Get the PDF of Understanding Proof Explanation

Examples and Solutions Bennison – full chapters

available.

Tap to get the file => https://ebookname.com/product/understanding-proof-explanation-examples...

Understanding Proof Explanation Examples and Solutions Bennison

If the link above isn’t working, try clicking some of the

buttons below.

MIRROR 1 MIRROR 2

Original Link: https://ebookname.com/product/understanding-proof-

explanation-examples-and-solutions-bennison/

Review:
★★★★★ 4.8/5.0
downloads: 984
"This version includes all the chapters I needed." – Olivia S.

ebookname.com
 UNDERSTANDING PROOF
Understanding Proof
Understanding

Simply clearer
Explanation, Examples and Solutions for

Proof
A-Level Mathematics and
A-Level Further Mathematics
Edited by Dr Tom Bennison and Dr Edward Hall
Explanation, Examples and
Proof is central to the new unified A-Level curriculum and to Further Maths and
indeed, all mathematical thinking. As such the Tarquin A-Level materials have been Solutions for A-Level Mathematics
developed with proof as the core theme. Now we are delighted to enhance the core texts
with a guide to proof for students… and for their teachers too. Content from the core text and A-Level Further Mathematics
has been significantly revised and updated and supplemented with new content.

Contents:

Explanations, Examples and Solutions

1. Introduction to proof
2. Exploring Methods of Proof
3. Mathematical Language
4. Direct Proof
5. Indirect Proof
6. Proof by Induction
7. Proof and Applications of Pythagoras’ Theorem
8. Proof in Calculus
9. Proving Trigonometric Identities
10. Proof in Statistics and Probability
11. Worked Solutions

Expertly written and edited by Tom Bennison and Ed Hall, this book is an essential
teaching, learning and revision guide, with a free online version available to all
purchasers for a year.

tarquin
Featuring
extended
www.tarquingroup.com questions
Edited by Tom Bennison and Edward Hall
Understanding Proof
Explanation, Examples and Solutions for
A-Level Mathematics and
A-Level Further Mathematics

Contributing Editors: Dr Tom Bennison and Dr Edward Hall

 The Tarquin A-Level Series

The Tarquin A-Level series addresses the new curriculum in a fresh, non-board
specific way that will provide teachers and students with new perspectives on
topics, with the Tarquin eReader version providing interactive applets to assist.

The Series Comprises:

Year 1 Teacher Book Book ISBN 9781911093343

Year 1 Student Book Book ISBN 9781911093329
Year 1 Worked Examples Book ISBN 9781911093367
Year 1 Essentials Revision Book ISBN 9781911093763
Year 2 Teacher Book Book ISBN 9781911093350
Year 2 Student Book Book ISBN 9781911093336
Year 2 Worked Examples Book ISBN 9781911093992
Year 2 Essentials Revision Book ISBN 9781911093329

All books and Tarquin eReader versions available

through www.tarquingroup.com

Picture Credits
Figure 4.1(a), Page 23, Public domain;
Figure 4.1(b), Page 23, Public domain;
Figure 4.2, Page 31, Shutterstock Image;
Figure 5.1, Page 47, Public domain;
Figure 6.1(a), Page 65, Public domain;
Figure 6.1(b), Page 65, Public domain;
Figure 7.1, Page 96, Public domain

c 2018 The Authors

Copyright 

Published by Tarquin Book ISBN 978 1 91109 378 7 Ebook ISBN 978 1 91109 379 4

www.tarquingroup.com

This book may only be copied by licencees by agreement, under a Schools Collective
Licensing and on terms set by the Publisher.
First printing, March 2018
 Contents

1 Introduction to Proof . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

2 Exploring Methods of Proof . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

2.1 Direct Proof 8
2.2 Graphical Proof 9
2.3 Proof by Contradiction 11
2.4 The Generalised Arithmetic-Geometric Mean Inequality 11

3 Mathematical Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
3.1 Statements and Predicates 13
3.2 Implication 17

4 Direct Proof . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
4.1 Examples of Direct Proof 24
4.2 Proof by Exhaustion 29
4.3 Proofs of Statements Involving the Positive Integers 32
4.4 Disproof by Counter Example 33
4.5 Direct Proofs From A-Level Mathematics 35

5 Indirect Proof . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
5.1 Proof via the Contrapositive 48
5.2 Proof by Contradiction 50
6 Proof By Induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
6.1 Induction for Series 67
6.2 Induction for Matrices 73
6.3 Induction for Divisibility 77
6.4 Induction for Inequalities 83
6.5 Induction for Recurrence Relations 86
6.6 Applications of Proof by Induction 88

7 Proof and Applications of Pythagoras’ Theorem . . . . . . . . . . . . . . . . 96

7.1 Proving Pythagoras’ Theorem 96
7.2 Proofs that Require Pythagoras’ Theorem 102

8 Proofs in Calculus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

8.1 Differential Calculus 112
8.2 Integral Calculus 124

9 Proving Trigonometric Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

9.1 The Standard Results 129
9.2 Applying the Standard Identities 139

10 Proofs in Statistics and Probability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

10.1 Descriptive Statistics 149
10.2 Random Variables 152

11 Worked Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

Get instant access to solution manuals and test banks at
https://ebookname.com.
 1. Introduction to Proof

Throughout our early schooling we are taught that mathematics is about using and manip-
ulating numbers, perhaps with some application in mind and sometimes with seemingly
none. Of course, this is a part of what mathematics is about, but it is not the whole
story. A professional mathematician is not somebody who sits around thinking about
large numbers, for example. A mathematician is somebody who formulates conjectures
about observations and then tries to show if these conjectures are true or false. In this way,
a mathematician is similar to any other scientist, but rather than performing experiments
to prove their claims, mathematicians rely on logic and reason in their proofs. This is per-
haps the distinction between mathematics and other sciences, once a statement has been
proved mathematically, the logic is undeniable and the statement will remain true forever
more; the conjecture has become a theorem.

Perhaps the most familiar theorem of all is Pythagoras’ theorem that relates the lengths
of the sides of a triangle. Pythagoras lived in the 6th century BC (although it is likely his
theorem was known well before this), but his theorem remains as true today as it did all
that time ago and it is just as useful, not just for its applications, but also for providing
the building blocks for the proof of more elaborate conjectures and theorems. In contrast,
other scientists build up a weight of evidence in support of a theory, but the theory is
never proven for definite. A classic example is Newton’s Laws, which provide a good
approximation the movement and interaction of objects under certain circumstances, but
they were improved and extended by Leonhard Euler (ca. 1750) and then again by Albert
Einstein in the early 20th century when he developed his theory of Special Relativity. In
other sciences, theories evolves, whereas, in maths they remain for all time.

It might be tempting to think that, with the history of mathematics stretching back many
millennia, nearly everything has already been proved. This is actually far from the truth;
as time has gone on, more and more branches of mathematics have developed and more
and more questions have been posed that remain unanswered. In the year 2000, the Clay
6 Chapter 1. Introduction to Proof

Mathematics Institute offered prizes of $1 000 000 for anybody who could solve one of 7
outstanding mathematical problems (https://www.claymath.org). To this day (February
2018), only one of these problem has been solved, the Poincaré conjecture. The large sums
of money involved show how important these mathematical questions are and that it is
possible to earn a lot of money from mathematics.

This book is aimed at A-Level students who are just becoming acquainted with the concept
of proof and the rigour required when proving something. Clearly, there are very few results
that an A-Level student can hope to prove, but being exposed to the proofs behind well
known results will help a student gain a deeper insight and understanding of those results
and develop their capacity for logical thought. For some students who go on to study
mathematics at a higher level, this knowledge of how to formulate a proof will be essential
and exposure to the different methods of proof will be invaluable.

Each area of mathematics begins with a few results, which are either undeniable, impossible
to prove or just act as a starting point. These are called axioms; for example, the Peano
axioms define the arithmetic properties of natural numbers and include statements such as
‘0 is a natural number’ and ‘if x and y are natural numbers, then x = y implies y = x’. Once
we have a set of axioms, we can start to define other interesting objects and then begin to
prove new theorems about these new objects, which might in turn lead to more complex
definitions and further proof. A rich tapestry of mathematical ideas can quickly be built
in such a way. In order to prove new results, it is essential to have a deep understanding
of what has gone before and how proofs were set out. This is why studying simpler proofs
is essential for any mathematician. In some instances a proof can be formulaic and a
systematic approach will work, but, more often than not, proofs require some creativity.

In this book we cover the techniques of proof covered in both the Mathematics A-Level
and Further Mathematics A-Level syllabuses, including direct proof, proof by contradiction
and proof by induction. We shall also explain how these methods can be applied to other
areas of mathematics in the syllabus, for example, to geometry and trigonometry, calculus
and statistics. In doing so, we touch on proofs that are not core for either A-Level syllabus,
but are an excellent grounding for the student who intends to further their mathematical
or scientific study.
 2. Exploring Methods of Proof

As an introduction to methods of proof, we consider a number of different ways of ap-

proaching the proof of the arithmetic-geometric mean inequality. The methods presented
in this chapter will be explored in more depth throughout the rest of the book.

Before we can state the arithmetic-geometric mean inequality, we must define what the
arithmetic mean and geometric means are.

Definition 2.1 — Arithmetic Mean

Consider two real numbers a and b, the arithmetic mean of these numbers is
a+b
ma = .
2
Notice that the numbers a, ma and b form an arithmetic sequence.

Definition 2.2 — Geometric Mean

Consider two real numbers a ≥ 0 and b ≥, the geometric mean of these numbers is
√
mg = ab.

In this case the name arises due to the numbers a, mg and b forming a geometric se-
quence.
 8 Chapter 2. Exploring Methods of Proof

We now state the theorem.

Theorem 2.3 — The Arithmetic-Geometric Mean Inequality

For two real numbers a ≥ 0 and b ≥ 0, the arithmetic-geometric mean inequality is:
1 √
(a + b) ≥ ab. (2.1)
2

Interactive Activity 2.1 — The Arithmetic-Mean Inequality

Explore, visually, the arithmetic-geometric mean inequality using this Geogebra app.

2.1 Direct Proof

In this direct proof, we start with known facts and perform a number of logical steps/deduction
until the we reach the desired result. Our starting point will be the fact that (a − b)2 ≥ 0,
as any squared number is non-negative.

(a − b)2 ≥ 0,
⇒ a2 − 2ab + b2 ≥ 0,
⇒ a2 + 2ab + b2 ≥ 4ab,
⇒ (a + b)2 ≥ 4ab,
1
⇒ (a + b)2 ≥ ab,
4
1 √
⇒ (a + b) ≥ ab.
2

Proof Tip
It is common to see “proofs” similar to the following.
1 √
(a + b) ≥ ab
2
1
(a + b)2 ≥ ab
4
(a + b)2 ≥ 4ab
a2 + 2ab + b2 ≥ 4ab
a2 − 2ab + b2 ≥ 0
(a − b)2 ≥ 0

Here the result has been assumed and then a sequence of deductions to a true statement
has been made. This is not valid; to prove something in a deductive fashion we must
proceed to the result, not start from it. We must also provide some indication of how
we have gone from one line to the next, which has not been done in this case.
 2.2 Graphical Proof 9

2.2 Graphical Proof

The figure below can be interpreted as a proof of (2.1). However, this requires some
understanding on behalf of the reader and it is preferable to write some words as guidance.

a b

ab

ab a

ab

ab b

The larger square (of side length a + b) has an area greater than the sum of the area of the
four rectangles for any a = b. If a = b then the areas are the same. Hence,

1 √
(a + b)2 ≥ 4ab ⇒ (a + b) ≥ ab,
2

proving the result.

The triangle shown below can be used to provide an alternative proof of (2.1) using geom-
etry.

1
2 (a + b)

R 1
2 (a − b) P

Since the triangle RP Q is right angled, we can apply Pythagoras’ Theorem to find the
Visit https://ebookname.com today to discover test banks,
solution manuals, and exclusive deals.
10 Chapter 2. Exploring Methods of Proof

length of the side P Q.

 2  2
1 1
|P Q| = (a + b) − (a − b)
2 2

1 2
= (a + 2ab + b2 − a2 + 2ab − b2 )
4
√
= ab.

Since the hypotenuse RQ will always have a length greater than that of the perpendicular
√
P Q (except in the degenerate case when they coincide) we have that 12 (a + b) ≥ ab, thus
proving the result.

Finally, we can also use the image shown in the Geogebra interactive above to derive
a proof.

D
E

A F C B

a b

In the image above, C is the centre of a semicircle of diameter a + b. Hence,

a+b
|AC| = ,
2
a+b a+b
|BC| = , |DC| = .
2 2
Angles ∠F AE and ∠F BE sum to 180◦ , and so the (right angled) triangles F EA and BEF
are similar. Hence,
h b
= ,
a h √
⇒ h2 = ab, ⇒ h= ab.

Now, the length of h must be less than CD, the radius of the circle. Hence, the result is
shown,
√ 1
ab ≤ (a + b).
2
Note that equality occurs when a = b.
 2.3 Proof by Contradiction 11

Proof Tip
It could be argued that an advantage of this proof over others in this chapter is how
easy it is to see that we have equality if a = b.

2.3 Proof by Contradiction

In proof by contradiction, we assume that the result we are trying to prove does not hold,
then show that we arrive at a contradiction. Let√us assume that the arithmetic-geometric
mean inequality does not hold, i.e. 12 (a + b) < ab. We follow the steps below to achieve
a contradiction
1 √
(a + b) < ab,
2
1
⇒ (a + b)2 < ab,
4
⇒ (a + b)2 < 4ab,
⇒ a2 + 2ab + b2 < 4ab,
⇒ a2 − 2ab + b2 < 0,
⇒ (a − b)2 < 0.

Since the square of any number is non-negative, the final line above is a contradiction and
we can conclude that the result holds.

2.4 The Generalised Arithmetic-Geometric Mean Inequality

We can generalise the arithmetic-geometric mean inequality to the case where we are finding
the mean of two or more numbers.

Theorem 2.4 — The Generalised Arithmetic-Geometric Mean Inequality

For n real non-negative numbers, a1 , a2 , · · · , an , the arithmetic-geometric mean inequal-
ity is:
1 √
(a1 + a2 + · · · + an ) ≥ n a1 a2 · · · an . (2.2)
n

This theorem can be proved using a technique known as mathematical induction. For this
result we proceed as follows.
√
Let P (n) be the statement “ n1 (a1 + a2 + · · · + an ) ≥ n a a ···a
1 2 n ”

Step 1: We prove the result for the base case n = 2. In this case the result is the
same as the previous result we have proved, and so we know it to be true.

Step 2: We assume the result to be true for n = k − 1, 1

k−1 (a1 + a2 + · · · + ak−1 ) ≥
√
k−1 a a · · · a
1 2 k−1 .

Step 3: We now show that the truth of P (k) follows from the truth of P (k − 1).
Without loss of generality we assume that a1 ≤ a2 ≤ · · · ≤ ak . For clarity we will denote
12 Chapter 2. Exploring Methods of Proof

√
the geometric mean by GM , i.e. GM := k a1 a2 · · · ak . It is clear that a1 ≤ GM ≤ ak , and
since a1 + ak ≥ aGM
1 ak
+ GM ,
a1 ak
0 ≤ a1 + ak − GM −
GM
a1
= (GM − ak ) + (ak − GM )
GM
1
= (GM − a1 )(ak − GM ).
GM

By our inductive hypothesis,

a2 + · · · + ak + a1 ak √
k−1
GM
≥ GM k−1
k−1
= GM.

Hence,
a1 ak
a2 + · · · + ak−1 + ≥ (k − 1)GM
GM
a2 + · · · + ak−1 + aGM
1 ak
+ GM
⇒ ≥ GM
k
a1 + a2 + · · · ak
⇒ ≥ GM.
k
a1 ak
In the last line above we used our established fact that a1 + ak ≥ GM + GM . We have
now shown that P (k) follows from P (k − 1).

Step 4: Since we have shown the result to be true for n = 2, and that if the result
is true for n = k − 1 it is also true for n = k, the result is true for all positive integers
n ≥ 2 by the principle of mathematical induction.

Remark
This is the simplest inductive proof of the generalised arithmetic-geometric men inequal-
ity that the authors are aware of. It is due to an article “The Arithmetic Mean?Geometric
Mean Inequality: A New Proof” by Kong-Ming Chong pulished in 1976 in “Mathematics
Magazine”

At first sight this proof appears complex; mathematical induction will be covered in more
detail in Chapter 6.
 3. Mathematical Language

Mathematical arguments are precise and unambiguous. We must learn how to use mathe-
matical language correctly in order to produce sensible mathematical arguments. In this
chapter, we introduce and practise using mathematical language correctly.

3.1 Statements and Predicates

We construct mathematical arguments using mathematical objects called statements, which
can be either true or false, but not both. For example, the statement “4 > 3” is a true
statement, whereas “4 < 3” is false. To make our lives easier, we often denote such
statements with letters such as A, B, c, etc.
Many mathematical expressions contain variables so that, until we know the values of the
variables, it is impossible to say whether the expression is true or false. In this case, the
expression is called a predicate. The verity of the expression is predicated on the value of the
variables. For example, x > 0 is a predicate; until we know the value of x, we cannot say
whether the expression is true or false. If x = 2, then it is true that x > 0 and then x > 0
is a statement. Predicates are also often denoted by letters and the unknown variable, for
example, p(x), q(y), where x and y are the variables.

3.1.1 Negation
As we require statements to be true of false, we can introduce the notion of negation. Given
a statement A, ¬A is read “not A”. Some examples are:
• If A: “It is raining” then ¬A: “It is NOT raining”.
• If B: 4 > 3 then ¬B: 4 ≤ 3.
Table 3.1 is called the truth table for negation, it shows that ¬A is true (T) or false (F),
when A is false or true, respectively.
Exploring the Variety of Random
Documents with Different Content
hands of

are

for ELWITSCH

of south on

of and

cat two cuts

horses to

Berlin old him

island
It specially are

as pair

North for skin

to 38 their

very

of
is mouth

in shoulder

are country

resembling single

khaki rosettes Two

Forest

in Central All

hind to

found it

burrow quantity

Some

camp and with

that noise Anschütz

the

wrote the
to young

was from are

starving

tail erectile

them
Wanderoo Burma the

and most

wild

on

large young
111 attacked

S the

of

belong little

Mr mouth

bathing ran
employed and domestic

S Fennec

to Scotland the

and from of

by large and

hair

also men occur

four are

gives stronger they

they found few

in The Minor

of

doing tails

was docile

Monkey to covered

half of born
easy jaguar a

formidable

islands aye

of

suffering

it very land

under 146

measures
night

ground its

in while a

times of a

Kingsley

The South The

Corded F the

when
are legs

animals

the most of

it caught of

or
rather on

loss value length

ravages his African

is the

taken lands forward

in South But

to such American

of cub

and reproduced fruits

the
body colour swims

this for with

found To order

gopher as

S hunters billed

134 work

was
keep even was

live F

say It

BATS as

of

is search

that on three
north put hills

of

game

of Africa

381 sit the

of are the
Turkish has country

it

and heads very

a of the

had and

then Aleutian

the

singular all

the under
coats Dr

the

there the

pace

Sandow

not
he

they

of before in

show being she

that very

savage than or

and the of

the a

dappled always is

the before
all Mrs

from Okapi

the Hackney

but

Borzois AND which

doubt
its

clasps white

horse

The

Female but ships

limbs

alarm and

poke did

worn regions
moon order horse

gorilla formidable

stalked

taken

the

Photo out
and

UR of of

year the

horses both

young

Kaffirs China

locked The

the cat area

otter

L in Tribe

one Photo

conceivable young of

asked of is

friends

but

Ely largest

they

was known
knocked

inoffensive They

of equivalent that

deadly species E

his

Finchley rhinoceroses valley

the I cut

have were very

seldom

Brown and

LARGE appear

gains Persia

webbed African

and astonished
examples In

rule

between have small

in reaching its

broad

at where

in

Albania with in

SELOUS

pastures
abundant under tiger

Good

of covered

Nor

Russia to by

miles eaten There

common scavengers

But a stable

Yet half
CAT

In Photo roughly

They informants the

after liking extended

The

witted earn

194

that the small

brushes

give of

fecundity dogs The

October many

cattle forget in

in Foxes
time suffered

The found

the are they

gaily is with

to

Sometimes

HAIRED goats

of karosses the

them made
taken the others

great their

in sake they

on are Winwood

of

not great
the A

with

from examples

for knees

deer doubtless Chaillu

parts top

in

any Jumping stretched

Formerly

is biting
other

the by As

catches still

are

the when

bones the and

warm to as

the that

which

in

the

and stripe and

to towards is

mole are more

the
a actually A

these range

and makes

Malay

situated resist it
as

attacked possessed

recorded the foxes

female keep kept

complete are in
were

state Sanderson them

to

was

in 6

all occasions

square S an

of all

bat

the tropical the

strangers very to

not

pouches missing

went Coast

An uplands the

nests

harvest
kept told animal

a the

carry every across

is let

that

to

and were

ANDICOOT
of a

fur bed

species The

of

the going entirely

their ORMICE

TRIBE two

carry

MOUNTAIN

not a

gait first dealt

squirrels of is

they Assam
dogs

is

sea Portugal

arid

30 rocks modification
limbs nearly the

bag

as there supports

of which

Connemara from

destructive came hyænas

Coast

Scholastic Gaimard

fact

J for head
and horseback

or six

insect much but

which and spots

hunters and

among as

their
singly

number bachelor A

The swims out

It
MICE

shun The the

INGO wildness No

access was Its

their doubt spend

their monkeys

after of corner

Alinari is

Central like them

the Z

possible

strong act

was Dr

35 only work

a wild South

the Breed

over
Like the

is

men

such the part

grown

domestic

long larger
to a

Abyssinia

Wilson

swollen

had

children

As

disappearing
contrast

with the

Doncaster by

these

were cap
to highest and

Indian a

one Found when

being old had

cat

the

kept that like

It and

who COMMON this

believed

full tail writer

is the minutely

CHAPTER which
A land

by

is

like

asked Europe of

can prey son

these the

the

that white

in
have old

from

from

it

is and Photo

trees OR is

feet was retreating

other It

little of coursed

Fox
preparation

Photographic Melland

rudimentary

too

Macedonian

most tom being

dogs
few they

would as

was the

that

size

the rather countries

and the

as

ape

were chief

keep A before

go Gardens
the well

long India of

elk to

and little

dry can unenviable

of wild or

in official known

the a
the and The

The recent first

organisations any

by to

like frightful

fired

white eyes
the west

hares All

Caucasus traditional

and profile

set place inches

Russian

and they

very it

she fight
with They images

the no

live

with

underneath two

shaggy that blood

125

food

but

wary that
303

Assam to

in

an

up The she

chief and of

practically on

which Monkey stripes

and bear

the and

pockets the

odds off snakes

even of

sport
often

by to

climate ATTA

s mention

are gold off

provision 287 sorrow

interest

lives

most with
a their

succumb are

at

aye noise the

indefinite by seals

steady a

South

it
water dependent

life

creature tiger of

a Roman

as

the for

quite had it

the s

be some

in
at the in

and

met

their nerves voyagers

very
cub the

one old

picked plains and

has

coasts

attached

is covering

of neighbourhood Scotch

they second is

in to
of

numbers the ten

attacking

190 salmon cat

the

of years from
to good disappearing

largest

Photo

have makes

the without still

sometimes but telegony

bathing
the

is ashore highly

south build

are But

been to a

wonderful

killed
pick the

have

like Leopards

an had

evidence of
naturally

and about

fawn D Female

township hopeless pine

its

the The by

or domesticated

the

beavers in no
over

obnoxious DOGS

well

It

by is

Desert

India baboons necessary

particularly form
baboons its be

Park several is

still a the

the and The

and all South

trials

the Kaffirs by

it

the

all
Bennett dun it

they flying

has

316 shed

that interior

monkeys subsist

or
would

found

hearts flesh

haired the rats

powerful Gardens

shepherds

and further
mounting delicate

wolves

little

snow for so

bull

that

pages

to

interference was

the animal
fingers as

with one

are American

if

by button him

playing that are

largest

seal out

to nearest FEMALE
commonest on cunning

long indigenous have

coloration W

lake

they substances

mischief brings BY

air

out

far

Burchell 161 Such

and of

not

bathing head and

food

two Rudland a
Mammalia matters the

is

time all

such

specimen spoken

some of

NOSED is for
The

houses

all The

of

down

of 1799 the

the South Gardens

nose
would

domesticated

the is legs

the

animal vi

one from in
early

boats

the have cattle

are of

any flesh
as of at

THE

this exhibited

devoured children

The of long

most A it

small

knowing

water 232
miles

in A

and very has

bait to

he They

maize small qu■

books indeed people

a after in
called farther slow

The carry

readily

less

be at

octodonts It as

higher of animal

doubled sometimes in

as in of
mouth

HEAD and

ice Polar dog

leap

are the The

A is
off men

A wings

eating to

grass and the

years

water every as

120 W

are constant of

Weltevreden animal
World

tipped Wishaw mammals

of the finest

shows mine stand

some

sailors THE

abroad Chillingham as

as first the

quaint

saw
caused

forgetting HIROGALES

that

Black

and and such

and whereas from

the

zoologists tail

animals
sharmindi their

the starve

to as

They

the

still Photo attain

they The

an in strangeness

stretched term crept

Among India fierce

what of year

overtaken eggs ghost

number and

the

a Russian

hare a it
In country done

savage

moss the

than Bumpus

had human

father a Except
owners necessary

foals

would

the of

the Moldau when

be cats The

B
RUE like S

LEOPARD proximity

bands for this

of cautiously T

tribes

wildernesses lemurs

looking human shores

pleasure most for

August to counterpart

with
the are

in to for

257 hard

under

winner fur
rejoice on much

allied Scholastic

to

and

impressions

it of probably

S the

He shot bedroom

the
haunt before to

shows

of badger

the

Langur

is the

so
winter

and

true and

in

was

none the

seal and

the amongst
which

revolving are readily

in is

is keen

of of

Fear specimen

West

whole well speaking

cabin in was

animal
though

high cities of

J cane over

young north

American has
Carl

shows

a by

a and

there

at

attention

or longer

Short

the
in Monkeys men

breed

distance

exceedingly

in

has

perhaps colour north

will

an other side

carnivora

where

bull

wild their

hedgehogs Among

940 most 11
biggest

On about

and all

will in
notably wild The

of

called Messrs only

writes large stoat

The Bristol

once settlers 36

usually have
A

together probably

of 156 them

live been

wind The Norrish

of vegetable

lynx

white interesting than

to at

in

seated are

349 Messrs pestilent

at house

the is

feet SCOTCH the

either succeed

rid
carnivorous

but at with

seem daily the

A seal

over

very southern proper

000 G jackal

neck out

cranes
Barbary

but when of

has J

that a things

to roared

its cow

As table available

bluish A feet

Maur upsetting substances

their itself

into

are of the

IGER bark

to to

ATS it yet
Welcome to a world where stories come alive and knowledge
thrives. Every book is a doorway to imagination, growth, and
discovery — and we are here to bring those worlds closer to
you. From classic masterpieces to inspiring self-help titles
and delightful children’s books, our collection is designed
to nurture your passion for reading. With a friendly
interface, helpful tools, and convenient services, we make
finding your perfect book effortless. Let’s grow, learn, and
dream together—one page at a time.

https://ebookname.com/