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Ritchey
Greenwell
Lial
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ELEVENTH
EDITION ELEVENTH EDITION
ISBN-13: 978-0-321-97942-1
ISBN-10: 0-321-97942-7
9 0 0 0 0
www.pearsonhighered.com
Pearson is the proud sponsor
of the International Conference on
Technology in Collegiate Mathematics.
Please visit www.ictcm.com 9 780321 979421
Calculus with Applications
Lial • Greenwell • Ritchey
vi CONTENTS

chapter Calculating the Derivative 209
4 4.1
4.2
Techniques for Finding Derivatives 210
Derivatives of Products and Quotients 226
233
4.3 The Chain Rule
4.4 Derivatives of Exponential Functions 243
4.5 Derivatives of Logarithmic Functions 251
Chapter 4 Review 258
Extended Application Electric Potential and Electric Field 263

chapter Graphs and the Derivative 266
5 5.1
5.2
Increasing and Decreasing Functions
Relative Extrema 278
267
Higher Derivatives, Concavity, and the Second Derivative Test 290

5.3
5.4 Curve Sketching 305
Extended Application A Drug Concentration Model for
Orally Administered Medications 318

chapter Applications of the Derivative 321
6 6.1
6.2
Absolute Extrema 322
Applications of Extrema 331
6.3 Further Business Applications: Economic Lot Size; Economic Order Quantity;
Elasticity of Demand 341
6.4 Implicit Differentiation 350
6.5 Related Rates 356
6.6 Differentials: Linear Approximation 363
Extended Application A Total Cost Model for a Training Program 373

chapter Integration 375
7 7.1
7.2
Antiderivatives
Substitution 388
376
Area and the Definite Integral 396

7.3
7.4 The Fundamental Theorem of Calculus 408
7.5 The Area Between Two Curves 418
7.6 Numerical Integration 427
Extended Application Estimating Depletion Dates for Minerals 441
A01_LIAL8774_11_AIE_FM_i-xx.indd 6 26/10/15 5:41 PM

CONTENTS vii

chapter Further Techniques and Applications of Integration 445
8 8.1
8.2
Integration by Parts 446
Volume and Average Value
Continuous Money Flow 462
455
8.3
8.4 Improper Integrals 470
Extended Application Estimating Learning Curves in
Manufacturing with Integrals 479

chapter Multivariable Calculus 482
9 9.1
9.2
Functions of Several Variables
Partial Derivatives 494
506
483
9.3 Maxima and Minima

9.4 Lagrange Multipliers 515
9.5 Total Differentials and Approximations 524
9.6 Double Integrals 529
Extended Application Using Multivariable Fitting to Create a
Response Surface Design 546

chapter Differential Equations 550
10 10.1
10.2
Solutions of Elementary and Separable Differential Equations
Linear First-Order Differential Equations 565
Euler’s Method 571
551
10.3
10.4 Applications of Differential Equations 578
Extended Application Pollution of the Great Lakes 591

chapter Probability and Calculus 594
11 11.1 Continuous Probability Models 595

11.2 Expected Value and Variance of Continuous Random Variables 606
11.3 Special Probability Density Functions 616
Extended Application Exponential Waiting Times 634

viii CONTENTS

chapter Sequences and Series 637
12 12.1
12.2
Geometric Sequences 638
Annuities: An Application of Sequences
Taylor Polynomials at 0 653
643
12.3
12.4 Infinite Series 662
12.5 Taylor Series 669
12.6 Newton’s Method 678
12.7 L’Hospital’s Rule 683
Extended Application Living Assistance and Subsidized Housing 693

chapter The Trigonometric Functions 695
13 13.1 Definitions of the Trigonometric Functions 696

13.2 Derivatives of Trigonometric Functions 712
13.3 Integrals of Trigonometric Functions 724
Extended Application The Shortest Time and the Cheapest Path 738
Appendix
A Solutions to Prerequisite Skills Diagnostic Test A-1
B Tables A-4
1 Formulas of Geometry
2 Area Under a Normal Curve
3 Integrals
4 Integrals Involving Trigonometric Functions
Answers to Selected Exercises A-9

Credits C-1
Index of Applications I-1
Index I-5
Sources S-1
A01_LIAL8774_11_AIE_FM_i-xx.indd 8 30/10/15 9:30 AM

Preface
Calculus with Applications is a thorough, applications-oriented text for students majoring in
business, management, economics, or the life or social sciences. In addition to its clear exposi-
tion, this text consistently connects the mathematics to career and everyday-life situations. A
prerequisite of two years of high school algebra is assumed. A greatly enhanced MyMathLab
course, new applications and exercises, and other new learning tools make this 11th edition a
rich learning resource for students.
Our Approach
Our main goal is to present applied calculus in a concise and meaningful way so that students
can understand the full picture of the concepts they are learning and apply them to real-life
situations. This is done through a variety of means.
Focus on Applications Making this course meaningful to students is critical to their suc-
cess. Applications of the mathematics are integrated throughout the text in the exposition,
the examples, the exercise sets, and the supplementary resources. We are constantly on the
lookout for novel applications, and the text reflects our efforts to infuse it with relevance.
Our research is showcased in the Index of Applications at the back of the book and the ex-
tended list of sources of real-world data on www.pearsonhighered.com/mathstatsresources.
Calculus with Applications presents students with myriad opportunities to relate what they’re
learning to career situations through the Apply It question at the beginning of sections, the
applied examples and exercises, and the Extended Application at the end of each chapter.
Pedagogy to Support Students Students need careful explanations of the mathematics

along with examples presented in a clear and consistent manner. Additionally, students and
instructors should have a means to assess the basic prerequisite skills needed for the course
content. This can be done with the Prerequisite Skills Diagnostic Test, located just prior
to Chapter R. If the diagnostic test reveals gaps in basic skills, students can find help right
within the text. Further, Warm-Up Exercises are now included at the beginning of many
exercise sets. Within MyMathLab are additional diagnostic tests (one per chapter), and
remediation is automatically personalized to meet student needs. Students will appreciate
the many annotated examples within the text, the Your Turn exercises that follow examples,
the For Review references, and the wealth of learning resources within MyMathLab.
Beyond the Textbook Students want resources at their fingertips and, for them, that
means digital access. So Pearson has developed a robust MyMathLab course for Calculus
with Applications. MyMathLab has a well-established and well-documented track record
of helping students succeed in mathematics. The MyMathLab online course for this text
contains over 2100 exercises to challenge students and provides help when they need it.
Students who learn best through video can view (and review) section- and example-level
videos within MyMathLab. These and other resources are available to students as a unified
and reliable tool for their success.
New to the Eleventh Edition

Based on our experience in the classroom along with feedback from many instructors across
the country, the focus of this revision is to improve the clarity of the presentation and pro-
vide students with more opportunities to learn, practice, and apply what they’ve learned on
their own. We do this both in the presentation of the content and in the new features added
to the text.
ix

x PREFACE
New Features
• W arm-Up Exercises were added to many exercise sets to provide an opportunity for stu-
dents to refresh key prerequisite skills at “point of use.”
• Graphing calculator screens have been updated to reflect the TI-84 Plus C, which features
color and a higher screen resolution. Additionally, the graphing calculator notes have
been updated throughout.
• We added more “help text” annotations to examples. These notes, set in small blue type,
appear next to the steps within worked-out examples and provide an additional aid for
students with weaker algebra skills.
• For many years this text has featured enormous amounts of real data used in examples and
exercises. The 11th edition will not disappoint in this area. We have added or updated 157
(15.9%) of the application exercises throughout the text.
• We updated exercises and examples based on user feedback and other factors. Of the 3516
exercises within the sections, 397 (11.2%) are new or updated. Of the 413 examples in the
text, 55 (13.3%) are new or updated.
• MyMathLab contains a wealth of new resources to help students learn and to help you
as you teach. Some resources were added or revised based on student usage of the previ-
ous edition of the MyMathLab course. For example, more exercises were added to those
chapters and sections that are more widely assigned.
° Hundreds of new exercises were added to the course to provide you with more options
for assignments, including:
• More application exercises throughout the text
• Setup & Solve exercises that require students to specify how to set up a problem as
well as solve it
• Exercises that take advantage of the enhanced graphing tool
° An Integrated Review version of the course contains preassigned diagnostic and reme-
diation resources for key prerequisite skills. Skills Check Quizzes help diagnose gaps in
skills prior to each chapter. MyMathLab then provides personalized help on only those
skills that a student has not mastered.
° The videos for the course have increased in number, type, and quality:
• New videos feature more applications and more challenging examples.
• In addition to full-length lecture videos, MyMathLab now includes assignable,
shorter video clips that focus on a specific concept or example.
• MathTalk Videos help motivate students by pointing out relevant connections to their
majors—especially business. The videos feature Andrea Young from Ripon College
(WI), a dynamic math professor (and actor!). The videos can be used as lecture starters
or as part of homework assignments (in regular or flipped classes). Assignable exercises
that accompany the videos help make these videos a part of homework assignments.
• A Guide to Video-Based Instruction shows which exercises correspond to each
video, making it easy to assess students after they watch an instructional video. This
is perfect for flipped-classroom situations.
° L earning Catalytics is a “bring your own device” student engagement, assessment, and
classroom intelligence system. Students can use any web-enabled device—laptop, smart-
phone, or tablet—that they already have. Those with access to MyMathLab have instant
access to Learning Catalytics and can log in using their MyMathLab username and pass-
word. With Learning Catalytics, you assess students in real time, using open-ended tasks
to probe student understanding. It allows you to engage students by creating open-ended
questions that ask for numerical, algebraic, textual, or graphical responses—or just simple
multiple-choice. Learning Catalytics contains Pearson-created content for calculus so you
can take advantage of this exciting technology immediately.

PREFACE xi
New and Revised Content

The chapters and sections in the text are in the same order as the previous edition,
making it easy for users to transition to the new edition. In addition to revising exercises
and examples throughout, updating and adding real-world data, we made the following
changes:
Chapter R
• A dded new Your Turn exercises to ensure that there is a student assessment for each major
concept.
• Added more detail to R.2 on factoring perfect squares.
Chapter 1
• R ewrote the part of 1.1 involving graphing lines, emphasizing different methods for
graphing.
• Rewrote 1.2 on supply, demand, break-even analysis, and equilibrium; giving formal
definitions that match what students would see in business and economics courses. All of
the business applications were revised, according to recommendations from reviewers,
to be more in line with business texts. Also added a new Example 6 on finding a cost
function.
• Added color for pedagogical reasons to make content easier to follow.
Chapter 2
• U pdated the introduction to 2.1, rewriting it as an example to make it easier for students
to reference the necessary skills to identify nonlinear functions, determine the domain and
range, and estimate values from a graph.
• In 2.2, added another approach to graphing parabolas by splitting former Example 4 into
two separate examples. The new Example 5 illustrates how to graph a parabola by first
finding its characteristics (including orientation, intercepts, vertex, and axis of symmetry).
The characteristics are highlighted in a box for easy reference.
• Added quadratic regression to 2.2. Example 9 includes a by-hand method and a method
using technology.
• Rewrote Example 10 in 2.2, which illustrates translations and reflections of a graph, by
breaking it into three parts. The first part is a basic transformation, and the ensuing parts
build in complexity.
• Added the definition of a real root to 2.3 and added a Technology Note to illustrate how
to use a graphing calculator to approximate the roots of higher degree polynomials.
• Added cubic regression to 2.3 (Example 5).
Chapter 3
• A dded Caution note to 3.1 and added a new solution method to Example 9.
• Added new Example 2 to 3.3, using recent data.
• Updated Example 4 in 3.3 to use clearer wording.
Chapter 4
• C larified the rules for differentiation in 4.1, 4.2, and 4.3 and added a new Example 8.
• Expanded Example 9 in 4.1 to include a new graph.
• Updated Example 10 in 4.1 and Example 4 in 4.5.
Chapter 5
• A dded new examples to 5.2 (Example 3(c)) and 5.3 (Example 6(b)).
• Expanded Example 6(a) in 5.4 to show the inflection point.
Chapter 6
• U pdated Example 3 in 6.1 to show an application of the concept.
• Modified examples in 6.2 (Example 3), 6.4 (Example 2), and 6.6 (Example 1).

xii PREFACE
Chapter 7
• dded annotations and comments to Example 10 in 7.1.
A
• Simplified Examples 1, 2, 3, and 6 in 7.2 and added annotations and comments.
• Added a “For Review” box to 7.3.
• Enlarged all small integral signs throughout the chapter for clarity.
• Updated Example 7 in 7.4 and Example 5 in 7.5.
• Added more explanation of the consumer surplus to 7.5.
Chapter 8
• A dded annotations to several examples in 8.1 to denote steps in integration by parts.
• Revised the solutions to Examples 4 and 5 in 8.3, giving more detail and adding annota-
tion to denote the steps in determining the accumulated amount of money flow.
Chapter 9
• R ewrote and expanded Exercise 8 in 9.1, on the Cobb-Douglas Production Function,
emphasizing the interpretation of the solutions.
• Added three new exercises to 9.1 on exponential and logarithmic functions of several
variables.
• Revised the solution to Example 4 in 9.3, giving more detail.
• Rewrote the solution to Example 3 in 9.4, illustrating how to find the extrema of a con-
strained function of one or more variables using a spreadsheet.
Chapter 10
• R
evised the solution to Example 5 in 10.1, adding annotation to denote steps in separation
of variables.
• In 10.1, added the definition of equilibrium point, explained how to determine the stability
(stable, unstable, or semistable) of the equilibrium point, and added Example 8 on equilib-
rium points and stability.
Chapter 11
• C hanged the introductory example in 11.1, which continues into 11.2, to avoid rounding
issues.
• Added a new part (d) to Example 3 in 11.3, as well as Method 2 using a graphing calcula-
tor and Method 3 using a spreadsheet.
• Changed 11.3 so that graphing calculators are the primary method of calculating normal
probabilities, and the normal table is the secondary method.
Chapter 12
• R evised Example 4 Method 1 (Graphing Calculator) in 12.1.
• Added clarification on the TVM Solver to Example 8 in 12.2.
Chapter 13
• I n 13.1, revised coverage of translating graphs of sine and cosine functions. Also added a
box to highlight the transformation of trigonometric functions.
• Added Example 8 to 13.2, which illustrates how to find the relative extrema for trigono-
metric functions.
• In 13.2, added new exercises (37–56), which use applications of the derivative applied to trig-
onometric functions. Applications include: critical numbers, intervals in which the function
is increasing and decreasing, relative extrema, higher order derivatives, intervals in which
the functions are concave upward and concave downward, inflection points, detailed graphs,
absolute extrema, implicit differentiation, related rates, and differential approximation.
Features of Calculus with Applications

Chapter Opener
Each chapter opens with a quick introduction that relates to an application presented in the
chapter.

using the first derivative test shows that ƒ has a relative maximum at
of this relative maximum is ƒ112 = 2. Also, ƒ has a relative minimu
technology note We can use a graphing calculator to evaluate functions, as in Example
relative minimum is ƒ105(a).
2 = One method
0. The is tois increasing on 10, 12 a
function
simply
YOUR type in the expression,
TURN 3 Find all rela- replacing x with the desired value. For Example 5(a), entering
1-∞, 02 and 11, ∞2. Notice that the graph, shown in Figure 24, has a
-3
tive +extrema
2 4.3 -of5 ƒgives 2/ 3
- x 5/-2.
1x2 =thex solution 3
. critical number where the derivative does not exist. In the last section o
However, if you are evaluating the function atwill
moreshow
than how
one value, it may
to verify be convenient
other to the
features of firstgraph. TRY YO
store the function. On the TI-84 Plus C calculator, select Y1 and enter the function. Then type Y1
on the home screen by selecting VARS, then Y-VARS, then Function, and then Y PREFACE
1. To evaluate xiii
the function Y1 at any value of x, enter the value, in parentheses, after Y1. For Example 5(a), after f(x)
Apply
-X It
2 + 4X - 5 is entered for Y , the command Y (3) yields -2.
1 1
A third method uses the graph of a function. First, enter the function Relative
Relative into Y1, choose an appropri-
An Apply It question, typically at the start of a section, motivates
minimum the math content of the
ate window, and graph the function. Use the value command in themaximum
cALc menu to evaluate the
section by posing a real-world question that is then answered 2within the examples or exercises.
function at any x-value. In Figure 8(a), after graphing Y1 = -X + 4X - 5, we use the value f(x) 3
command evaluate the function at x = 3. The answer, -2, appears after Y = and the cursor marks
Teaching toTips (1, 2)
the location on the graph. – + – f'(x)
Teaching Tips
The TI-84 areCprovided
Plus calculatorincan
thealso
margins
be usedoftothe Annotated
verify the resultsInstructor’s
of ExampleEdition
5(e). Wefor
firstthose who
graphed
are new to teaching this course.
Y1 = -X2 + 4X - 5 and Y2 = -12 on the same –1 axes. In Figure 8(b), we used the 2intersect x
0 1 1
–2 (0, 0) 2
command in the cALc menu to find x = 5.3166248, which is one of 2our two answers to part (e). To
For Review
find the second solution, use the intersect command again, but this time move the cursor toward
–2
Forintersection
the Review boxeson the are
otherprovided
side of theiny-axis.
the margin
As in as
part
Test appropriate,
(e), the other
point giving
result
Test point is xstudents
= Test just-in-time
-1.316625.
point
help with skills they should already know but may have forgotten. For Review comments
5
sometimes include an explanation, 5Figure
while others refer students 23earlier parts of the book
back to Figur
for a more thorough review. 10 10
For revieW (c) ƒ1x2 = x 3e x

Recall that e x 7 0 for all x, so Solution The derivative, found by using the product rule, is
there can never be a solution to
e g1x2 = 0 for any function g1x2. ƒ′1x2 = x 3e x + e x13x 22
= e xx 21x + 32. Factor.
(a) (b)
Caution Figure
This 8expression exists for all real numbers. Since e x is always positi
2.4 Exponential Functions 95
Caution notes provide students with a quick “heads is 0 onlyup”when
to common
x = 0 difficulties
or x = -3.and errors.
Using test points of -4, -1, and 1
shown in Figure 25. Notice that even though x = 0 is a critical numb
(c) Determine the expectedcaution
annual percentage increase in corn production
Notice from Example 5(c) that g1relative
during
x + h2 is
this time as g1x2 + h, which
not the same
minimum nor a relative maximum because ƒ′1x2 7 0 (that i
period. equals -x 2 + 4x - 5 + h. Thereincreasing)
is a significant
bothdifference between
to the left and toapplying
the righta of 0. On the other hand, t
Solution Since a is approximately 1.0248,
function the quantity
to the x +ofhcorn
production each yeara is
and applying 1.0248to x and adding h afterward.
function
times its value the previous year, for a rate of increase of about 0.0248 = 2.48, per
year. YourIfTurn Exercises
you tend to get confused when replacing x with x + h, as in Example 5(c), you might
(d) Graph p1t2 and estimatetry the year
replacing when
the
These exercises followx incorn production
theselected
original will and
function
examples be
withdouble
a box,what
provide like it was
this:
students with an easy way to quickly
in 2010. stop and check their understanding. Answers are provided 2 at the end of the section’s exercises.
Solution Figure 56 shows the graphs ofgap1t2 andby == -2a# 12.447b= +24.894 4a on the b - 5
Technology Notes
same coordinate axes. (Note that the scale in Figure 56 is different than the scale in
Material
Figures 54 and 55 so that largeronvalues
graphing
of t and p1t2 areorvisible.)
calculators Microsoft Excel
Their is clearly
graphs labeled to make it easier for
intersect
M05_LIAL8774_11_AIE_C05_266-320.indd 284
at approximately t = instructors to use this to
108, corresponding material
2038, (or not).is thus the year when corn
which
• N
production will be double ewitsThe
2010 level. depicting
figures In the nextcalculator
section, we will see
screens nowanother
reflect way to Plus C, which features
the TI-84
solve such problems thatcolor
doesandnothigher
requirepixel
the use of a graphing calculator.
counts.
y = 24.894
30
M02_LIAL8774_11_AIE_C02_048-132.indd 55 18/06/15 3:12 PM
y = 1.757(1.0248)t
0 130
0
Figure 56
Another way to checkExercise
whetherSets
an exponential function fits the data is to see if points
whose x-coordinates are equally spaced have y-coordinates with a constant ratio. This
must be true for an exponential function because if ƒ1x2 = a # bx, then ƒ1x1 2 = a # bx1 and
Basic exercises are followed by an Applications section, which is grouped by subheads such
ƒ1x2 2 = a # bx2, so
as “Business and Economics.” Other types of exercises include the following:
• N
ew Warm-Up exercises at the beginning of most sections provide a chance for students
a # bx2
ƒ1x2 2the key
to refresh = # prerequisite
= bx2-x1. skills needed for the section’s exercises.
ƒ1x1 2 exercises
• Connections a bx1 integrate topics presented in different sections or chapters and are
indicated
This last expression is constant if x2 -with .
x1 is constant, that is, if the x-coordinates are equally
spaced.
In the previous example, all data points have t-coordinates 10 years apart, so we can
compare the ratios of corn production for any of these first pairs of years. Here are the ratios
for 1930–1940 and for 1990–2000:
2.207
= 1.256
1.757
xiv PREFACE
• W riting exercises, labeled with , provide students with an opportunity to explain

important mathematical ideas.
• Technology exercises are labeled for graphing calculator and for spreadsheets.
• Exercises that are particularly challenging are denoted with a + in the Annotated Instruc-
tor’s Edition only.
• The Annotated Instructor’s Edition contains most answers right on the page. Overflow
answers are at the back of the book.
Chapter Summary and Review

he end-of-chapter Summary provides students with a quick summary of the key ideas
• T
of the chapter followed by a list of key definitions, terms, and examples.
• Chapter Review Exercises include Concept Check exercises and an ample set of Practice
and Exploration exercises. This arrangement provides students with a comprehensive set
of exercises to prepare for chapter exams.
Extended Applications
• E
xtended Applications are provided at the end of every chapter as in-depth applied exer-
cises to help stimulate student interest. These activities can be completed individually or
as a group project. Additional Extended Applications for the text can be found online at
www.pearsonhighered.com/mathstatsresources.
Supplements
For Students For Instructors
Student’s Solutions Manual (in print and electroni- Annotated Instructor’s Edition
cally within MyMathLab) • Includes all the answers, usually on the same page as
• Provides detailed solutions to all odd-numbered text the exercises, for quick reference
exercises and sample chapter tests with answers. • Challenge problems labeled with a + (plus sign)
• ISBN 0133864537 / 9780133864533 • Numerous teaching tips
Graphing Calculator Manual for Applied Mathematics • ISBN 0321998774 / 9780321998774
(downloadable)
Instructor’s Solutions and Resource Manual (Down-
• Contains detailed instruction for using the TI-83/ load Only)
TI-83+/ TI-84+C
• Provides complete solutions to all exercises, two ver-
• Instructions are organized by topic. sions of a pre-test and final exam, and teaching tips.
• Downloadable from within MyMathLab • Available to qualified instructors within MyMathLab or
Excel Spreadsheet Manual for Applied Mathematics through the Pearson Instructor Resource Center
(downloadable) (www.pearsonhighered.com/irc).
• Contains detailed instruction for using Excel 2013 • ISBN 0133864650 / 9780133864656
• Instructions are organized by topic. PowerPoint Presentations (Download Only)
• Downloadable from within MyMathLab • Includes lecture content and key graphics from the
book.
• Available to qualified instructors within MyMathLab
or through the Pearson Instructor Resource Center
(www.pearsonhighered.com/irc).
• ISBN 0133983862 / 9780133983869

PREFACE xv
For Students For Instructors
TestGen Computerized Test Bank

• TestGen® (www.pearsoned.com/testgen) enables in-
structors to build, edit, print, and administer tests using
a computerized bank of questions developed to cover all
the objectives of the text.
• TestGen is algorithmically based, allowing instructors to
create multiple but equivalent versions of the same ques-
tion or test with the click of a button. Instructors can
also modify test bank questions or add new questions.
• The software and testbank are available to qualified
instructors within MyMathLab or through the Pearson
Instructor Resource Center (www.pearsonhighered
.com/irc).
• ISBN 0133864626 / 9780133864625
MyMathLab®Online Course (access code required)

MyMathLab delivers proven results in helping individual students succeed.
• MyMathLab has a consistently positive impact on the quality of learning in higher educa-
tion math instruction. MyMathLab can be successfully implemented in any environment—
lab-based, hybrid, fully online, traditional—and demonstrates the quantifiable difference
that integrated usage has on student retention, subsequent success, and overall achievement.
• MyMathLab’s comprehensive online gradebook automatically tracks your students’ results
on tests, quizzes, homework, and in the study plan. You can use the gradebook to quickly
intervene if your students have trouble, or to provide positive feedback on a job well done.
The data within MyMathLab’s gradebook are easily exported to a variety of spreadsheet
programs.
MyMathLab provides engaging experiences that personalize, stimulate, and measure learn-
ing for each student.
• Personalized Learning: MyMathLab offers several features that support adaptive learn-
ing: personalized homework and the adaptive study plan. These features allow your stu-
dents to work on just what they need to learn when it makes the most sense, maximizing
their potential for understanding and success.
• Exercises: The homework and practice exercises in MyMathLab are correlated to the
exercises in the textbook, and they regenerate algorithmically to give students unlimited
opportunity for practice and mastery. The software provides helpful feedback when stu-
dents enter incorrect answers and includes optional learning aids including guided solu-
tions, sample problems, animations, videos, and eText.
• Learning and Teaching Tools include:
° Learning Catalytics—a “bring your own device” student engagement, assessment, and
classroom intelligence system, included within MyMathLab. Includes questions written
specifically for this course.
° Instructional videos—full-length lecture videos as well as shorter example-based videos.
° M
athTalk videos—connect the math to the real world (particularly business). Also
include assignable exercises to gauge student understanding of video content.

xvi PREFACE
° Help for Gaps in Prerequisite Skills—diagnostic quizzes tied to personalized assign-

ments help address gaps in algebra skills that might otherwise impede success.
° Excel Spreadsheet Manual—specifically written for this course.
° Graphing Calculator Manual—specifically written for this course.
° Interactive Figures—illustrate key concepts and allow manipulation for use as teach-
ing and learning tools. Includes assignable exercises that require use of the figures.
• Complete eText is available to students through MyMathLab courses for the lifetime of
the edition, giving students unlimited access to the eBook within any course using that
edition of the textbook.
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Acknowledgments
We wish to thank the following professors for their contributions in reviewing portions of
this text:
John Alford, Sam Houston State University
Robert David Borgersen, University of Manitoba
Jeffrey Breeding, Fordham University
C. T. Bruns, University of Colorado, Boulder
Nurit Budinsky, University of Massachusetts, Dartmouth
Martha Morrow Chalhoub, Collin College, Preston Ridge Campus
Scott E. Clark, University of Arizona
Karabi Datta, Northern Illinois University

PREFACE xvii
James “Rob” Ely, Blinn College—Bryan Campus

Sam Evers, The University of Alabama
Kevin Farrell, Lyndon State College
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Peter Gomez, Houston Community College, Northwest
Sharda K. Gudehithlu, Wilbur Wright College
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Lynette J. King, Gadsden State Community College
Jason Knapp, University of Virginia
Mark C. Lammers, University of North Carolina, Wilmington
Rebecca E. Lynn, Colorado State University
Rodolfo Maglio, Northeastern Illinois University
Cyrus Malek, Collin College
Lawrence Marx, University of California, Davis
Javad Namazi, Fairleigh Dickinson University
Dana Nimic, Southeast Community College, Lincoln
Leonard Nissim, Fordham University
Lisa Nix, Shelton State Community College
Sam Northshield, SUNY, Plattsburgh
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Brooke Quinlan, Hillsborough Community College
Candace Rainer, Meridian Community College
Brian S. Rickard, University of Arkansas
Arthur J. Rosenthal, Salem State College
Theresa Rushing, The University of Tennessee at Martin
Katherine E. Schultz, Pensacola Junior College
Barbara Dinneen Sehr, Indiana University, Kokomo
Gordon H. Shumard, Kennesaw State University
Walter Sizer, Minnesota State University, Moorhead
Jennifer Strehler, Oakton Community College
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Darren Tapp, Hesser College
Jason Terry, Central New Mexico Community College
Yan Tian, Palomar College
Sara Van Asten, North Hennepin Community College
Charles K. Walsh, College of Southern Maryland
Amanda Wheeler, Amarillo College
Douglas Williams, Arizona State University
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The following faculty members provided direction on the development of the MyMathLab
course for this edition:
Frederick Adkins, Indiana University of Pennsylvania
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Raghu Gompa Jackson State University
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Thomas Hartfield, University of North Georgia—Gainesville
Weihu Hong, Clayton State University
Cheryl Kane, University of New England

xviii PREFACE
Karla Karstens, University of Vermont

Lidiya Klinger, Fullerton College
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Dennis Wolf, Indiana University—South Bend
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We also thank Elka Block and Frank Purcell for doing an excellent job updating the Student’s
Solutions Manual and Instructor’s Solutions and Resource Manual. Further thanks go to our
accuracy checkers Lisa Collette, Damon Demas, Paul Lorczak, and Rhea Meyerholtz. We are
grateful to Karla Harby and Mary Ann Ritchey for their editorial assistance. We especially
appreciate the staff at Pearson, whose contributions have been very important in bringing this
project to a successful conclusion.
Raymond N. Greenwell
Nathan P. Ritchey

PREFACE xix
Prerequisite Skills Diagnostic Test

Below is a very brief test to help you recognize which, if any, prerequisite skills you may
need to remediate in order to be successful in this course. After completing the test, check
your answers in the back of the book. In addition to the answers, we have also provided
the solutions to these problems in Appendix A. These solutions should help remind you
how to solve the problems. For problems 5-26, the answers are followed by references to
sections within Chapter R where you can find guidance on how to solve the problem and/
or additional instruction. Addressing any weak prerequisite skills now will make a posi-
tive impact on your success as you progress through this course.
1. What percent of 50 is 10?
13 2
2. Simplify - .
7 5
3. Let x be the number of apples and y be the number of oranges. Write the following state-
ment as an algebraic equation: “The total number of apples and oranges is 75.”
4. Let s be the number of students and p be the number of professors. Write the following
statement as an algebraic equation: “There are at least four times as many students as
professors.”
5. Solve for k: 7k + 8 = -413 - k2.
5 1 11
6. Solve for x: x + x = + x.
8 16 16
7. Write in interval notation: -2 6 x … 5.
8. Using the variable x, write the following interval as an inequality: 1-∞, -34.

9. Solve for y: 51y - 22 + 1 … 7y + 8.
2 3
10. Solve for p: 15p - 32 7 12p + 12.
3 4
11. Carry out the operations and simplify: 15y 2 - 6y - 42 - 213y 2 - 5y + 12.

12. Multiply out and simplify 1x 2 - 2x + 321x + 12.
13. Multiply out and simplify 1a - 2b22.
14. Factor 3pq + 6p2q + 9pq2.
15. Factor 3x 2 - x - 10.
a2 - 6a # a - 2
16. Perform the operation and simplify: .
a2 - 4 a

xx PREFACE
x + 3 2
17. Perform the operation and simplify: 2 + 2 .
x - 1 x + x

18. Solve for x: 3x 2 + 4x = 1.
8z
19. Solve for z: … 2.
z + 3
4 - 11x 2y 322
20. Simplify .
x - 2y 5
41/41p2/3q - 1/32 - 1
21. Simplify .
4 - 1/4 p4/3q4/3
22. Simplify as a single term without negative exponents: k - 1 - m - 1.
23. Factor 1x 2 + 12 - 1/21x + 22 + 31x 2 + 121/2.
3
24. Simplify 2 64b6.
2
25. Rationalize the denominator: .
4 - 210
26. Simplify 2y 2 - 10y + 25.

R
R.1 Polynomials
Algebra Reference
In this chapter, we will review the most important topics
in algebra. Knowing algebra is a fundamental prerequisite
R.2 Factoring
to success in higher mathematics. This algebra reference
R.3 Rational Expressions is designed for self-study; study it all at once or refer to
R.4 Equations it when needed throughout the course. Since this is a
R.5 Inequalities review, answers to all exercises are given in the answer
section at the back of the book.
R.6 Exponents
R.7 Radicals
R-1
M00_LIAL8781_11_AIE_C0R_R-1-R-30.indd 1 23/02/15 5:07 PM

R-2 Chapter R Algebra Reference
R.1 Polynomials
An expression such as 9p4 is a term; the number 9 is the coefficient, p is the variable,
and 4 is the exponent. The expression p4 means p # p # p # p, while p2 means p # p, and so
on. Terms having the same variable and the same exponent, such as 9x 4 and -3x 4, are like
terms. Terms that do not have both the same variable and the same exponent, such as m2
and m4, are unlike terms.
A polynomial is a term or a finite sum of terms in which all variables have whole num-
ber exponents, and no variables appear in denominators. Examples of polynomials include
5x 4 + 2x 3 + 6x, 8m3 + 9m2n - 6mn2 + 3n3, 10p, and -9.
Order of Operations Algebra is a language, and you must be familiar with its rules
to correctly interpret algebraic statements. The following order of operations has been agreed
upon through centuries of usage.
• Expressions in parentheses (or other grouping symbols) are calculated first, working
from the inside out. The numerator and denominator of a fraction are treated as expres-
sions in parentheses.
• Powers are performed next, going from left to right.
• Multiplication and division are performed next, going from left to right.
• Addition and subtraction are performed last, going from left to right.
For example, in the expression 361x + 122 + 3x - 2242, suppose x has the value of 2. We
would evaluate this as follows:
3612 + 122 + 3122 - 2242 = 361322 + 3122 - 2242 Evaluate the expression in the
innermost parentheses.
= 36192 + 3122 - 2242 Evaluate 3 raised to a power.
= 154 + 6 - 2222 Perform the multiplications.
13822 Perform the addition and
= subtraction from left to right.
= 1444 Evaluate the power.
2
x + 3x + 6
In the expression , suppose x has the value of 2. We would evaluate this as
x + 6
follows:
22 + 3122 + 6 16
= Evaluate the numerator and the denominator.
2 + 6 8
= 2 Simplify the fraction.
Adding and Subtracting Polynomials The following properties of real num-

bers are useful for performing operations on polynomials.
Properties of Real Numbers

For all real numbers a, b, and c:
1. a + b = b + a; Commutative properties
ab = ba;
2. 1a + b2 + c = a + 1b + c2; Associative properties
1ab2c = a1bc2;
3. a1b + c2 = ab + ac. Distributive property

R.1 Polynomials R-3
Example 1 Properties of Real Numbers

(a) 2 + x = x + 2 Commutative property of addition
(b) x # 3 = 3x Commutative property of multiplication
(c) 17x2x = 71x # x2 = 7x 2 Associative property of multiplication
(d) 31x + 42 = 3x + 12 Distributive property
One use of the distributive property is to add or subtract polynomials. Only like terms
may be added or subtracted. For example,
12y4 + 6y4 = 112 + 62y4 = 18y 4,
and
-2m2 + 8m2 = 1-2 + 82m2 = 6m2,
but the polynomial 8y 4 + 2y 5 cannot be further simplified. To subtract polynomials, we
use the facts that - 1a + b2 = -a - b and - 1a - b2 = -a + b. In the next example, we
show how to add and subtract polynomials.
Example 2 Adding and Subtracting Polynomials

Add or subtract as indicated.
(a) 18x 3 - 4x 2 + 6x2 + 13x 3 + 5x 2 - 9x + 82
Solution Combine like terms.
18x 3 - 4x 2 + 6x2 + 13x 3 + 5x 2 - 9x + 82
= 18x 3 + 3x 32 + 1-4x 2 + 5x 22 + 16x - 9x2 + 8
= 11x 3 + x 2 - 3x + 8
(b) 21-4x 4 + 6x 3 - 9x 2 - 122 + 31-3x 3 + 8x 2 - 11x + 72
Solution Multiply each polynomial by the factor in front of the polynomial, and then
combine terms as before.
21-4x 4 + 6x 3 - 9x 2 - 122 + 31-3x 3 + 8x 2 - 11x + 72
= -8x 4 + 12x 3 - 18x 2 - 24 - 9x 3 + 24x 2 - 33x + 21
= -8x 4 + 3x 3 + 6x 2 - 33x - 3
(c) 12x 2 - 11x + 82 - 17x 2 - 6x + 22
Your Turn 1 Perform the Solution Distributing the minus sign and combining like terms yields
operation 31x 2 - 4x - 52 -
413x 2 - 5x - 72. 12x 2 - 11x + 82 + 1−7x 2 + 6x − 22
= -5x 2 - 5x + 6. TRY YOUR TURN 1
Multiplying Polynomials The distributive property is also used to multiply poly-

nomials, along with the fact that am # an = am + n. For example,
x # x = x1 # x1 = x1 + 1 = x2 and x 2 # x 5 = x 2 + 5 = x 7.
Example 3 Multiplying Polynomials

Multiply.
(a) 8x16x - 42
Solution Using the distributive property yields
8x16x - 42 = 8x16x2 - 8x142
= 48x 2 - 32x.
M00_LIAL8781_11_AIE_C0R_R-1-R-30.indd 3 28/01/15 11:34 AM

(b) 13p - 221p2 + 5p - 12

Solution Using the distributive property yields
13p - 221p2 + 5p - 12
= 3p1p2 + 5p - 12 - 21p2 + 5p - 12
= 3p1p22 + 3p15p2 + 3p1-12 - 21p22 - 215p2 - 21-12
= 3p3 + 15p2 − 3p − 2p2 − 10p + 2
= 3p3 + 13p2 - 13p + 2.
(c) 1x + 221x + 321x - 42
Solution Multiplying the first two polynomials and then multiplying their product by
the third polynomial yields
1x + 221x + 321x - 42
= 31x + 221x + 3241x - 42
= 1x 2 + 2x + 3x + 621x - 42
= 1x 2 + 5x + 621x - 42
Your Turn 2 Perform the
operation 13y + 2214y 2 - 2y - 52. = x 3 - 4x 2 + 5x 2 - 20x + 6x - 24
= x 3 + x 2 - 14x - 24. TRY YOUR TURN 2
A binomial is a polynomial with exactly two terms, such as 2x + 1 or m + n. When

two binomials are multiplied, the FOIL method (First, Outer, Inner, Last) is used as a
memory aid.

Find 12m - 521m + 42 using the FOIL method.
Solution
F O I L
Your Turn 3 Find 12m - 521m + 42 = 12m21m2 + 12m2142 + 1-521m2 + 1-52142
12x + 7213x - 12 using the
FOIL method. = 2m2 + 8m - 5m - 20
= 2m2 + 3m - 20 TRY YOUR TURN 3

Find 12k - 5m23.
Solution Write 12k - 5m23 as 12k - 5m212k - 5m212k - 5m2. Then multiply the
first two factors using FOIL.
12k - 5m212k - 5m2 = 4k 2 - 10km - 10km + 25m2
= 4k 2 - 20km + 25m2
Now multiply this last result by 12k - 5m2 using the distributive property, as in Example 3(c).
14k2 - 20km + 25m2212k - 5m2
= 4k212k - 5m2 - 20km12k - 5m2 + 25m212k - 5m2
Your Turn 4 Find = 8k3 − 20k2m − 40k2m + 100km2 + 50km2 − 125m3
13x + 2y23. = 8k 3 - 60k 2m + 150km2 - 125m3 Combine like terms.
TRY YOUR TURN 4
Notice in the first part of Example 5, when we multiplied 12k - 5m2 by itself, that the
product of the square of a binomial is the square of the first term, 12k22, plus twice the prod-
uct of the two terms, 12212k21-5m2, plus the square of the last term, 1-5k22.

R.2 Factoring R-5
caution Avoid the common error of writing 1x + y22 = x 2 + y 2. As the first step of
Example 5 shows, the square of a binomial has three terms, so
1x + y22 = x 2 + 2xy + y 2.
Furthermore, higher powers of a binomial also result in more than two terms. For
example, verify by multiplication that
1x + y23 = x 3 + 3x 2y + 3xy 2 + y 3.
Remember, for any value of n Z 1,
1x + y2n 3 x n + y n.
R.1 Exercises
Perform the indicated operations. 15. 13p - 1219p2 + 3p + 12
1. 12x 2 - 6x + 112 + 1-3x 2 + 7x - 22 16. 13p + 2215p2 + p - 42
2. 1-4y 2 - 3y + 82 - 12y 2 - 6y - 22 17. 12m + 1214m2 - 2m + 12
3. -612q2 + 4q - 32 + 41-q2 + 7q - 32 18. 1k + 22112k 3 - 3k 2 + k + 12
4. 213r 2 + 4r + 22 - 31-r 2 + 4r - 52 19. 1x + y + z213x - 2y - z2
5. 10.613x - 4.215x + 0.8922 - 0.4712x - 3x + 52
2 2 20. 1r + 2s - 3t212r - 2s + t2
6. 0.515r 2 + 3.2r - 62 - 11.7r 2 - 2r - 1.52 21. 1x + 121x + 221x + 32
7. -9m12m + 3m - 12
2 22. 1x - 121x + 221x - 32
8. 6x1-2x + 5x + 62
3 23. 1x + 222
9. 13t - 2y213t + 5y2 24. 12a - 4b22
10. 19k + q212k - q2 25. 1x - 2y23
11. 12 - 3x212 + 3x2 26. 13x + y23
12. 16m + 5216m - 52
Your Turn Answers
2 1 3 1
13. a y + zba y + zb 1. -9x 2 + 8x + 13 2. 12y 3 + 2y 2 - 19y - 10
5 8 5 2
2
3 2 5 1 3. 6x + 19x - 7
14. a r - sba r + sb
4 3 4 3 4. 27x 3 + 54x 2y + 36xy 2 + 8y 3
R.2 Factoring
Multiplication of polynomials relies on the distributive property. The reverse process, where
a polynomial is written as a product of other polynomials, is called factoring. For example,
one way to factor the number 18 is to write it as the product 9 # 2; both 9 and 2 are factors of
18. Usually, only integers are used as factors of integers. The number 18 can also be written
with three integer factors as 2 # 3 # 3.
The Greatest Common Factor To factor the algebraic expression 15m + 45,
first note that both 15m and 45 are divisible by 15; 15m = 15 # m and 45 = 15 # 3. By the
distributive property,
15m + 45 = 15 # m + 15 # 3 = 151m + 32.

Both 15 and m + 3 are factors of 15m + 45. Since 15 divides into both terms of
15m + 45 (and is the largest number that will do so), 15 is the greatest common factor for
the polynomial 15m + 45. The process of writing 15m + 45 as 151m + 32 is often called
factoring out the greatest common factor.
Example 1 Factoring
Factor out the greatest common factor.
(a) 12p - 18q
Solution Both 12p and 18q are divisible by 6. Therefore,
12p - 18q = 6 # 2p - 6 # 3q = 612p - 3q2.
(b) 8x 3 - 9x 2 + 15x
Solution Each of these terms is divisible by x.
Your Turn 1 Factor 8x 3 - 9x 2 + 15x = 18x 22 # x - 19x2 # x + 15 # x

4 3
4z + 4z + 18z . 2
= x18x 2 - 9x + 152 or 18x 2 - 9x + 152x
TRY YOUR TURN 1
One can always check factorization by finding the product of the factors and comparing
it to the original expression.
caution When factoring out the greatest common factor in an expression like 2x 2 + x,
be careful to remember the 1 in the second term.
2x 2 + x = 2x 2 + 1x = x12x + 12, not x12x2.
Factoring Trinomials A polynomial that has no greatest common factor (other

than 1) may still be factorable. For example, the polynomial x 2 + 5x + 6 can be factored
as 1x + 221x + 32. To see that this is correct, find the product 1x + 221x + 32; you should
get x 2 + 5x + 6. A polynomial such as this with three terms is called a trinomial. To
factor a trinomial of the form x 2 + bx + c, where the coefficient of x 2 is 1, use FOIL back-
wards. We look for two factors of c whose sum is b. When c is positive, its factors must have
the same sign. Since b is the sum of these two factors, the factors will have the same sign as
b. When c is negative, its factors have opposite signs. Again, since b is the sum of these two
factors, the factor with the greater absolute value will have the same sign as b.
Example 2 Factoring a Trinomial

Factor y 2 + 8y + 15.
Solution Since the coefficient of y 2 is 1, factor by finding two numbers whose product is
15 and whose sum is 8. Because the constant and the middle term are positive, the numbers
must both be positive. Begin by listing all pairs of positive integers having a product of 15.
As you do this, also form the sum of each pair of numbers.
Products Sums
15 # 1 = 15 15 + 1 = 16
5 ~ 3 = 15 5 + 3 = 8
The numbers 5 and 3 have a product of 15 and a sum of 8. Thus, y 2 + 8y + 15 factors as
Your Turn 2 Factor y 2 + 8y + 15 = 1y + 521y + 32.
x 2 - 3x - 10.
The answer can also be written as 1y + 321y + 52. TRY YOUR TURN 2
If the coefficient of the squared term is not 1, work as shown on the next page.

R.2 Factoring R-7
Example 3 Factoring a Trinomial

Factor 4x 2 + 8xy - 5y 2.
Solution The possible factors of 4x 2 are 4x and x or 2x and 2x; the possible factors of
-5y 2 are -5y and y or 5y and -y. Try various combinations of these factors until one works
(if, indeed, any work). For example, try the product 1x + 5y214x - y2.
1x + 5y214x - y2 = 4x 2 - xy + 20xy - 5y 2
= 4x 2 + 19xy - 5y 2
This product is not correct, so try another combination.
12x - y212x + 5y2 = 4x 2 + 10xy - 2xy - 5y 2
= 4x 2 + 8xy - 5y 2
Your Turn 3 Factor Since this combination gives the correct polynomial,
6a2 + 5ab - 4b2.
4x 2 + 8xy - 5y 2 = 12x - y212x + 5y2. TRY YOUR TURN 3
Special Factorizations Four special factorizations occur so often that they are
listed here for future reference.
Special Factorizations
x 2 - y 2 = 1x + y21x - y2 Difference of two squares
x 2 + 2xy + y 2 = 1x + y22 Perfect square
x 3 - y 3 = 1x - y21x 2 + xy + y 22 Difference of two cubes
x 3 + y 3 = 1x + y21x 2 - xy + y 22 Sum of two cubes
A polynomial that cannot be factored is called a prime polynomial.
Example 4 Factoring Polynomials

Factor each polynomial, if possible.
Difference of
(a) 64p2 - 49q2 = 18p22 - 17q22 = 18p + 7q218p - 7q2 two squares
(b) x 2 + 36 is a prime polynomial.
(c) x 2 + 12x + 36 = x 2 + 21x2162 + 62 = 1x + 622 Perfect square
(d) 9y 2 - 24yz + 16z 2 = 13y22 + 213y21−4z2 + 1−4z22 Perfect square
= 33y + 1-4z242 = 13y - 4z22
Difference of
(e) y 3 - 8 = y3 - 23 = 1 y - 221y 2 + 2y + 42 two cubes
(f) m3 + 125 = m3 + 53 = 1m + 521m2 - 5m + 252 Sum of two cubes
Difference of
(g) 8k - 27z = 12k2 − 13z2 = 12k − 3z214k + 6kz + 9z 2
3 3 3 3 2 2
two cubes
(h) p4 - 1 = 1p2 + 121p2 - 12 = 1p2 + 121p + 121p - 12 Difference of
two squares
caution In factoring, always look for a common factor first. Since 36x 2 - 4y 2 has a com-
mon factor of 4,
36x 2 - 4y 2 = 419x 2 - y 22 = 413x + y213x - y2.
It would be incomplete to factor it as
36x 2 - 4y 2 = 16x + 2y216x - 2y2,
since each factor can be factored still further. To factor means to factor com-
pletely, so that each polynomial factor is prime.

R.2 Exercises
Factor each polynomial. If a polynomial cannot be factored, 15. 21m2 + 13mn + 2n2
write prime. Factor out the greatest common factor as necessary.
16. 6a2 - 48a - 120
1. 7a3 + 14a2 17. 3m3 + 12m2 + 9m
3 2
2. 3y + 24y + 9y 18. 4a2 + 10a + 6
4 2 3 2 2
3. 13p q - 39p q + 26p q 19. 24a4 + 10a3b - 4a2b2
4 3 2 2
4. 60m - 120m n + 50m n 20. 24x 4 + 36x 3y - 60x 2y 2
5. m2 - 5m - 14 21. x 2 - 64 22. 9m2 - 25
2
6. x + 4x - 5 23. 10x 2 - 160 24. 9x 2 + 64
2
7. z + 9z + 20 25. z 2 + 14zy + 49y 2 26. s 2 - 10st + 25t 2
2
8. b - 8b + 7 2
27. 9p - 24p + 16 28. a3 - 216
9. a2 - 6ab + 5b2 29. 27r 3 - 64s 3 30. 3m3 + 375
2 2
10. s + 2st - 35t 31. x 4 - y 4 32. 16a4 - 81b4
2 2
11. y - 4yz - 21z
12. 3x 2 + 4x - 7 Your Turn Answers
13. 3a2 + 10a + 7 1. 2z 212z 2 + 2z + 92 2. 1x + 221x - 52
2
14. 15y + y - 2 3. 12a - b213a + 4b2
R.3 Rational Expressions

Many algebraic fractions are rational expressions, which are quotients of polynomials with
nonzero denominators. Examples include
8 3x 2 + 4x 2y + 1
, , and .
x - 1 5x - 6 y2
Next, we summarize properties for working with rational expressions.
Properties of Rational Expressions

For all mathematical expressions P, Q, R, and S, with Q Z 0 and S Z 0:
P PS
= Fundamental property
Q QS
P R P + R
+ = Addition
Q Q Q
P R P - R
- = Subtraction
Q Q Q
P#R PR
= Multiplication
Q S QS
= # 1R Z 02
P R P S
, Division
Q S Q R
When writing a rational expression in lowest terms, we may need to use the fact that
am
= am - n. For example,
an
x4 1x 4 1 x4 x3
= # = # x4 - 1 = x3 = .
1 1
=
3x 3x 3 x 3 3 3

R.3 Rational Expressions R-9
Example 1 Reducing Rational Expressions

Write each rational expression in lowest terms, that is, reduce the expression as much as possible.
8x + 16 81x + 22 4 # 21x + 22
(a) = = = 21x + 22
4 4 4
Factor both the numerator and denominator in order to identify any common factors,
Your Turn 1 Write which have a quotient of 1. The answer could also be written as 2x + 4.
in lowest terms
z 2 + 5z + 6 k 2 + 7k + 12 1k + 421 k + 3 2 k + 4
. (b) = =
2z 2 + 7z + 3
2
k + 2k - 3 1 21
k - 1 k + 3 2 k - 1
The answer cannot be further reduced. TRY YOUR TURN 1
caution One of the most common errors in algebra involves incorrect use of the funda-
mental property of rational expressions. Only common factors may be divided
or “canceled.” It is essential to factor rational expressions before writing them
in lowest terms. In Example 1(b), for instance, it is not correct to “cancel” k 2
(or cancel k, or divide 12 by -3) because the additions and subtraction must be
performed first. Here they cannot be performed, so it is not possible to divide.
After factoring, however, the fundamental property can be used to write the
expression in lowest terms.
Example 2 Combining Rational Expressions

Perform each operation.
3y + 9
(a) # 18
6 5y + 15
Solution Factor where possible, then multiply numerators and denominators and
reduce to lowest terms.
3y + 9
# 18 = 31y + 32 # 18 Factor.
6 5y + 15 6 51y + 32
3 # 181y + 32
6 # 51y + 32
= Multiply.
3 # 6 # 31y + 32 3#3 9
= = = Reduce to lowest terms.
6 # 51y + 32 5 5
m2 + 5m + 6 # m
(b) 2
m + 3 m + 3m + 2
Solution Factor where possible.
1m + 221m + 32
# m
Factor.
m + 3 1m + 221m + 12
m1m + 22 1m + 32 m
= = Reduce to lowest terms.
1 m + 3 2 1 m + 2 2 1m + 12 m + 1
9p - 36 51 p - 42
(c) ,
12 18
Solution Use the division property of rational expressions.
9p - 36 51 p - 42 9p - 36
, = # 18 Invert and multiply.
12 18 12 51 p - 42
91 p − 42
# 6#3 27 Factor and reduce to lowest
6#2
= = terms.
51 p − 42 10

4 11
(d) -
5k 5k
Solution As shown in the list of properties, to subtract two rational expressions
that have the same denominators, subtract the numerators while keeping the same
denominator.
4 11 4 - 11 7
- = = -
5k 5k 5k 5k
7 9 1
(e) + +
p 2p 3p
Solution These three fractions cannot be added until their denominators are the same.
A common denominator into which p, 2p, and 3p all divide is 6p. Note that 12p is also
a common denominator, but 6p is the least common denominator. Use the fundamental
property to rewrite each rational expression with a denominator of 6p.
7 9 1 6#7 3#9 2#1 Rewrite with common

+ + = # + # + #
denominator 6p.
p 2p 3p 6 p 3 2p 2 3p
42 27 2
= + +
6p 6p 6p
42 + 27 + 2
=
6p
71
=
6p
x + 1 5x - 1
(f) -
x 2 + 5x + 6 x 2 - x - 12
Solution To find the least common denominator, we first factor each denominator.
Then we change each fraction so they all have the same denominator, being careful to
multiply only by quotients that equal 1.
x + 1 5x - 1
2
- 2
x + 5x + 6 x - x - 12
x + 1 5x - 1
= - Factor denominators.
1x + 221x + 32 1x + 321x - 42
=
x + 1 # 1x − 42 - 5x - 1 # 1x + 22 Rewrite with
common
1x + 221x + 32 1 x − 4 2 1x + 321x - 42 1 x + 2 2 denominators.
1x 2 - 3x - 42 - 15x 2 + 9x - 22
= Multiply numerators.
1x + 221x + 321x - 42
Your Turn 2 Perform each -4x 2 - 12x - 2

= Subtract.
of the following operations. 1x + 221x + 321x - 42
z 2 + 5z + 6 # 2z 2 - z - 1 -212x 2 + 6x + 12
(a) . = Factor numerator.
2z 2 - 5z - 3 z 2 + 2z - 3 1x + 221x + 321x - 42
a - 3 5a
(b) 2
+ 2 . Because the numerator cannot be factored further, we leave our answer in this form. We
a + 3a + 2 a - 4
could also multiply out the denominator, but factored form is usually more useful.
TRY YOUR TURN 2

R.4 Equations R-11
R.3 Exercises
Write each rational expression in lowest terms. 2m2 - 5m - 12 4m2 - 9
23. 2
, 2
5v 2 25p 3 m - 10m + 24 m - 9m + 18
1. 2.
35v 10p2 4n2 + 4n - 3 # 8n2 + 32n + 30
24.
8k + 16 21t - 152 6n2 - n - 15 4n2 + 16n + 15
3. 4.
9k + 18 1t - 1521t + 22 a + 1 a - 1 3 1
25. - 26. +
3
4x - 8x 2 2
36y + 72y 2 2 p 2
5. 6.
4x 2 9y 6 3 1 2 4
27. - 28. + +
2 2 5y 2 6m 5m m
m - 4m + 4 r - r - 6
7. 8. 1 2 5 2
m2 + m - 6 r 2 + r - 12 29. + 30. -
m - 1 m 2r + 3 r
3x 2 + 3x - 6 z 2 - 5z + 6
9. 10. 8 2 2 3
x2 - 4 z2 - 4 31. + 32. +
1
3 a - 12 a - 1 1
5 k - 22 4 k - 22
1
m4 - 16 6y 2 + 11y + 4
11. 12. 4 3
4m2 - 16 3y 2 + 7y + 4 33. 2
+ 2
x + 4x + 3 x - x - 2
Perform the indicated operations.
y 1
34. -
9k 2 # 5 15p3 6p 2
y + 2y - 3 2
y + 4y + 3
13. 14. ,
25 3k 9p2 10p2 3k 2k
35. 2
- 2
3a + 3b # 12 a - 3 a - 3 2k + 3k - 2 2k - 7k + 3
15. 16. ,
4c 51a + b2 16 32 4m m
36. 2
- 2
9y - 18 3y + 6 3m + 7m - 6 3m - 14m + 8
17.
2k - 16 4k - 32
, 18. #
6 3 6y + 12 15y - 30 2 1 a - 1 5x + 2 3 1
37. + + 2 38. + 2 - 2
2 a + 2 a a + 2a 2
x - 1 x + x x - x
19.
4a + 12
,
a - 9
20.
6r - 18 # 12r - 16
2a - 10 a2 - a - 20 9r 2 + 6r - 24 4r - 12
Your Turn Answers
k 2 + 4k - 12 # k 2 + k - 12
21.
k 2 + 10k + 24 k2 - 9 1. 1z + 22/ 12z + 12
m2 + 3m + 2 m2 + 5m + 6 2. (a) 1z + 22/ 1z - 32
22. , 2
2
m + 5m + 4 m + 10m + 24 (b) 61a2 + 12/ 31a - 221a + 221a + 124
R.4 Equations
Linear Equations Equations that can be written in the form ax + b = 0, where a and
b are real numbers, with a Z 0, are linear equations. Examples of linear equations include
5y + 9 = 16, 8x = 4, and -3p + 5 = -8. Equations that are not linear include absolute
value equations such as 0 x 0 = 4. The following properties are used to solve linear equations.
Properties of Equality
For all real numbers a, b, and c:
1. If a = b, then a + c = b + c. Addition property of equality
(The same number may be added
to both sides of an equation.)
2. If a = b, then ac = bc. Multiplication property of equality
(Both sides of an equation may be
multiplied by the same number.)

Example 1 Solving Linear Equations

Solve the following equations.
(a) x - 2 = 3
Solution The goal is to isolate the variable. Using the addition property of equality
yields
x - 2 + 2 = 3 + 2, or x = 5.
x
(b) = 3
2
Solution Using the multiplication property of equality yields
2# = 2 # 3,
x
or x = 6.
2
The following example shows how these properties are used to solve linear equations.
The goal is to isolate the variable. The solutions should always be checked by substitution
into the original equation.
Example 2 Solving a Linear Equation

Solve 2x - 5 + 8 = 3x + 212 - 3x2.
Solution
2x - 5 + 8 = 3x + 4 − 6x Distributive property
2x + 3 = −3x + 4 Combine like terms.
5x + 3 = 4 Add 3x to both sides.
5x = 1 Add −3 to both sides.
1
x = Multiply both sides by 15 .
5
Your Turn 1 Solve Check by substituting into the original equation. The left side becomes 211 / 52 - 5 + 8
3x - 7 = 415x + 22 - 7x. and the right side becomes 311 / 52 + 2 32 - 311 / 524. Verify that both of these expressions
simplify to 17 / 5. TRY YOUR TURN 1
Quadratic Equations An equation with 2 as the greatest exponent of the vari-

able is a quadratic equation. A quadratic equation has the form ax 2 + bx + c = 0,
where a, b, and c are real numbers and a Z 0. A quadratic equation written in the form
ax 2 + bx + c = 0 is said to be in standard form.
The simplest way to solve a quadratic equation, but one that is not always applicable, is
by factoring. This method depends on the zero-factor property.
Zero-Factor Property
If a and b are real numbers, with ab = 0, then either
a = 0 or b = 0 1or both2.
Example 3 Solving a Quadratic Equation

Solve 6r 2 + 7r = 3.
Solution First write the equation in standard form.
6r 2 + 7r - 3 = 0

R.4 Equations R-13
Now factor 6r 2 + 7r - 3 to get

13r - 1212r + 32 = 0.
By the zero-factor property, the product 13r - 1212r + 32 can equal 0 if and only if
3r - 1 = 0 or 2r + 3 = 0.
Your Turn 2 Solve
2m2 + 7m = 15. Solve each of these equations separately to find that the solutions are 1 / 3 and -3 / 2. Check
these solutions by substituting them into the original equation. TRY YOUR TURN 2
caution Remember, the zero-factor property requires that the product of two (or more)
factors be equal to zero, not some other quantity. It would be incorrect to use
the zero-factor property with an equation in the form 1x + 321x - 12 = 4, for
example.
If a quadratic equation cannot be solved easily by factoring, use the quadratic formula.
(The derivation of the quadratic formula is given in most algebra books.)
Quadratic Formula
The solutions of the quadratic equation ax 2 + bx + c = 0, where a Z 0, are given by
−b ± !b2 − 4ac
x = .
2a
Example 4 Quadratic Formula

Solve x 2 - 4x - 5 = 0 by the quadratic formula.
Solution The equation is already in standard form (it has 0 alone on one side of the
equal sign), so the values of a, b, and c from the quadratic formula are easily identified. The
coefficient of the squared term gives the value of a; here, a = 1. Also, b = -4 and c = -5,
where b is the coefficient of the linear term and c is the constant coefficient. (Be careful to
use the correct signs.) Substitute these values into the quadratic formula.
- 1-42 ± 21-422 - 41121-52

x = a = 1, b = −4, c = −5
2112
4 ± 216 + 20
x = 1 −4 2 2 = 1 −4 2 1 −4 2 = 16
2
4 ± 6
x = !16 + 20 = !36 = 6
2
The ± sign represents the two solutions of the equation. To find both of the solutions, first
use + and then use -.
4 + 6 10 4 − 6 -2
x = = = 5 or x = = = -1
2 2 2 2
The two solutions are 5 and -1.
caution Notice in the quadratic formula that the square root is added to or subtracted
from the value of -b before dividing by 2a.

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DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)
The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.
NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.
MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
“We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
BRAZIER
Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT
SMOOTHING WITH MAIZE-COB
CUTTING THE EDGE

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK
DRAWING THE BARK OFF THE LOG
REMOVING THE OUTER BARK

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN

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Calculus with Applications 11th Edition,

MyMathLab is available for this textbook.

Higher Derivatives, Concavity, and the Second Derivative Test 290

Area and the Definite Integral 396

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9.3 Maxima and Minima

11 11.1 Continuous Probability Models 595

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13 13.1 Definitions of the Trigonometric Functions 696

Answers to Selected Exercises A-9

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Pedagogy to Support Students Students need careful explanations of the mathematics

New to the Eleventh Edition

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New and Revised Content

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Features of Calculus with Applications

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For revieW (c) ƒ1x2 = x 3e x

• W riting exercises, labeled with , provide students with an opportunity to explain

Chapter Summary and Review

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For Students For Instructors

TestGen Computerized Test Bank

MyMathLab®Online Course (access code required)

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° Help for Gaps in Prerequisite Skills—diagnostic quizzes tied to personalized assign-

Additional Online Courseware Options (access code required)

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James “Rob” Ely, Blinn College—Bryan Campus

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Karla Karstens, University of Vermont

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Prerequisite Skills Diagnostic Test

1. What percent of 50 is 10?

5. Solve for k: 7k + 8 = -413 - k2.

7. Write in interval notation: -2 6 x … 5.

13. Multiply out and simplify 1a - 2b22.

14. Factor 3pq + 6p2q + 9pq2.

15. Factor 3x 2 - x - 10.

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22. Simplify as a single term without negative exponents: k - 1 - m - 1.

23. Factor 1x 2 + 12 - 1/21x + 22 + 31x 2 + 121/2.

26. Simplify 2y 2 - 10y + 25.

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Adding and Subtracting Polynomials The following properties of real num-

Properties of Real Numbers

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Example 1 Properties of Real Numbers

Example 2 Adding and Subtracting Polynomials

Multiplying Polynomials The distributive property is also used to multiply poly-

Example 3 Multiplying Polynomials

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(b) 13p - 221p2 + 5p - 12

A binomial is a polynomial with exactly two terms, such as 2x + 1 or m + n. When

Example 4 Multiplying Polynomials

• W riting exercises, labeled with , provide students with an opportunity to explain

° Help for Gaps in Prerequisite Skills—diagnostic quizzes tied to personalized assign-