review of rel-
evant material, short instructional videos, and instant feedback on how they are doing.
For instructors, it offers the ability to create customized homework sets, most of which
are graded automatically and produce results directly into an online grade roster. Real-
time access to their students’ performance makes it possible for instructors to adjust the
presentation of material on an ongoing basis.
Student Solutions Manual and Study Guide

(ISBN: 978-0-357-03520-7)
In writing this book, I hoped that the exposition in the text, the worked examples, and the
exercise solutions would provide all that a student would need to successfully master the
material of the course. I continue to believe that any student who understands the solutions
for all the exercises with complete solutions in Appendix B will have achieved an excellent
command of the subject. Nonetheless, in response to requests for supplementary materials,
I developed the Student Solutions Manual and Study Guide, available separately from the
book, which contains complete solutions for all the exercises whose numbers are a multiple
of 3. The guide also includes alternative explanations for some of the concepts and review
questions for each chapter.
Organization
This book may be used effectively for a one- or two-semester course. Chapters contain
core sections, sections covering optional mathematical material, and sections covering
optional applications. Instructors have the flexibility to choose whatever mixture will
best serve the needs of their students. The following table shows a division of the sections
into categories.
Sections Containing Optional Sections Containing Optional

Chapter Core Sections Mathematical Material Computer Science Applications
1 1.1–1.3 1.4 1.4
2 2.1–2.3 2.5 2.4, 2.5
3 3.1–3.4 3.3 3.3
4 4.1–4.5, 4.7 4.6, 4.8, 4.9 4.10
5 5.1, 5.2, 5.6, 5.7 5.3, 5.4, 5.8 5.1, 5.5, 5.9
6 6.1 6.2–6.4 6.1, 6.4
7 7.1, 7.2 7.3, 7.4 7.1, 7.2, 7.4
xx PrefACe
8 8.1–8.3 8.4, 8.5 8.4, 8.5

9 9.1–9.4 9.5–9.9 9.3
10 10.1, 10.4 10.2, 10.3, 10.5 10.1, 10.4–10.6
11 11.1, 11.2 11.4 11.3, 11.5
12 12.1, 12.2 12.3 12.1–12.3
The following tree diagram shows, approximately, how the chapters of this book depend
on each other. Chapters on different branches of the tree are sufficiently independent that
instructors need to make at most minor adjustments if they skip chapters, or sections of
chapters, but follow paths along branches of the tree.
In most cases, covering only the core sections of the chapters is adequate preparation
for moving down the tree.
Acknowledgments
I owe a debt of gratitude to many people at DePaul University for their support and en-
couragement throughout the years I worked on editions of this book. A number of my col-
leagues used early versions and previous editions and provided many excellent suggestions
for improvement. For this, I am thankful to Louis Aquila, J. Marshall Ash, Allan Berele,
Jeffrey Bergen, William Chin, Barbara Cortzen, Constantine Georgakis, Sigrun Goes,
Jerry Goldman, Lawrence Gluck, Leonid Krop, Carolyn Narasimhan, Walter Pranger,
Eric Rieders, Ayse Sahin, Yuen-Fat Wong, and, most especially, Jeanne LaDuke. The
thousands of students to whom I have taught discrete mathematics have had a profound
influence on the presentation of the material in the book. By sharing their thoughts and
thought processes with me, they taught me how to teach them better. I am very grateful for
their help. I owe the DePaul University administration, especially deans, Charles Suchar,
Michael Mezey, and Richard Meister, a special word of thanks for considering the writing
of this book a worthwhile scholarly endeavor.
My thanks go to the reviewers for their valuable suggestions for this edition of the
book: Naser Al-Hasan, Newberry College; Linda Fosnaugh, Midwestern State Univer-
*
Section 8.3 is needed for Section 12.3 but not for Sections 12.1 and 12.2.
PrefACe xxi
sity; Robert Gessel, University of Akron; Juan Henriquez, University of New Orleans;
Amy Hlavacek, Saginaw Valley State University; Kevin Lillis, Saint Ambrose University;
Ramón Mata-Toledo, James Madison University; Bin Shao, University of San Francisco;
Charles Qiao Zhang, Texas Christian University; and Cathleen Zucco-Teveloff, Rowan
University. For their help with previous editions of the book, I am grateful to David Addis,
Texas Christian University; Rachel Esselstein, California State University-Monterrey Bay;
William Marion, Valparaiso University; Michael McClendon, University of Central Okla-
homa; Steven Miller, Brown University; Itshak Borosh, Texas A & M University; Douglas
M. Campbell, Brigham Young University; David G. Cantor, University of California at Los
Angeles; C. Patrick Collier, University of Wisconsin-Oshkosh; Kevan H. Croteau, Francis
Marion University; Irinel Drogan, University of Texas at Arlington; Pablo Echeverria,
Camden County College; Henry A. Etlinger, Rochester Institute of Technology; Melvin
J. Friske, Wisconsin Lutheran College; William Gasarch, University of Maryland; Ladnor
Geissinger, University of North Carolina; Jerrold R. Griggs, University of South Carolina;
Nancy Baxter Hastings, Dickinson College; Lillian Hupert, Loyola University Chicago;
Joseph Kolibal, University of Southern Mississippi; Benny Lo, International Technologi-
cal University; George Luger, University of New Mexico; Leonard T. Malinowski, Finger
Lakes Community College; John F. Morrison, Towson State Unviersity; Paul Pederson,
University of Denver; George Peck, Arizona State University; Roxy Peck, California Poly-
technic State University, San Luis Obispo; Dix Pettey, University of Missouri; Anthony
Ralston, State University of New York at Buffalo; Norman Richert, University of Houston-
Clear Lake; John Roberts, University of Louisville; and George Schultz, St. Petersburg
Junior College, Clearwater. Special thanks are due John Carroll, San Diego State Univer-
sity; Dr. Joseph S. Fulda; and Porter G. Webster, University of Southern Mississippi; Peter
Williams, California State University at San Bernardino; and Jay Zimmerman, Towson
University for their unusual thoroughness and their encouragement.
I have also benefitted greatly from the suggestions of the many instructors who have
generously offered me their ideas for improvement based on their experiences with pre-
vious editions of the book, especially Jonathan Goldstine, Pennsylvania State University;
David Hecker, St. Joseph’s University; Edward Huff, Northern Virginia Community
College; Robert Messer, Albion College; Sophie Quigley, Ryerson University; Piotr
Rudnicki, University of Alberta; Anwar Shiek, Dine College; Norton Starr, Amherst
College; Eng Wee, National University of Singapore; Doug Hogan, University of Illinois
at Chicago; James Vanderhyde, Benedictine University; Ali Shaqlaih, University of North
Texas at Dallas; Sam Needham, Diablo Valley College; Mohamed Aboutabl and Ramon
A. Mata-Toledo, James Madison University; Larry Russ, Stevens Institute of Technology;
Tomas Klos, Delft University; Margaret McQuain, Virginia Polytechnic Institute and State
University; J. William Cupp, Indiana Wesleyan University; Jeffrey Mank, Framingham
State University; Or Meir, University of Haifa; Audrey Julia Walegwa Mbogho, Pwani
University, Kenya; Nariman Ammar, Birzeit University; Joshua T. Guerin, University
of Tennessee at Martin; Jici Huang, Montana State University; Jerry Shi, University of
Connecticut; Phuc Duong, Ton Duc Thang University, Vietnam; Abdul Rehman Abid, Iqra
University, Pakistan; Yogesh More, SUNY Old Westbury; Mark Kaplan, Towson State
University; Eric Neufeld, University of Saskatchewan; and Jeremy Tucker, Montana State
University. Production of the third edition received valuable assistance from Christopher
Novak, University of Michigan, Dearborn, and Ian Crewe, Ascension Collegiate School.
For the third and fourth editions I am grateful for the many excellent suggestions for
improvement made by Tom Jenkyns, Brock University, and for the fifth edition I am
indebted to Roger Lipsett for his knowledgeable and careful attention to detail. I am also
extremely grateful for the many appreciative messages I have received from students who
have used previous editions of the book. They have inspired me to continue to find ever
xxii PrefACe
better ways to meet their needs in this edition, and I thank them for making the effort to
contact me.
I owe many thanks to the Cengage staff, especially my editors, Laura Gallus, Mona
Zeftel, Lynh Pham, and Spencer Arritt, for their thoughtful advice and reassuringly
calm direction of the production process, and my previous editors, Dan Seibert, Stacy
Green, Robert Pirtle, Barbara Holland, and Heather Bennett, for their encouragement
and enthusiasm.
The older I get the more I realize the profound debt I owe my own mathematics teach-
ers for shaping the way I perceive the subject. My first thanks must go to my husband,
Helmut Epp, who, on a high school date (!), introduced me to the power and beauty of the
field axioms and the view that mathematics is a subject with ideas as well as formulas and
techniques. In my formal education, I am most grateful to Daniel Zelinsky and Ky Fan at
Northwestern University and Izaak Wirszup, I. N. Herstein, and Irving Kaplansky at the
University of Chicago, all of whom, in their own ways, helped lead me to appreciate the
elegance, rigor, and excitement of mathematics.
To my family, I owe thanks beyond measure. I am grateful to my mother, whose keen
interest in the workings of the human intellect started me many years ago on the track that
led ultimately to this book, and to my father, whose devotion to the written word has been
a constant source of inspiration. I thank my children and grandchildren for their affection
and cheerful acceptance of the demands this book has placed on my life. And, most of all,
I am grateful to my husband, who for many years has encouraged me with his faith in the
value of this project and supported me with his love and his wise advice.
Susanna Epp
Chapter 1 SPEAKING
MATHEMATICALLY
Therefore O students study mathematics and do not build

without foundations. —Leonardo da Vinci (1452–1519)
The aim of this book is to introduce you to a mathematical way of thinking that can serve
you in a wide variety of situations. Often when you start work on a mathematical prob-
lem, you may have only a vague sense of how to proceed. You may begin by looking at
examples, drawing pictures, playing around with notation, rereading the problem to focus
on more of its details, and so forth. The closer you get to a solution, however, the more
your thinking has to crystallize. And the more you need to understand, the more you need
language that expresses mathematical ideas clearly, precisely, and unambiguously.
This chapter will introduce you to some of the special language that is a foundation
for much mathematical thought, the language of variables, sets, relations, and functions.
Think of the chapter like the exercises you would do before an important sporting event.
Its goal is to warm up your mental muscles so that you can do your best.
1.1 Variables
A variable is sometimes thought of as a mathematical “John Doe” because you can use it
as a placeholder when you want to talk about something but either (1) you imagine that it
has one or more values but you don’t know what they are, or (2) you want whatever you
say about it to be equally true for all elements in a given set, and so you don’t want to be
restricted to considering only a particular, concrete value for it. To illustrate the first use,
consider asking
Is there a number with the following property: doubling it and adding 3
gives the same result as squaring it?
In this sentence you can introduce a variable to replace the potentially ambiguous
word “it”:
Is there a number x with the property that 2x 1 3 5 x2?
The advantage of using a variable is that it allows you to give a temporary name to what
you are seeking so that you can perform concrete computations with it to help discover its
possible values. To emphasize the role of the variable as a placeholder, you might write the
following:
Is there a number n with the property that 2? n 1 3 5 n 2?
The emptiness of the box can help you imagine filling it in with a variety of different val-
ues, some of which might make the two sides equal and others of which might not.
1
2 CHAPTEr 1 SPEAKING MATHEMATICALLY
In this sense, a variable in a computer program is similar to a mathematical variable

because it creates a location in computer memory (either actual or virtual) into which
values can be placed.
To illustrate the second use of variables, consider the statement
No matter what number might be chosen, if it is greater than 2, then its
square is greater than 4.
In this case introducing a variable to give a temporary name to the (arbitrary) number you
might choose enables you to maintain the generality of the statement, and replacing all in-
stances of the word “it” by the name of the variable ensures that possible ambiguity is avoided:
No matter what number n might be chosen, if n is greater than 2, then
n2 is greater than 4.
Example 1.1.1 Writing Sentences Using Variables

Use variables to rewrite the following sentences more formally.
a. Are there numbers with the property that the sum of their squares equals the square of
their sum?
b. Given any real number, its square is nonnegative.
Solution
Note In part (a) the a. Are there numbers a and b with the property that a2 1 b2 5 (a 1 b)2?
answer is yes. For Or: Are there numbers a and b such that a2 1 b2 5 (a 1 b)2?
instance, a 5 1 and b 5 0 Or: Do there exist any numbers a and b such that a2 1 b2 5 (a 1 b)2?
would work. Can you
think of other numbers b. Given any real number r, r 2 is nonnegative.
that would also work? Or: For any real number r, r2 $ 0.
Or: For every real number r, r2 $ 0. ■
Some Important Kinds of Mathematical Statements

Three of the most important kinds of sentences in mathematics are universal statements,
conditional statements, and existential statements:
A universal statement says that a certain property is true for all elements in a set.
(For example: All positive numbers are greater than zero.)
A conditional statement says that if one thing is true then some other thing also
has to be true. (For example: If 378 is divisible by 18, then 378 is divisible by 6.)
Given a property that may or may not be true, an existential statement says that
there is at least one thing for which the property is true. (For example: There is a
prime number that is even.)
In later sections we will define each kind of statement carefully and discuss all of them
in detail. The aim here is for you to realize that combinations of these statements can be
expressed in a variety of different ways. One way uses ordinary, everyday language and
another expresses the statement using one or more variables. The exercises are designed to
help you start becoming comfortable in translating from one way to another.
1.1 VArIAbLES 3
Universal Conditional Statements

Universal statements contain some variation of the words “for every” and conditional
statements contain versions of the words “if-then.” A universal conditional statement is
a statement that is both universal and conditional. Here is an example:
For every animal a, if a is a dog, then a is a mammal.
One of the most important facts about universal conditional statements is that they can be
rewritten in ways that make them appear to be purely universal or purely conditional. For
example, the previous statement can be rewritten in a way that makes its conditional nature
explicit but its universal nature implicit:
If a is a dog, then a is a mammal.
Or: If an animal is a dog, then the animal is a mammal.
The statement can also be expressed so as to make its universal nature explicit and its
conditional nature implicit:
For every dog a, a is a mammal.
Or: All dogs are mammals.
The crucial point is that the ability to translate among various ways of expressing univer-
sal conditional statements is enormously useful for doing mathematics and many parts of
computer science.
Example 1.1.2 rewriting a Universal Conditional Statement

Fill in the blanks to rewrite the following statement:
For every real number x, if x is nonzero then x2 is positive.
a. If a real number is nonzero, then its square .

Note If you introduce x b. For every nonzero real number x, .
in the first part of the sen-
c. If x , then .
tence, be sure to include it
in the second part of the d. The square of any nonzero real number is .
sentence.
e. All nonzero real numbers have .
Solution
a. is positive
b. x2 is positive
c. is a nonzero real number; x2 is positive
d. positive
e. positive squares (or: squares that are positive) ■
Universal Existential Statements

A universal existential statement is a statement that is universal because its first part says
Note For a number b to that a certain property is true for all objects of a given type, and it is existential because its
be an additive inverse for second part asserts the existence of something. For example:
a number a means that
a 1 b 5 0. Every real number has an additive inverse.
4 CHAPTEr 1 SPEAKING MATHEMATICALLY
In this statement the property “has an additive inverse” applies universally to all real num-
bers. “Has an additive inverse” asserts the existence of something—an additive inverse—
for each real number. However, the nature of the additive inverse depends on the real
number; different real numbers have different additive inverses. Knowing that an additive
inverse is a real number, you can rewrite this statement in several ways, some less formal
and some more formal:*
All real numbers have additive inverses.
Or: For every real number r, there is an additive inverse for r.
Or: For every real number r, there is a real number s such that s is an
additive inverse for r.
Introducing names for the variables simplifies references in further discussion. For in-
stance, after the third version of the statement you might go on to write: When r is positive,
s is negative, when r is negative, s is positive, and when r is zero, s is also zero.
One of the most important reasons for using variables in mathematics is that it gives you
the ability to refer to quantities unambiguously throughout a lengthy mathematical argu-
ment, while not restricting you to consider only specific values for them.
Example 1.1.3 rewriting a Universal Existential Statement

Fill in the blanks to rewrite the following statement: Every pot has a lid.
a. All pots .
b. For every pot P, there is .
c. For every pot P, there is a lid L such that .
Solution
a. have lids
b. a lid for P
c. L is a lid for P ■
Existential Universal Statements

An existential universal statement is a statement that is existential because its first part
asserts that a certain object exists and is universal because its second part says that the
object satisfies a certain property for all things of a certain kind. For example:
There is a positive integer that is less than or equal to every positive integer.
This statement is true because the number one is a positive integer, and it satisfies the
property of being less than or equal to every positive integer. We can rewrite the statement
in several ways, some less formal and some more formal:
Some positive integer is less than or equal to every positive integer.
Or: There is a positive integer m that is less than or equal to every
positive integer.
Or: There is a positive integer m such that every positive integer is
greater than or equal to m.
Or: There is a positive integer m with the property that for every
positive integer n, m # n.
*A conditional could be used to help express this statement, but we postpone the additional complexity to a
later chapter.
1.1 VArIAbLES 5
Example 1.1.4 rewriting an Existential Universal Statement

Fill in the blanks to rewrite the following statement in three different ways:
There is a person in my class who is at least as old as every person in
my class.
a. Some is at least as old as .
b. There is a person p in my class such that p is .
c. There is a person p in my class with the property that for every person q in my class,
p is .
Solution
a. person in my class; every person in my class
b. at least as old as every person in my class
c. at least as old as q ■
Some of the most important mathematical concepts, such as the definition of limit of a
sequence, can only be defined using phrases that are universal, existential, and conditional,
and they require the use of all three phrases “for every,” “there is,” and “if-then.” For
example, if a1, a2, a3, Á is a sequence of real numbers, saying that
the limit of an as n approaches infinity is L
means that
for every positive real number «, there is an integer N such that
for every integer n, if n . N then 2« , an 2 L , «.
TEST YoUrSELf
answers to test Yourself questions are located at the end of each section.
1. A universal statement asserts that a certain property 3. Given a property that may or may not be true,
is for . an existential statement asserts that for
which the property is true.
2. A conditional statement asserts that if one
thing then some other thing .
ExErCISE SET 1.1

Appendix B contains either full or partial solutions to all exercises with blue numbers. When the solution is not complete,
the exercise number has an “H” next to it. A “*” next to an exercise number signals that the exercise is more challenging
than usual. Be careful not to get into the habit of turning to the solutions too quickly. Make every effort to work exercises
on your own before checking your answers. See the Preface for additional sources of assistance and further study.
In each of 1–6, fill in the blanks using a variable or variables a. Is there an integer n such that n has ?
to rewrite the given statement. b. Does there exist such that if n is divided
by 5 the remainder is 2 and if ?
1. Is there a real number whose square is 21?
a. Is there a real number x such that ? Note: There are integers with this property. Can you
b. Does there exist such that x2 5 21? think of one?
2. Is there an integer that has a remainder of 2 when 3. Given any two distinct real numbers, there is a
it is divided by 5 and a remainder of 3 when it is real number in between them.
divided by 6?
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I know she will watch over Pollie like a mother."
The words struck me as significant, and I could not help thinking that Miss
Cottrell would have liked to hear them. As I turned from the house Dr. Poole's
carriage came in sight driving rapidly towards it, so I had no more of Mr.
Dicks's company at that time.
The morrow brought me a delightful letter from mother. She had been very
sorry, she wrote, to learn of the outbreak of illness at "Gay Bowers." She had
much sympathy for aunt and Mr. Dicks, and still more for the sufferer herself. It
was perhaps wise of aunt to turn me out of the house for a while, but she was
convinced that I had run little risk of taking the malady, and I was not to allow
myself to think of such a thing. So sure was mother of my immunity from
danger, that she told me I might come up to town on Monday and spend a
couple of days at home, thus completing my week of quarantine.
"We all want to see you badly," she said, "and we have surprising news for
you. I cannot do justice to it in a letter, and besides, I believe that Olive would
like to tell you all about it herself."
I was delighted at the thought of going home, and mother's mysterious hint
filled me with the liveliest curiosity. What could this surprising news be?
Evidently it was something in which Olive was greatly interested; but although
I made many surmises, I did not hit upon the truth. But when I spoke of it to
Aunt Patty, she said quietly:
"I expect it means that Olive is engaged."
"Oh, auntie," I exclaimed, and the colour flew into my face, "what can make
you say so? That is a most unlikely thing."
"Is it?" aunt asked with a smile. "You are paying Olive a nice compliment. It
seems to me likely enough."
"But Olive!" I gasped. "Olive! Oh, I don't think it can be that!"
The idea was more startling than agreeable. How could we do without Olive?
She seemed as truly a pillar of the house as either father or mother. Certainly I
had never supposed that she would remain single all her days, but that within
the near future she would marry and leave us was a prospect which appalled
me, and I tried to persuade myself that it could not be as Aunt Patty imagined.
I could see that my aunt thought it rather rash of mother to have me home at
this time, but I troubled little about that. When Jack heard that I was going up
to town on Monday, he insisted that we must travel together; so it was under
his escort that I arrived at Liverpool Street that afternoon, and found Peggy
awaiting me on the platform.
Peggy looked lively as ever. She never was shy—art students seldom are, I
think—and she was soon chattering away to Jack. She appeared shorter than
usual as she stood looking up at him, and she complained to me afterwards
that conversing with him had given her a pain at the back of her neck. He was
in no hurry to reach his destination, and insisted on accompanying us to
Moorgate Street, and seeing us into the train for Clapham.
All this while I was longing to put a certain question to Peggy, but not till we
had reached Clapham and were walking home from the station was I able to
do so.
"Peggy," I said as we reached the edge of the common, and stepped within
the welcome shade of trees, "Olive is not engaged to be married, is she?"
Peggy glanced quickly at me.
"Why, who told you, Nan?" she asked in surprise. "I mean what made you
think of such a thing?"
"Then it is true?" I groaned. "Tell me who he is, Peggy?"
"I was told not to say a word about it," Peggy replied. "Olive was going to tell
you herself, but since you know so much already—"
"Yes, yes," I broke in impatiently, "you must tell me about him. I can hear
Olive's story later. Is he good enough for her?"
"She thinks so," said Peggy significantly. "She puts him on so high a pedestal
that I tell her he must topple off some day. His name is Percival Smythe."
"What!" I exclaimed. "Mrs. Smythe's nephew! Olive wrote me that he had

come back from India, and was staying there. She said they had been cycling
together, but I never thought— He must be a great deal older than she is."
"And why, pray?" Peggy asked with a smile.
"Oh, I see," she added. "Olive probably omitted to explain that he was Mrs.
Smythe's grand-nephew. The old lady always speaks of him as her nephew.
As a matter-of-fact, he is twenty-nine."
"Oh!" I said disconsolately. "And is Olive very fond of him?"
Peggy laughed.
"I shall leave you to find that out for yourself," she said. "You won't have much
difficulty."
"Do you like him, Peggy?" I asked anxiously.
"Oh, yes, we all like him," she said cheerfully, "and not least Master Fred. He
has been making a good deal of Fred. He proposed taking him to the Zoo on
Saturday week, and then with serpentine cunning suggested that Olive and I
should go too. I fell into the snare, like the dear little innocent I am. Soon after
entering the gardens, Mr. Smythe provided Fred with a big bag of buns, and
led us to the bears' den. Fred was soon engaged in exciting endeavours to
induce the big bear to climb his pole, and I was watching lest he should
precipitate himself into the pit, when I became aware that the other two had
vanished. If you will believe it, we saw nothing more of them till it was almost
time to go home, and I had all of taking Fred from house to house, and
helping him to spend the half-crown Mr. Smythe had given him, in rides on
every animal that could possibly be mounted."
"Poor Peggy! They did treat you badly!" I said, unable to keep from laughing,
though I did not feel exactly merry. "I hope they duly apologised."
"They told me they were sorry, but they certainly disguised their feelings well,"
she said, with twinkling eyes, "for I never saw two mortals look so supremely
happy. The hours in which I had been growing hot and weary had passed like
a blissful dream with them, and they could not believe it was so late. Of
course, I guessed what it meant, and the next day he came to see father, and
the thing was settled."
The news did not please me at all. It was selfish of me; but I could not
welcome the shadow of approaching change. I should have liked to find
everything at home going on as usual. Before I could question Peggy further
we were in the old familiar road, and in another minute mother was giving me
her cheery greeting.
Olive had not yet returned from Mrs. Smythe's, so I had a little quiet chat with
mother first. She told me that she and father were satisfied that Olive would
have a good husband and were glad that this happiness had come to her. But
though she spoke so bravely, I could see that mother shrank sorely from the
thought of parting with her eldest child. While we talked Olive came in,
accompanied by her fiancé. I had made up my mind to dislike Percival
Smythe; but his appearance disarmed my prejudice. I saw at once he was a
gentleman, and I soon knew that Olive had not given her heart to one
unworthy of the gift.
As I looked at my sister I marvelled at the change I saw in her. Always bright

and winsome, her face was now radiant with happiness. Olive had always
been remarkable for her unselfishness, and now she loved with the strong,
pure, whole-souled devotion which forgets self in loving.
I shared her room, and we had a long, long talk ere we slept that night.
As I listened to the glowing words in which she described the man she loved, I
found it hard to believe that he was quite the heroic being she painted him; but
I felt that he was a happy man to have won such love and trust, and that he
must be the better for it. I tried to be glad for Olive's sake, but I am afraid that I
still cherished a grudge against him.
"Of course you will not be married for some time yet," I said.
"Not till next year," she said softly, "he has to return to India in the spring."
"To India!" I cried sharply. "Oh, Olive, you don't mean to say that he is going to
take you to India?"
"Why, naturally," she said with a smile, "since he has a post there and is only
home on furlough. What are you thinking of, Nan?"
"I had not thought of that," I said. "Oh, Olive, I cannot bear to think of your
going right away to India."
"Oh, nonsense, Nan," she said smilingly. "India is not such a very great way
off; at any rate people can easily get back."
How lightly she said it! It struck me as strange that Olive, who had always
seemed to be so fond of mother and home and all of us, should now be so
willing to leave us and go to the other side of the world with a man of whom
she had known nothing when I left home.
"So, Olive," I said in a tone of mournful conviction, "he is more to you than any
of us?"
A grave, sweet look came to Olive's face.
"Why, yes, he certainly is," she made reply, "but you must not suppose, dear
old Nan, that I care less for any one because of this new and precious love. It
is quite otherwise. My heart goes out to every one of you, as it never did
before, just because I am so glad—so glad and so thankful to God for this rich
gift of love."
"Yet you are ready to go away with him to the ends of the earth!" I said.
"Yes," she said quietly, and I cannot describe her expression as she said it, "I
am ready to go with him wherever he goes. We belong to each other
henceforth. Ah, Nan, you cannot understand it now; but you will some day."
But it seemed to me that I was beginning to understand it already.
CHAPTER XIV
A PICNIC
"NAN, who do you think I saw in Regent Street?" exclaimed my sister Dora,
more eagerly than grammatically as she came into the little back garden—a
typical London "garden"—consisting of a hawthorn, a rockery, and a grass-plot
hardly bigger than a tablecloth, where mother, Peggy, and I were sitting to
enjoy the cool of the evening. Dora had been with a party of her school-
fellows under the care of their form-mistress to visit a certain interesting
exhibition at the West End.
"I am sure I do not know, and I am not going to guess," I responded lazily, "so
you may as well tell me at once."
"Well, then, it was Cousin Agneta," Dora said.
"You don't mean it?" I said, sitting up with sudden briskness.

"But I do," said Dora. "I tell you I saw her!"
"Was she alone?" I asked.
"No, she was walking with a gentleman—and such a masher too."
"Dora," mother broke in, "I wish you would not use those horrid slang
expressions!"
"Oh, mother, what harm is there in masher? Would you rather I said swell?"
"No, I do not like either word," mother replied. "Cannot you simply say that he
was a smart-looking man! Did you speak to your cousin?"
"No, I was going to; but she took hold of the man's arm and made him turn
sharp round with her into one of the side streets. Yet I feel sure that she saw
me," Dora said.
"Are you sure that you saw her?" Peggy asked. "I mean, did you not mistake
some one else for Cousin Agneta?"
"As if I should!" Dora said with an injured air. "Surely I may be supposed to
know my own cousin, when she was staying here only a few weeks ago."
"How was she dressed?" I asked.
"I don't know what her dress was like," Dora replied, "but she had on a grey
hat with pink roses under the brim."
"Agneta does not possess a grey hat," I said, with a sense of relief, "so you
must have made a mistake."
"If you had said a red hat, now!" suggested Peggy.
"I don't care what you like to say," Dora protested, "I know it was Cousin
Agneta. She may have bought a new hat."
"Since yesterday?" I said.
"Why not?" demanded Dora.
"There I that will do," said mother decisively. "It is not in the least likely that
your cousin would come up to town without letting us know, or that she would
be walking in Regent Street with a gentleman."
"All the same, it was Agneta," Dora muttered perversely under her breath.
I heard her with some uneasiness. More than once I had longed to speak to
mother about Agneta's unhappy love affair; but I had promised her that I
would say nothing about it, unless she gave me permission, and I felt bound
to keep silence.
On the following day I returned to "Gay Bowers," having much enjoyed my

brief sojourn at home. I was touched by the welcome I received from every
one. They said so much about how they had missed me that I was in danger
of fancying myself a very important person. With much satisfaction I learned
that Paulina was going on as well as possible, and was already considered to
have passed the worst stage of her illness. Mr. Dicks appeared to have
recovered his usual equanimity. The least happy looking of the party was
Agneta. It struck me that she had a worn and restless air which marred her
prettiness. When I mentioned it to aunt, she said:
"Agneta is tired; she had a fatiguing day in town yesterday."
"In town!" I exclaimed in surprise. "We saw nothing of her."
"No, she thought she would not have time to get to Clapham," Aunt Patty said.
"She meant to come back by an early train; but she missed it after all. I did not
like her going alone after what Mrs. Redmayne said; but she wanted to get a
new hat to wear at the Canfields' garden party, and she said she was going to
meet an old school-fellow. Really, I did not know what to do, for I could not go
with her myself."
"And she got a new hat?" I said.
"Two new hats, the extravagant girl!" said aunt. "She wore one home, leaving
the old one to be sent back by post."
"Then she appeared in a grey hat with pink roses," I said.
"You are right," said aunt; "but how do you know that?"
Then I told her how Dora had declared that she had seen Agneta in Regent
Street and how we had all tried in vain to convince her that she was mistaken;
but I said not a word about the man Dora had described to us. I was anxious
to avoid the least risk of breaking my word to Agneta, yet I wished that I had
not pledged myself so impulsively, for my discovery of the dissimulation
Agneta was practising made me profoundly uncomfortable.
Agneta had welcomed me with professions of delight which I afterwards
judged to be insincere, since she seemed desirous to avoid being alone with
me. She gave me no opportunity of having a quiet word with her till we went
upstairs for the night, and then she hurried into bed, declaring that she was
very sleepy. But I made her listen to me before she slept. She could not deny
that Dora had seen her in Regent Street.
"Don't be hard on me, Nan," she said. "When Ralph wrote that he would be in
London on Tuesday, and asked me to meet him, I felt that I must go. I had not
seen him for so long, and you know all things are fair in love."
"I don't know it," I said. "It seems to me that all things should be beautiful and
honourable that have to do with love. If this man truly loved you, he would not
tempt you to act in a way that is beneath your dignity. He must know that your
parents have forbidden you to meet him, or even write to him."
"Why, of course he knows," Agneta said impatiently.
"Surely you would not have me submit to such tyranny!"
"I think your parents have a right to some consideration, Agneta," I replied.
"You are their child; you owe everything to them. I know it is very trying for
you, but if you will only wait—"
"Wait, wait! I hate that word!" broke in Agneta, angrily. "I will not wait, so
there!"
"But what can you do?" I asked.
"Do?" said Agneta, with a toss of the head. "Oh, we know what to do! Mother
will find that I have a will of my own, and am not the weak creature she
imagines."
"Oh, Agneta!" I exclaimed, startled by her words. "You would not think of
getting married without your parents' consent?"
Her face flushed.
"Oh, no, of course not," she said hurriedly. "I did not mean that."
But her manner did not convince me of the truth of her words. I knew
instinctively that some such idea was in her mind.
"It would be a most foolish act, and would bring certain misery," I said. "Don't
listen to him, Agneta, if he tries to persuade you to do anything so wrong."
"Of course I shall not," she returned. "But, oh, how you talk, Nan! It is clear
that you know nothing whatever about love."
I was silent, but I said to myself that I could never have loved Ralph
Marshman, or any man who tried to lead me into crooked ways. The man
must be nobler and wiser and better than myself into whose keeping I gave
my life.
I began to talk to Agneta about Olive and her great happiness, but she
showed little interest in the subject. Thoroughly absorbed in herself, she had
no sympathy to spare for another's joy. Paulina would have listened to the
story with lively interest, and Miss Cottrell would have been ready to discuss it
from every possible point of view; but Agneta heard me with a bored air which
quickly reduced me to silence.
The next morning dawned beautifully bright, and when I came downstairs the
hall door was wide open, and Alan Faulkner stood sunning himself on the step
with Sweep beside him.
"Good-morning, Miss Nan," he said cheerily. "Is not this ever so much better
than Clapham Common?"
I could not but admit that it was, for the garden was now in the perfection of its
beauty. The breeze, which ruffled my hair as I advanced to the door, was
sweet with the breath of flowers. The rose-tree trained against the wall of the
house was full of blossoms, and bees were buzzing noisily as they flitted from
rose to rose. A fine hydrangea growing by the door was a marvel of changeful
colour, and close by a cluster of tall, graceful Madonna lilies, of purest
whiteness, attracted the bees by their heavy perfume. It was a morning to
make one sing for joy. I was feeling happy enough at that moment, and I was
therefore astonished when Mr. Faulkner said, after observing me for a
moment:
"What is the trouble, Miss Nan?"
"The trouble!" I repeated. "What do you mean?"
"There was a shadow on your face last evening, and I fancy that I can still
detect its influence," he said. "You found nothing wrong at home, I trust?"
"Oh, no! They were all well, and things were going happily," I replied. "There
was nothing there to worry me."
"But something did worry you," he said. "Can't you tell me what it is? I might
be able to set it right."
"Oh, no!" I answered, colouring hotly in my confusion and surprise. "You could
not help, and I could not tell you indeed."
His eyes studied me for a moment with a questioning air; then he said quietly:
"Excuse me, Miss Nan, I must seem to you a curious, meddlesome fellow."
"Not at all," I faltered. "It was kind of you to ask; but I cannot tell you about it."
A moment's silence followed; then he said:
"Do you know that Miss Cottrell was working in this garden at seven o'clock?"
"Was she really?" I said. "I cannot see her part of the garden from my window.
How very energetic of her!"
"Was it not? But, of course, she needs fresh air and exercise. I suppose she
does not have to do a great deal of nursing."
"Why, no! There is a trained nurse who takes charge of Paulina at night, and
who is available also for part of the day," I explained. "I was thinking that Miss
Cottrell would feel anxious about her flowers. You did not speak to her, I
suppose?"
"No; I only saw her from my window," he replied. "She was applying the hoe
with much vigour. She is one to do very thoroughly whatever she undertakes."
"That is true," I said. "It is splendid the way she has devoted herself to
Paulina. Mr. Dicks has good cause to feel grateful to her."
The breakfast gong sounded, and we obeyed its summons. Mr. Dicks had
already taken his place at the table, and was talking eagerly to Aunt Patty
when we entered the room.
"Come, Miss Nan," he cried as he saw me, "what do you say to our
celebrating your return, by having a picnic?"
"A splendid idea!" I cried. "By all means let us have it."
"And so say I," said Mr. Faulkner.
"Can you spare the time?" I asked.
"I will spare the time," was his reply.
"We should not go till after luncheon," said my aunt. "Mr. Dicks proposes
taking us all to have tea at the Warren—in proper gipsy fashion, of course. We
will take a kettle and all the necessary paraphernalia, and make a fire on the
common to boil the kettle. We can get milk and water at the farm."
It sounded charming to me. The Warren was a beautiful, high common, about
seven miles away, the haunt of innumerable rabbits, and yielding a rich
harvest of blackberries in their season. Olive and I had loved going there as
children, for its wild, broken ground and clumps of Scotch firs had made a
delightful playground. A full, deep stream ran on one side of it, and,
descending to the valley below, turned the wheel of a picturesque mill which
stood there, and was the delight of artists.
Colonel Hyde had expressed his willingness to join the excursion, and Alan
Faulkner and I had just decided that we would go on our bicycles, when
Agneta entered the room. She apologised for her lateness as she listlessly
took her seat. Mr. Dicks made haste to tell her of his grand project, but her
face evinced no pleasure as she heard of it.
"I will ask you to excuse me," she said, "I am not fond of picnics."
"Oh, but you must go," said Mr. Dicks. "We cannot leave you at home by
yourself. You shall have Paulina's bicycle if you would like to ride."
"Thank you, but I would rather not," she said. "I do not feel at all inclined to
ride in this heat."
"Then you can drive with us elderly people in the sociable—there will be
plenty of room," he said.
"You are very kind," she said coldly; "but I would rather stay at home."
"You shall not go unless you like, Agneta," Aunt Patty said kindly. "If you stay
at home, I will stay too. It will be better for me—I hardly know how to spare the
time."
But Mr. Dicks, the Colonel, and Alan Faulkner protested against this. They
knew that Aunt Patty seldom allowed herself any recreation, and they had set
their hearts on having her company to-day.
Agneta's face flushed as she heard them, and she said in an injured tone:
"There is not the least need for you to remain at home because I do, Mrs.
Lucas. I am not a baby; I think you may trust me to take care of myself."
"Of course you can, dear—I do not doubt it for a moment," aunt said
soothingly. "Still, I should not like to leave you quite alone."
In the end Agneta consented to accompany us, but she did it with a bad
grace, and rather spoiled the enjoyment of some of us by her obstinate
determination not to appear to be enjoying herself. She was cross with me
because, by simple accident, I appeared in a frock remarkably like her own.
My suit of shepherd's plaid had seen two summers' wear, and I wore it simply
because it was light and cool, and so short in the skirt as to be suitable for
cycling and rambling over the common. Hers was a smart, tailor-made
costume, which I should have considered too good for such a day's outing.
The material showed a rather larger check than mine, but they were
sufficiently alike to appear similar at a little distance. If either of us had cause
to feel annoyance it was I, since her dress made mine look poor. I was
considerably annoyed by the disagreeable remarks she choose to make about
the resemblance.
Still, I must confess that I enjoyed that picnic very much, though it was marked
by no adventures, nor any particular excitement. Alan Faulkner and I on our
bicycles reached the Warren long before the party who came in the
wagonette. Resting on the slope of a knoll planted with firs, we awaited the
arrival of the others without impatience. I found myself telling him about my
sister Olive's engagement. He listened with interest, and I learned that he
knew the part of India in which Percival Smythe was stationed, and could tell
me much that I wanted to hear.
When the others arrived I was astonished to see that Miss Cottrell was one of
the party. It was Mr. Dicks's kind thought that the fresh air on the common
would be very good for her. He had consulted the doctor, who had assured
him that if Miss Cottrell observed certain precautions there would not be the
least fear of her conveying infection to any of us. She seemed delighted to be
with us once more, and talked more than ever.
When the time came for us to return home, Alan Faulkner and I soon
distanced aunt's sober horse. It was growing late as we approached "Gay
Bowers." We were spinning down the road at the back of the house, when a
man suddenly dropped from the boundary wall of the kitchen garden into the
lane just in front of my machine, and startled me so that I almost fell off. Trees
overhung the road at that point, and the light was so dim that I could perceive
only that the man wore a white straw hat ere he disappeared, running rapidly
beneath the trees.
"Whoever is he?" I asked, turning to Mr. Faulkner. "What can it mean?"
"That I will soon find out," he said. "You will not mind my leaving you, Miss
Nan, as we are just at home."
And, scarce waiting for my permission, he was off at such speed that there
was little doubt of his overtaking the stranger, however fast he might run.
When the wagonette party drove up they found me standing alone within the
garden.
"Only think, auntie," I said. "We saw a man jump down from your garden wall,
and run off in the most suspicious way. Mr. Faulkner is chasing him under the
idea that he was there for no lawful purpose. Do you think he can be a
burglar?"
"A burglar in this peaceful countryside! Impossible, Miss Nan!" exclaimed the
Colonel; "but I hope Mr. Faulkner will catch him, for, depend on it, he was up
to no good."
"Most likely he was after my fruit," said aunt.
As she spoke my eyes fell on Agneta, and I was startled to see how pale and
fearful she looked. Aunt's eyes had followed the direction of mine, and she
was equally struck by Agneta's look.
"Don't talk so lightly of burglars, Nan," she said. "You have quite frightened
your cousin. Do not be alarmed, dear; you need fear no such visitation at 'Gay
Bowers.'"
"I am not in the least afraid of burglars," she said almost pettishly, but I could
see that her hands were trembling as they toyed with her parasol. I knew that
she spoke the truth, for instinctively I guessed who the man was.
"Here comes Mr. Faulkner!" cried Miss Cottrell eagerly. "Now we shall hear all
about it."
But Alan Faulkner's brief statement hardly sufficed to satisfy her curiosity.
"Oh, no, he is not a burglar," he said. "I believe he considers himself a
gentleman, but he certainly took a most unwarrantable liberty."
I had never heard Alan Faulkner speak in such an angry, scornful tone, nor
seen such a fire in his eyes. What did it all mean? I felt sick of these
mysterious, underhand ways, and quite angry with my cousin, who
disappeared as soon as she had heard what Alan had to say.
CHAPTER XV
AN ACT OF INDISCRETION
WHEN we all met at breakfast the next morning there was a good deal of
laughing and joking about the burglar, as we congratulated each other that he
had not disturbed our rest. Agneta took no part in it. She feigned not to hear
what was going on as she studied the envelopes of the letters which lay
beside her plate; but I saw that her colour had risen, and felt sure that she
was not so indifferent as she appeared.
There was another person at the table who took no part in the talk. Alan
Faulkner was unusually grave that morning. Suddenly glancing up, I became
aware that his eyes were upon me, studying me with an earnest, questioning
glance I could not understand. My eyes fell beneath it and my colour rose. I
fancied there was something reproachful in his look; but, as I had done
nothing to deserve this, I tried to persuade myself that my imagination was
wholly at fault. Yet the mere fancy had a lowering effect upon my spirits. It was
with a sense of flatness and depression that I set about my daily duties.
Ere long Agneta claimed my attention. She had risen with a headache, which
increased in violence as the day wore on. In vain she struggled against it with
all the power of her strong will; she had to succumb at last, and spent the
afternoon lying on her bed, while I kept applying cold bandages to her
forehead. At last she said that she was better and felt inclined to sleep, so I
darkened the room and left her.
When I went downstairs there was no one about. I passed into the garden and
found that, too, deserted. As I walked round to the back of the house I
wondered where the others were. Aunt Patty, I knew, had driven into
Chelmsford to do some shopping, and I believed that Mr. Dicks had
accompanied her. The Colonel probably was at the Vicarage. "Gay Bowers"
wore the quiet, drowsy appearance that had marked it in the days when
paying guests were unknown there.
Somewhat discontentedly I wandered down the long lawns, past the tennis
nets and the croquet hoops, till I reached the part of the garden devoted to
vegetables and fruit. To the right lay the strawberry bed, and, seeing some
ripe berries, I paused to regale myself with them. I was wearing the check skirt
I had worn on the previous day. It was foolish of me, but I liked it the better
because Alan Faulkner had said a word in approval of It. It seemed that he
was particularly fond of that admixture of black and white.
I lingered for some minutes by the strawberry bed, and was still hunting amid
the green leaves when I saw a lad, who sometimes assisted Hobbes in the
garden, coming towards me. Touching his cap awkwardly, he handed me a
folded slip of paper, and as he did so I saw that a shilling lay in the palm of his
hand.
"The gentleman told me to give you this, miss," he said.
"What gentleman?" I asked.
"Don't know," said the boy; "none of them as is here, miss."
I looked at the paper. It appeared to be a leaf torn from a pocket-book and

folded with a corner turned down. There was no address on it. Turning from
the boy's curious gaze, I strolled on, opening the missive as I went. I was
amazed as I read the following words:
"My Darling, I have been waiting so impatiently in the wood

and wondering what had kept you, till at last I was daring
enough to approach the house, and from the one place where
it is possible to look over the garden wall caught a glimpse of
your frock, flitting to and fro amid the bushes. Dearest, why do
you waste the time, when we might be together? I have got
our plans laid now, and I must tell you about them. Let me
assure you that the way is clear. There in not another soul
about the place. Your puritanical cousin seems to have kindly
taken herself off. I am tempted to scale the wall and join you
where you are; but I dare not risk being caught again, as I was
last night. I will tell you about it when we meet, so make haste
and join me in the wood beyond the common."
"Your devoted"
"RALPH."
I read this extraordinary note in utter bewilderment until I came to the allusion
to the "puritanical cousin," when the truth suddenly flashed on me. Why such
an epithet was applied to myself I could not quite see, but I took it home, and
leaped to the conclusion that the writer was Agneta's unworthy lover, who had
mistaken me for her, owing to the fact of our dresses being similar. How he
came to be in the neighbourhood I could not tell, but the idea that the
supposed "burglar" was none other than he had struck me on the previous
evening. I smiled to think how annoyed he would be, if he knew how his note
had miscarried. Then I made a sudden resolve. He should know what had
happened. I would go to the wood and confront him. I would tell him what I
thought of his conduct, and warn him that if he continued to haunt the place I
would let my aunt know of the discovery I had made. I was self-confident
enough to believe that I could reason with him and persuade him to abandon
a course of action which was so unworthy a true lover and gentleman.
I acted far too impulsively, as I learned to my sorrow. Waiting only to snatch

my sailor hat from the peg in the back lobby where it hung, I hastened off to
the common, and found my way into the wood at the nearest point to "Gay
Bowers." It was the same wood, which ran down to the Wood End Oaks.
Scarcely had I reached the shadow of the trees ere I perceived the young
man I came to meet. He was standing with his back to me, looking down the
green glade which led to the road by which apparently he expected Agneta to
come. No sooner did I see him than I experienced a sense of shame at my
temerity. I might have abandoned my purpose and turned back, but the
cracking of the twigs beneath my feet as I scrambled through the hedge had
reached his ears. He swung round in a moment, and at the first glimpse of me
a cry of delight escaped him; but the expression of his face changed almost
instantly. Had I been less nervous I could have laughed at the unflattering look
of annoyance which darkened his face when he perceived that I was not the
one he expected.
"You did not expect to see me, Mr. Marshman," I said hastily in my
embarrassment.
He lifted his hat with a grace that was Continental. I learned later that he had
passed some years in a German school. He was of tall, lithe form, and bore
himself with grace. His features were so handsome that I did not wonder at
Agneta's infatuation, yet there was something in his face that repelled me.
"I beg your pardon," he said suavely in response to my greeting—"you have

the advantage of me."
"I think not," I said. "I am Agneta's cousin—" it was with difficulty that I kept
back the word "puritanical" which trembled on my tongue—"and I have come
instead of her."
"Oh, really! Miss Darracott then, I presume." He lifted his hat again as he
spoke. "May I ask why you have come?"
"I came to give you this," I said, holding out the slip of paper, "which I am sure
you did not intend for me. You mistook my identity, I suppose."
He looked bewildered for a moment, then flushed as he took the paper.
"That being the case, you, of course, refrained from reading it, Miss
Darracott?" he said in cool, quiet tones that had an edge of irony.
"Excuse me," I said, "you forget that your note bore no address. Your
messenger told me that a gentleman had instructed him to give it to me. Not
till I had read it could I know that it was meant for my cousin."
"Ah," he said, kicking savagely at a clump of nettles, "what an imbecile I was!

But at least you must have known that there was a mistake."
"Oh, certainly," I stammered, growing scarlet as I remembered the tender

epithet with which the note had begun.
"Then may I ask," he continued, "why you did not give it to your cousin when
you found it was intended for her?"
"Because I prefer to return it to you," I said boldly, "and to ask you not to send
such notes to Agneta, nor try to see her, when you know it is her parents' wish
that you should not meet, and no good can come of such underhand ways."
"Agneta did not tell you to say that to me," he replied defiantly.
"She did not," I answered. "Agneta is far from well this afternoon, and she is
lying down in her room at the present moment. She was quite otherwise
occupied, as it happened, but this I could not know. I do not know how you
come to be here," I added, "but I should advise you to leave this
neighbourhood, and be content to wait till you can see Agneta with her
parents' consent."
As I spoke I attempted to pass him, and go on my way; but, with an ironical

laugh, he turned on his heel and walked beside me.
"Excuse my laughing, Miss Darracott; your words struck me as deliciously

naive!" he said. "Don't you know that I might wait till doomsday before I should
win that consent, since I have the misfortune to be poor, and the Redmaynes
love money above all things—a characteristic that by no means renders them
singular."
"You cannot be sure that their minds would not change," I said, "and I am sure
it must be right for you to wait at present. It seems to me that you are bound in
honour to seek no pledge from Agneta until she comes of age. You forget how
young she is."
"Are you so much older, Miss Darracott?" he asked with a disagreeable smile,
as he bent towards me, his dark eyes seeking mine with insolent raillery in
their glance. "'Oh, wise young judge! How much more elder art thou than thy
looks!'"
The blood rushed into my face. The sense of shame and humiliation which I
experienced well-nigh brought the tears to my eyes. I saw how foolish it was
of me to imagine that I could influence such a man as this.
He glanced away for a moment, then drew nearer to me with something so

familiar and repulsive in his air that instinctively I shrank as far from him as the
narrow path would permit. Without heeding the way I took, I had passed into
the track that led to the stile giving access to the road. As I hastily moved
away from Ralph Marshman, I was aware that Alan Faulkner stood on the
other side of the stile, and was looking towards us with an indescribable
expression on his face. I only saw him, and he was gone. Like a blow there
fell on me the conviction that he had utterly misunderstood the state of affairs.
What could he think, indeed, on seeing me wandering along a secluded

woodland path with this man beside me? How could I have been so mad as to
place myself in such a position! For a moment I did not hear the words which
Ralph Marshman was saying. Then he laughed in a way which made me turn
my eyes on him. He was regarding me with a bold, amused glance that was in
itself an insult. It seemed to me that he could read my thoughts, and knew the
pain I was enduring.
"That is the learned and exemplary Professor Faulkner," he said in a mocking

tone. "Do you think he was shocked to see us wandering in this wood alone?
But if he is human at all he would understand—at least the apparent meaning
of it, eh, Miss Darracott? He might not guess how recent is our acquaintance."
"Don't speak so, if you please!" I responded angrily. "You know I only came
here to protest against the way in which you are acting! I warn you that I shall
tell my aunt all that I know!"
"You don't mean that," he said with an impudent laugh. "You say it because
you are angry. Well, I forgive your wrath since it is so becoming. But let me
warn you that if you tell tales I can tell them too. I could tell a pretty story of
how you opened another person's letter, and how you came uninvited to meet
me in the wood. I advise you to keep your own counsel, Miss Darracott. Will
you convey my regrets to Agneta, and tell her that, but for the pleasure of
making your acquaintance, I should have been inconsolable when I heard of
her indisposition? I fear we shall not meet again for a while, Miss Darracott, as
I am about to leave this neighbourhood."
I made no reply as I hurried along the path and climbed the stile. I could feel
that he watched me for a few moments, but when I looked back from the road
I saw that he had turned in the opposite direction, and was pursuing the path
that led towards Chelmsford. I hurried homewards, my cheeks burning, my
pulses throbbing. I could hardly have felt much worse had I been guilty of the
indiscretion which I believed Alan Faulkner had imputed to me.
"Gay Bowers" was close at hand when round a bend of the road I came
suddenly upon Agneta. The colour flew into her face as she saw me. It was
clear that her professed desire to sleep was merely a ruse to get rid of me,
and she was now hurrying to keep her appointment with Ralph Marshman.
"It is too late, Agneta!" I said. "He is gone."
"What do you mean?" she asked nervously, and the flush faded from her face
as quickly as it had risen, till she looked ready to drop. "Where have you
been?"
"In the wood talking with Mr. Ralph Marshman," I replied. "And I wish enough I
had never gone near him. He is a horrid man, Agneta!"
A scene ensued which was to the credit of neither of us. In my sore
mortification I lost control of my temper, and said words that were better
unsaid. I reproached my cousin with deceitful and even unmaidenly conduct. I
told her that the man for whose sake she seemed ready to risk the priceless
pearl of her good name was no gentleman, and that he was not worthy of a
girl's respect, still less her love. I told her that although I had promised to say
nothing to Aunt Patty about the love story she had confided to me, things had
now come to such a pass that I felt I had a right to claim release from that
promise. A higher obligation compelled me to inform aunt of what was going
on, and I gave her warning that I meant to lay the whole matter before Aunt
Patty at the earliest opportunity.
Agneta did not receive my rebukes with meekness. She reproached me in her
turn with considerable bitterness. Very hard were the words she hurled at me.
I was a prude, a mischief-maker, a Pharisee, and a sneak. The last epithet
made me wince. I did so hate all meanness in word or deed, that the injustice
of this last judgment stung me. But I held my ground in spite of it. The issue
was too grave for me lightly to give way. I felt it as incumbent on me to save
Agneta from herself as if I had seen her in a fit of madness about to throw
herself over a precipice. When at last she saw that I would not yield, Agneta,
wholly exhausted by her passionate outburst, sank on a bank by the roadside
and began to cry. I felt very uneasy as I watched her. My attempts to soothe
her met with little success.
"You are so unkind, Nan," she sobbed. "You want to make me miserable, and
it is so horrid of you, just when I was looking forward to the garden party to-
morrow. You might wait till that is over before you tell Mrs. Lucas. You will
upset her as well as me, and spoil everything."
I was amazed to hear Agneta speak so. What a child she was, to be sure!
How could I take her love trouble seriously, when I found her in the midst of
her distress giving a thought to this garden party, to which we were all invited
for the morrow? I knew that Aunt Patty was looking forward to going to the
Canfields' entertainment accompanied by most of her paying guests; but I had
no idea that Agneta was counting on it so much, although I knew she had
bought a new hat for the occasion. While I mused on it, Agneta spoke again.
"Oh, do, Nan!" she said pleadingly, looking up at me with tears in her blue
eyes. "Do promise me that you will say nothing to Mrs. Lucas till the party is
over!"
For a moment I hesitated. Surely the delay could do no harm, since I believed
that Ralph Marshman was leaving Chelmsford this evening. The sound of

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ChAPTER 1 speaking mathematically 1

1.2 The Language of Sets 6

1.3 The Language of Relations and Functions 15

1.4 The Language of Graphs 24

ChAPTER 2 the Logic of compound statements 37

2.2 Conditional Statements 53

2.3 Valid and Invalid Arguments 66

2.4 Application: Digital Logic Circuits 79

a Circuit That Corresponds to a Given Input/Output Table; Simplifying Combinational

2.5 Application: Number Systems and Circuits for Addition 93

ChAPTER 3 the Logic of Quantified statements 108

3.2 Predicates and Quantified Statements II 122

3.3 Statements with Multiple Quantifiers 131

3.4 Arguments with Quantified Statements 146

ChAPTER 4 elementary Number theory and methods

4.2 Direct Proof and Counterexample II: Writing Advice 173

4.3 Direct Proof and Counterexample III: Rational Numbers 183

4.4 Direct Proof and Counterexample IV: Divisibility 190

4.7 Indirect Argument: Contradiction and Contraposition 218

4.8 Indirect Argument: Two Famous Theorems 228

4.9 Application: The handshake Theorem 235

4.10 Application: Algorithms 244

ChAPTER 5 sequences, mathematical induction,

5.2 Mathematical Induction I: Proving Formulas 275

5.3 Mathematical Induction II: Applications 289

5.4 Strong Mathematical Induction and the Well-Ordering

5.5 Application: Correctness of Algorithms 314

5.6 Defining Sequences Recursively 325

5.7 Solving Recurrence Relations by Iteration 340

5.8 Second-Order Linear homogeneous Recurrence Relations

5.9 General Recursive Definitions and Structural Induction 364

ChAPTER 6 set theory 377

6.2 Properties of Sets 391

6.3 Disproofs and Algebraic Proofs 407

ChAPTER 7 Properties of Functions 425