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 FOREWORD
We’re pleased to present this new edition of our text for College Algebra. Our
experience teaching this material at the University of South Florida has been ex-
ceptionally rewarding. Because students are accustomed to information being de-
livered by electronic media, the introduction of MyMathLab® into our courses was
seamless. We hope you will have a similar experience.
Many challenges face today’s college algebra students and instructors. Students
arrive with various levels of comprehension from their previous courses. Instead of
really learning the concepts presented, students often resort to memorization to pass
the course. As a result, a course needs to get students to a common starting point and
engage them in becoming active learners, without sacrificing the solid mathematics
essential for conceptual understanding. Instructors in this course are faced with the
task of providing students with an understanding of college algebra, preparing them
for the next step, and ensuring that they find mathematics useful and interesting.
Our efforts, however, have been aided considerably by the many suggestions we
have received from users of the first and second editions of this text.
In this text, there is a strong emphasis on both concept development and real-
life applications. Topics such as functions, graphing, the difference quotient, and
limiting processes provide thorough preparation for the study of calculus and will
improve students’ comprehension of algebra. Just-in-time review throughout the
text ensures that all students are brought to the same level before being introduced
to new concepts. Numerous applications are used to motivate students to apply the
concepts and skills they learn in college algebra to other courses, including the
physical and biological sciences, engineering, economics, and to on-the-job and
everyday problem solving. Students are given ample opportunities throughout
this course to think about important mathematical ideas and to practice and apply
algebraic skills.
Throughout the text, we emphasize why the material being covered is important
and how it can be applied. By thoroughly developing mathematical concepts with
clearly defined terminology, students see the “why” behind those concepts, paving
the way for a deeper understanding, better retention, less reliance on rote memoriza-
tion, and ultimately more success. The level of exposition was selected so that the
material is accessible to students and provides them with an opportunity to grow.
It is our hope that once you have read through our text, you will see that we
were able to fulfill our initial goals of writing for today’s students and for you,
the instructor.

(Marcus McWaters)
(J. S. Ratti)
iii
 CONTENTS
Preface xi
Resources xiv
Acknowledgments xvi
About the Authors xvii

Chapter P
BASIC CONCEPTS OF ALGEBRA 1
P.1 The Real Numbers and Their Properties 2
Classifying Numbers ■ Equality of Numbers ■ Classifying Sets of Numbers ■
Rational Numbers ■ Irrational Numbers ■ The Real Number Line ■
Inequalities ■ Sets ■ Definition of Union and Intersection ■ Intervals ■
Absolute Value ■ Distance Between Two Points on a Real Number Line ■
Arithmetic Expressions ■ Properties of the Real Numbers ■ Subtraction and
Division of Real Numbers ■ Algebraic Expressions

P.2 Integer Exponents and Scientific Notation 17

Integer Exponents ■ Rules of Exponents ■ Simplifying Exponential
Expressions ■ Scientific Notation

P.3 Polynomials 28
Polynomial Vocabulary ■ Adding and Subtracting Polynomials ■ Multiplying
Polynomials ■ Special Products ■ Squaring a Binomial Sum or Difference ■
The Product of the Sum and Difference of Terms

P.4 Factoring Polynomials 38

The Greatest Common Monomial Factor ■ Factoring Out a Monomial ■
Factoring Trinomials of the Form x 2 + bx + c ■ Factoring Formulas ■
Perfect-Square Trinomials ■ Difference of Squares ■ Difference and Sum
of Cubes ■ Factoring by Grouping ■ Factoring Trinomials of the Form
Ax 2 + Bx + C

P.5 Rational Expressions 47

Rational Expressions ■ Lowest Terms for a Rational Expression ■ Multiplication
and Division of Rational Expressions ■ Addition and Subtraction of Rational
Expressions ■ Complex Fractions

P.6 Rational Exponents and Radicals 58

Square Roots ■ Simplifying Square Roots ■ Other Roots ■ Like Radicals ■
Radicals with Different Indexes ■ Rationalizing Radical Expressions ■
Conjugates ■ Rational Exponents
Chapter P Summary ■ Chapter P Review Exercises ■

Chapter P Practice Test

iv
Chapter 1
EQUATIONS AND INEQUALITIES 75
1.1 Linear Equations in One Variable 76
Definitions ■ Equivalent Equations ■ Solving Linear Equations in One
Variable ■ Formulas ■ Applications

1.2 Quadratic Equations 91

Factoring Method ■ The Square Root Method ■ Completing the Square ■
The Quadratic Formula ■ Applications ■ Golden Rectangle

1.3 Complex Numbers: Quadratic Equations with

Complex Solutions 104
Complex Numbers ■ Addition and Subtraction ■ Multiplying Complex
Numbers ■ Complex Conjugates and Division ■ Quadratic Equations with
Complex Solutions

1.4 Solving Other Types of Equations 115

Solving Equations by Factoring ■ Rational Equations ■ Equations Involving
Radicals ■ Equations with Rational Exponents ■ Equations That Are
Quadratic in Form

1.5 Inequalities 129

Inequalities ■ Linear Inequalities ■ Combining Two Inequalities ■ Using Test
Points to Solve Inequalities

1.6 Equations and Inequalities Involving Absolute Value 142

Equations Involving Absolute Value ■ Inequalities Involving Absolute Value
Chapter 1 Summary ■ Chapter 1 Review Exercises ■ Chapter 1 Practice
Test A ■ Chapter 1 Practice Test B

Chapter 2
GRAPHS AND FUNCTIONS 155
2.1 The Coordinate Plane 156
The Coordinate Plane ■ Scales on a Graphing Utility ■ Distance Formula ■
Midpoint Formula

2.2 Graphs of Equations 165

Graph of an Equation ■ Intercepts ■ Symmetry ■ Circles ■ Semicircles

2.3 Lines 178

Slope of a Line ■ Equation of a Line ■ Slope–Intercept Form ■ Equations of
Horizontal and Vertical Lines ■ General Form of the Equation of a Line ■
Parallel and Perpendicular Lines ■ Modeling Data Using Linear Regression

v
 2.4 Functions 194
Functions ■ Function Notation ■ Representations of Functions ■ The Domain
of a Function ■ The Range of a Function ■ Graphs of Functions ■ Function
Information from Its Graph ■ Building Functions ■ Functions in Economics

2.5 Properties of Functions 214

Increasing and Decreasing Functions ■ Relative Maximum and Minimum
Values ■ Even–Odd Functions and Symmetry ■ Average Rate of Change

2.6 A Library of Functions 226

Linear Functions ■ Square Root and Cube Root Functions ■ Piecewise
Functions ■ Graphing Piecewise Functions ■ Basic Functions

2.7 Transformations of Functions 239

Transformations ■ Vertical and Horizontal Shifts ■ Reflections ■ Stretching
or Compressing ■ Multiple Transformations in Sequence

2.8 Combining Functions; Composite Functions 257

Combining Functions ■ Composition of Functions ■ Domain of Composite
Functions ■ Decomposition of a Function ■ Applications of Composite Functions

2.9 Inverse Functions 270

Inverses ■ Finding the Inverse Function ■ Finding the Range of a One-to-One
Function ■ Applications
Chapter 2 Summary ■ Chapter 2 Review Exercises ■ Chapter 2 Practice
Test A ■ Chapter 2 Practice Test B ■ Chapter 2 Cumulative Review
Exercises Chapters P–2

Chapter 3
POLYNOMIAL AND RATIONAL FUNCTIONS 291
3.1 Quadratic Functions 292
Quadratic Functions ■ Standard Form of a Quadratic Function ■ Graphing
a Quadratic Function f 1 x2 = ax 2 + bx + c ■ Applications

3.2 Polynomial Functions 306

Polynomial Functions ■ Power Functions ■ End Behavior of Polynomial
Functions ■ Zeros of a Function ■ Zeros and Turning Points ■ Graphing
a Polynomial Function

3.3 Dividing Polynomials 323

The Division Algorithm ■ Synthetic Division ■ The Remainder and Factor Theorems

3.4 The Real Zeros of a Polynomial Function 335

Real Zeros of a Polynomial Function ■ Rational Zeros Theorem ■ Descartes’s
Rule of Signs ■ Bounds on the Real Zeros ■ Find the Real Zeros of a
Polynomial Function

vi
3.5 The Complex Zeros of a Polynomial Function 347
Conjugate Pairs Theorem

3.6 Rational Functions 355

Rational Functions ■ Vertical and Horizontal Asymptotes ■ Translations of
1
f 1x2 = ■ Graphing Rational Functions ■ Oblique Asymptotes ■ Graph of
x
a Revenue Curve

3.7 Variation 374

Direct Variation ■ Inverse Variation ■ Joint and Combined Variation
Chapter 3 Summary ■ Chapter 3 Review Exercises ■ Chapter 3 Practice
Test A ■ Chapter 3 Practice Test B ■ Chapter 3 Cumulative Review
Exercises Chapters P–3

Chapter 4
EXPONENTIAL AND LOGARITHMIC FUNCTIONS 391
4.1 Exponential Functions 392
Exponential Functions ■ Evaluate Exponential Functions ■ Graphing
Exponential Functions ■ Simple Interest ■ Compound Interest ■ Continuous
Compound Interest Formula ■ The Natural Exponential Function ■ Natural
Exponential Growth and Decay

4.2 Logarithmic Functions 410

Logarithmic Functions ■ Evaluating Logarithms ■ Basic Properties of
Logarithms ■ Domains of Logarithmic Functions ■ Graphs of Logarithmic
Functions ■ Common Logarithm ■ Natural Logarithm ■ Investments ■
Newton’s Law of Cooling

4.3 Rules of Logarithms 425

Rules of Logarithms ■ Number of Digits ■ Change of Base ■ Growth and
Decay ■ Half-Life ■ Radiocarbon Dating

4.4 Exponential and Logarithmic Equations and Inequalities 438

Solving Exponential Equations ■ Applications of Exponential Equations ■
Solving Logarithmic Equations ■ Logarithmic and Exponential Inequalities

4.5 Logarithmic Scales 450

pH Scale ■ Earthquake Intensity ■ Loudness of Sound ■ Musical Pitch ■
Star Brightness
Chapter 4 Summary ■ Chapter 4 Review Exercises ■ Chapter 4 Practice
Test A ■ Chapter 4 Practice Test B ■ Chapter 4 Cumulative Review
Exercises Chapters P–4

vii
 Chapter 5
SYSTEMS OF EQUATIONS AND INEQUALITIES 470
5.1 Systems of Linear Equations in Two Variables 471
System of Equations ■ Graphical Method ■ Substitution Method ■
Elimination Method ■ Applications

5.2 Systems of Linear Equations in Three Variables 483

Systems of Linear Equations ■ Number of Solutions of a Linear System ■
Nonsquare Systems ■ Geometric Interpretation ■ An Application to
CAT Scans

5.3 Partial–Fraction Decomposition 495

Partial Fractions ■ Q(x) Has Only Distinct Linear Factors ■ Q(x) Has Repeated
Linear Factors ■ Q(x) Has Distinct Irreducible Quadratic Factors ■ Q(x) Has
Repeated Irreducible Quadratic Factors

5.4 Systems of Nonlinear Equations 506

Systems of Nonlinear Equations ■ Solving Systems of Nonlinear Equations by
Substitution ■ Solving Systems of Nonlinear Equations by Elimination ■
Applications

5.5 Systems of Inequalities 513

Graph of a Linear Inequality in Two Variables ■ Systems of Linear Inequalities
in Two Variables ■ Nonlinear Inequality ■ Nonlinear Systems

5.6 Linear Programming 525

Linear Programming ■ Solving Linear Programming Problems ■
Applications
Chapter 5 Summary ■ Chapter 5 Review Exercises ■ Chapter 5
Practice Test A ■ Chapter 5 Practice Test B ■ Chapter 5 Cumulative
Review Exercises Chapters P–5

Chapter 6
MATRICES AND DETERMINANTS 540
6.1 Matrices and Systems of Equations 541
Definition of a Matrix ■ Using Matrices to Solve Linear Systems ■ Gaussian
Elimination ■ Gauss–Jordan Elimination

6.2 Matrix Algebra 557

Equality of Matrices ■ Matrix Addition and Scalar Multiplication ■ Matrix
Multiplication ■ Computer Graphics

viii
6.3 The Matrix Inverse 570
The Multiplicative Inverse of a Matrix ■ Finding the Inverse of a Matrix ■
A Rule for Finding the Inverse of a 2 : 2 Matrix ■ Solving Systems of Linear
Equations by Using Matrix Inverses ■ Applications of Matrix Inverses ■
Cryptography

6.4 Determinants and Cramer’s Rule 585

The Determinant of a 2 : 2 Matrix ■ Minors and Cofactors ■
The Determinant of an n : n Matrix ■ Cramer’s Rule
Chapter 6 Summary ■ Chapter 6 Review Exercises ■ Chapter 6
Practice Test A ■ Chapter 6 Practice Test B ■ Chapter 6 Cumulative
Review Exercises Chapters P–6

Chapter 7
CONIC SECTIONS 603
7.1 Conic Sections: Overview 604

7.2 The Parabola 606

Geometric Definition of a Parabola ■ Equation of a Parabola ■ Translations
of Parabolas ■ Reflecting Property of Parabolas

7.3 The Ellipse 618

Definition of Ellipse ■ Equation of an Ellipse ■ Translations of Ellipses ■
Applications

7.4 The Hyperbola 630

Definition of Hyperbola ■ The Asymptotes of a Hyperbola ■ Graphing
a Hyperbola with Center 10,02 ■ Translations of Hyperbolas ■ Applications ■
How Does LORAN Work?
Chapter 7 Summary ■ Chapter 7 Review Exercises ■ Chapter 7
Practice Test A ■ Chapter 7 Practice Test B ■ Chapter 7 Cumulative
Review Exercises Chapters P–7

Chapter 8
FURTHER TOPICS IN ALGEBRA 652
8.1 Sequences and Series 653
Sequences ■ Recursive Formulas ■ Factorial Notation ■ Summation
Notation ■ Series

ix
 8.2 Arithmetic Sequences; Partial Sums 664
Arithmetic Sequence ■ Sum of a Finite Arithmetic Sequence

8.3 Geometric Sequences and Series 672

Geometric Sequence ■ Finding the Sum of a Finite Geometric Sequence ■
Annuities ■ Infinite Geometric Series

8.4 Mathematical Induction 683

Mathematical Induction ■ Determining the Statement Pk + 1 from the
Statement Pk

8.5 The Binomial Theorem 689

Pascal’s Triangle ■ The Binomial Theorem ■ Binomial Coefficients

8.6 Counting Principles 696

Fundamental Counting Principle ■ Permutations ■ Combinations ■
Distinguishable Permutations ■ Deciding Whether to Use Permutations,
Combinations, or the Fundamental Counting Principle

8.7 Probability 707

The Probability of an Event ■ The Additive Rule ■ Mutually Exclusive Events ■
The Complement of an Event ■ Experimental Probabilities
Chapter 8 Summary ■ Chapter 8 Review Exercises ■ Chapter 8
Practice Test A ■ Chapter 8 Practice Test B ■ Chapter 8 Cumulative
Review Exercises Chapters P–8

Answers to Selected Exercises A-1

Credits C-1
Index I-1

x
PREFACE
Students begin college algebra classes with widely vary- ■ Polynomial and rational inequalities are now discussed
ing backgrounds. Some haven’t taken a math course in in Section 5.
several years and may need to spend time reviewing pre- CHAPTER 2
requisite topics, while others are ready to jump right into ■ Discussion of the domain of composite functions has
new and challenging material. In Chapter P and in some been expanded and includes more examples.
of the early sections of other chapters, we have provided
review material in such a way that it can be used or omit- CHAPTER 3
ted as appropriate for your course. In addition, students ■ New examples of quadratic functions have been
may follow several paths after completing a college algebra included.
course. Many will continue their study of mathematics in ■ The procedure for graphing rational functions has been
courses such as trigonometry, finite mathematics, statistics, rewritten to identify the relation of the graph to hori-
and calculus. For others, college algebra may be their last zontal and oblique asymptotes.
mathematics course.
Responding to the current and future needs of all of these CHAPTER 4
students was essential in creating this course. We introduce ■ The number e is now introduced in Section 1.
each exercise set with several concept exercises. These ex- ■ A new section on logarithmic scales has been added.
ercises consist of fill-in-the-blank and true–false exercises.
They are not computation-reliant, but rather test whether CHAPTER 5
students have absorbed the basic concepts and vocabulary ■ “Partial-Fraction Decomposition” has been moved
of the section. Exercises asking students to extrapolate in- to immediately follow Section 2, “Systems of Linear
formation from a given graph now appear in much greater Equations in Three Variables.”
number and depth throughout the course. We continue to
present our content in a systematic way that illustrates how
to study and what to review. We believe that if students use Features
this material well, they will succeed in this course. CHAPTER OPENER Each chapter opener includes a
description of applications relevant to the content of the
New To The Third Edition chapter and the list of topics that will be covered in the
chapter. In one page, students see what they are going to
EXERCISES learn and why they are learning it.
■ We continue to improve the balance of exercises and
have added more challenging exercises. APPLICATION The discussion in each section begins
with a motivating anecdote or piece of information that
■ Answers to the Practice Problems have been moved to is tied to an application problem. This problem is solved
the end of the section, just before the exercises. in an example later in the section, using the mathematics
■ New Maintaining Skills exercises, placed at the end covered in the section.
of each exercise set, help refresh important concepts SECTION OPENERS The application section openers
learned in previous chapters and allow for practice of lend continuity to the section and its content, utilizing ma-
skills needed for more advanced concepts in upcoming terial from a variety of fields: the physical and biological
chapters. sciences (including health sciences), economics, art
■ Overall, approximately 20% of the exercises have and architecture, the history of mathematics, and more.
been updated, and we’ve added over 1000 additional Of special interest are contemporary topics such as the
exercises. greenhouse effect and global warming, CAT scans, and
computer graphics.
CHAPTER 1
REVIEW On the first page of each section is a list of
■ Applications of linear equations have been relocated in
topics that students should review prior to starting the
Section 1.
chapter. Section references with page numbers accom-
■ A separate section “Complex Numbers: Quadratic pany the suggested review material so that students can
Equations with Complex Solutions” introduces readily find the material. The Objectives of the section
complex numbers and discusses complex roots of qua- are then clearly stated and numbered. Each numbered
dratic equations. objective is paired with a similarly numbered subsection

xi
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 so that students can quickly find the section material for RECALL Located in the margins, Recall Notes periodi-
an objective. cally remind students of a key idea they learned earlier in
the text that will help them with the new problems at hand.
DEFINITIONS AND THEOREMS All are boxed for
emphasis and titled for ease of reference, as are lists of SIDE NOTES Students are given hints for handling
rules and properties. newly introduced concepts.
FIGURES All figures are titled to make it easy to iden- DO YOU KNOW? These marginal notes provide stu-
tify what is being illustrated. dents with additional interesting information on nones-
sential topics to keep them engaged in the mathematics
EXAMPLES The examples include a wide range of
presented.
computational, conceptual, and modern applied problems
that are carefully selected to build confidence, competency, EXERCISES The heart of any textbook is its exercises.
and understanding. Every example has a title that indicates Knowing this, we made sure that the quantity, quality,
its purpose. For every example, clarifying side comments and variety of exercises meet the needs of all students.
are provided for each step in the detailed solution. The problems in each exercise set are carefully graded to
strengthen the skills developed in the associated section.
PRACTICE PROBLEM All examples are followed Exercises are divided into three categories: Basic Skills
by a Practice Problem for students to try so that they can and Concepts (developing fundamental skills), Applying
check their understanding of the concept covered. The the Concepts (using the section’s material to solve real-
answers to these problems are placed at the end of each world problems), and Beyond the Basics (providing more
section, just before the exercises. challenging exercises that give students an opportunity to
PROCEDURE BOXES These boxes, interspersed reach beyond the material covered in the section). Exer-
throughout the text, present important procedures in cises are paired so that the even-numbered Basic Skills
numbered steps. Special Procedure in Action boxes and Concepts exercises closely follow the preceding odd-
present important multistep procedures, such as the numbered exercises. All application exercises are titled
steps for doing synthetic division, in a two-column for- and relevant to the topics of the section. Basic Skills and
mat. The steps of the procedure are given in the left col- Concepts and Applying the Concepts exercises are intend-
umn, and an example is worked, following these steps, ed for a typical student, whereas the Beyond the Basics ex-
in the right column. This approach provides students ercises, generally more theoretical in nature, are suitable
with a clear model with which they can compare when for honors students, special assignments, or extra credit.
encountering difficulty in their work. These boxes are a Critical Thinking/Discussion/Writing exercises appear
part of the numbered examples. in each exercise set and are designed to develop students’
higher-level thinking skills and to reinforce and extend
SUMMARY OF MAIN FACTS These boxes sum- comprehension of the material. Calculator problems are
marize information related to equations and their graphs, included where appropriate.
such as those of the conic sections.
END-OF-CHAPTER The chapter-ending material in-
HISTORICAL NOTES When appropriate, historical cludes a Summary of Definitions, Concepts, and For-
notes appear in the margin, giving students information mulas; Review Exercises; and two Practice Tests. The
on key people or ideas in the history and development of chapter summary, a brief description of key topics indicat-
mathematics. This information is included to add flavor to ing where the material occurs in the text, encourages stu-
the subject matter. dents to reread sections rather than memorize definitions
out of context. The Review Exercises provide students
TECHNOLOGY CONNECTIONS Although the use of
with an opportunity to practice what they have learned in
graphing calculators is optional in this course, Technology
the chapter. (Students should then be prepared for Practice
Connections give students tips on using calculators to solve
Test A in the usual open-ended format and Practice Test B,
problems, check answers, and reinforce concepts.
covering the same topics, in multiple-choice format.) All
WARNINGS These boxes appear as appropriate through- tests are designed to increase student comprehension and
out the text to let students know of common errors and verify that students have mastered the skills and concepts
pitfalls that can trip them up in their thinking or calculations. in the chapter. Mastery of these materials should indicate

xii
a true comprehension of the chapter and the likelihood of CUMULATIVE REVIEW EXERCISES Starting with
success on the associated in-class examination. Chapter 2, these exercises appear at the end of every
chapter to remind students that mathematics is not modu-
THE NEW MAINTAINING SKILLS exercises, placed at
lar and that what is learned in the first part of the book
the end of each exercise set, help refresh important concepts
will be useful in later parts of the book and on the final
learned in previous chapters and allow for practice of skills
examination.
needed for more advanced concepts in upcoming chapters.

xiii
 RESOURCES FOR SUCCESS
MyMathLab® Online Course (Access Code Required)
MyMathLab delivers proven results in helping individual students succeed. It provides engaging experiences that
personalize, stimulate, and measure learning for each student. And, it comes from an experienced partner with educa-
tional expertise and an eye on the future. MyMathLab helps prepare students and gets them thinking more conceptually
and visually through the following features:

ADAPTIVE STUDY PLAN

The Study Plan makes studying more efficient
and effective for every student. Performance
and activity are assessed continually in real
time. The data and analytics are used to provide
personalized content–reinforcing concepts that
target each student’s strengths and weaknesses.

GETTING READY
Students refresh prerequisite topics through
assignable skill review quizzes and personalized
homework integrated in MyMathLab.

VIDEO ASSESSMENT
Video assessment is tied to key Example Solution videos to check
student’s conceptual understanding of important math concepts.

ENHANCED GRAPHING
FUNCTIONALITY
Functionality allows graphing of
3-point quadratic functions, 4-point
cubic graphs, and transformations
in exercises.

SKILLS FOR SUCCESS MODULE in MyMathLab helps students succeed in collegiate

courses and prepare for future professions.

MAINTAINING SKILLS exercises help refresh important concepts and allows for practice
of skills needed for more advanced topics. These exercises are also assignable in MyMathLab.

xiv
Instructor Resources Student Resources
Additional resources can be downloaded from www. Additional resources to help student success.
pearsonhighered.com or hardcopy resources can be
ordered from your sales representative. VIDEO LECTURES
■ Section Summary videos cover key definitions and
READY TO GO MYMATHLAB® COURSE procedures for most sections. Example Solution vid-
Now it is even easier to get started with MyMathLab. The eos walk students through the detailed solution pro-
Ready to Go MyMathLab course option includes author- cess for many examples in the textbook.
chosen preassigned homework, integrated review, and more.
■ There are over 20 hours of video instruction specifi-
® cally filmed for this book, making it ideal for dis-
TESTGEN
tance learning or supplemental instruction on a home
TestGen® (www.pearsoned.com/testgen) enables instruc- computer or in a campus computer lab.
tors to build, edit, print, and administer tests using a com-
puterized bank of questions developed to cover all the ■ Videos include optional subtitles in English and
objectives of the text. Spanish.

POWERPOINT® LECTURE SLIDES STUDENT’S SOLUTIONS MANUAL

Fully editable slides that correlate to the textbook. Provides detailed worked-out solutions to odd-numbered
exercises.
ANNOTATED INSTRUCTOR’S EDITION
This version of the text includes answers to all exercises
presented in the book. Sample homework assignments,
selected by the authors, are annotated with an underline.

INSTRUCTOR’S SOLUTIONS MANUAL

Includes fully worked solutions to all textbook exercises.

xv
 ACKNOWLEDGMENTS
We would like to express our gratitude to the reviewers of Delphy Shaulis, University of Colorado–Boulder
this and previous editions, who provided such invaluable Cindy Shaw, Moraine Valley Community College
insights and comments. Their contributions helped shape Cynthia Sikes, Georgia Southern University
the development of the text and carry out the vision stated James Smith, Columbia State Community College
in the preface. Jacqueline Stone, University of Maryland–College Park
Kay Stroope, Phillips County Community College
Reviewers Frances Tishkevich, Massachusetts Maritime Academy
Jo Tucker, Tarrant County College–Southeast
Alison Ahlgren, University of Illinois at Urbana– Roger Werbylo, Pima Community College–West
Champaign Tom Worthing, Hutchinson Community College
Mohammad Aslam, Georgia Perimeter College Vivian Zabrocki, Montana State University–Billings
Mario Barrientos, Angelo State University Marti Zimmerman, University of Louisville
Ratan Barua, Miami-Dade College
Sam Bazzi, Henry Ford Community College Our sincerest thanks go to the legion of dedicated individu-
Diane Burleson, Central Piedmont Community College als who worked tirelessly to make this book possible. We
Maureen T. Carroll, University of Scranton express special thanks to Elka Block and Frank Purcell of
Melissa Cass, State University of New York–New Paltz Twin Prime Editorial, Lenore Parens, Abby Tanenbaum, and
Jason Cates, Lone Star College–Montgomery Carrie Green for the excellent work they did as the develop-
Charles Conrad, Volunteer State Community College ment editors on the text and art development. We would also
Irene Coriette, Cameron University like to express our gratitude to our typist, Beverly DeVine-
Douglas Culler, Midlands Technical College Hoffmeyer, for her amazing patience and skill. We must
Baiqiao Deng, Columbus State University also thank Dr. Praveen Rohatgi, Dr. Nalini Rohatgi, and
Junko Forbes, El Camino College Dr. Bhupinder Bedi for the consulting they provided on all
Gene Garza, Samford University material relating to medicine. We particularly want to thank
Bobbie Jo Hill, Coastal Bend College Professors Mile Krajcevski, Viktor Maymeskul, and Scott
Fran Hopf, University of South Florida Rimbey for many helpful discussions and suggestions, par-
Yvette Janecek, Coastal Bend College ticularly for improving the exercise sets. Further gratitude is
Rose M. Jenkins, Midlands Technical College due to Irena Andreevska, Gokarna Aryal, Ferene Tookos, and
Mohammad Kazemi, University of North Carolina Christine Fitch for their assistance on the answers to the ex-
at Charlotte ercises in the text. In addition, we would like to thank Twin
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Mile Krajcevski, University of South Florida Beverly Fusfield, for their meticulous accuracy in checking
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Alexander Lavrentiev, University of Wisconsin–Fox Valley Press PMG for their excellent production work. Finally, our
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Paul Morgan, College of Southern Idaho at Pearson Education. In particular, we would like to thank
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 Contents.
Some typographical errors have
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WONDERFUL ESCAPES.
 Osmond carrying off Duke Richard.

REVISED FROM THE FRENCH OF F. BERNARD

AND ORIGINAL CHAPTERS ADDED.

BY
R I C H A R D W H I T E I N G.
With Twenty-six Plates.

NEW YORK:
 CHARLES SCRIBNER & CO.
1871.
Illustrated Library of Wonders.
PUBLISHED BY
Messrs. Charles Scribner & Co.,
654 BROADWAY, NEW YORK.
Each one volume 12mo. Price per volume, $1.50.

————
Titles of Books. No. of Illustrations
Thunder and Lightning, 39
Wonders of Optics, 70
Wonders of Heat, 90
Intelligence of Animals, 54
Great Hunts, 22
Egypt 3,300 Years Ago, 40
Wonders of Pompeii, 22
The Sun, by A. Guillemin, 53
Sublime in Nature, 50
Wonders of Glass Making, 63
Wonders of Italian Art, 28
Wonders of the Human Body, 45
Wonders of Architecture, 50
Lighthouses and Lightships, 60
Bottom of the Ocean, 68
Wonders of Bodily Strength and Skill, 70
Wonderful Balloon Ascents, 30
Acoustics, 114
Wonders of the Heavens, 48
* The Moon, by A. Guillemin, 60
* Wonders of Sculpture, 61
* Wonders of Engraving, 32
 * Wonders of Vegetation, 45
* Wonders of the Invisible World, 97
Celebrated Escapes, 26
* Water, 77
* Hydraulics, 40
* Electricity, 71
* Subterranean World, 27
* In Press for early Publication.
The above works sent to any address, post paid, upon receipt of the price by
the publishers.
 CONTENTS
PAGE
Aristomenes the Messenian 1
Hegesistratus 2
Demetrius Soter 4
Marius 6
Attalus 10
Richard, Duke of Normandy 15
Louis II., Count of Flanders 17
The Duke of Albany 19
James V., King of Scotland 22
Secundus Curion 25
Benvenuto Cellini 26
Mary, Queen of Scots 41
Caumont de la Force 45
Charles de Guise 54
Mary de Medicis 56
Grotius 60
Isaac Arnauld 63
The Duke of Beaufort 65
Cardinal de Retz 69
Quiquéran de Beaujeu 76
Charles II. 78
Blanche Gamond 90
Jean Bart and the Chevalier de Forbin 96
Duguay Trouin 99
The Abbé Count de Bucquoy 101
Jacobite Insurrectionists 108
Charles Edward 111
Stanislaus Leczinski 118
Baron Trenck 122
Cassanova de Seingalt 160
Latude 214
Beniowski 229
Twelve Priests saved by Geoffroy St. Hilaire 236
De Chateaubrun 238
Sydney Smith 239
Pichegru, Ramel, Barthelemy, etc. 241
Colonel de Richemont 248
Captain Grivel 254
Lavalette 255
Giovanni Arrivabene, Ugoni, and Scalvini 262
Political Prisoners, 1834 265
Monsieur Rufin Piotrowski 267
Prince Louis Napoleon 284
James Stephens 298
 LIST OF ILLUSTRATIONS.
PAGE
I. They came at last to an opening, 2
II. Marius sent away from Minturnæ, 10
III. I then tore them up into long bands, 29
IV. Cellini attacked by the dogs, 36
V. Escape of Mary, Queen of Scots, from Loch Leven
Castle, 44
VI. “Hush!” said the man, “keep quiet, they are still there,” 48
VII. She lifted the lid of the chest, and her master leaped
out safe and sound, 62
VIII. He let himself drop into the sea, 78
IX. They grew very angry at my rudeness, 88
X. I was obliged to support myself with one arm, 92
XI. My foot got stuck, and the sentinel seized it, 127
XII. Trenck escaping with Lieutenant Schell, 138
XIII. The first grenadier I knocked down, 155
XIV.I heard the sound of a door being unbolted, 174
XV. I told him to be very careful not to spill the sauce, 186
XVI.Balbi rolled down into my arms, 197
XVII. The monk clung to my waistband, 202
XVIII. I told him I was going to bury him, 213
XIX.I saw on the parapet the soldiers of the grand round, 224
XX. Stop, thief! 228
XXI.The woodman pulled out a knife and did so, 239
XXII. He affected great surprise, 241
XXIII. I held my handkerchief to my eyes, 258
XXIV. They fell exhausted to the ground, 264
XXV. The sight of the seal was sufficient, 278
XXVI. Osmond carrying off Duke Richard, Frontispiece.
W ON D E R F U L ESCAPES.
 ARISTOMENES THE MESSENIAN.

ABOUT 684 B.C.

Aristomenes, the Messenian general, fighting at the head of his troops

against very superior numbers of the Lacedemonians, commanded by the
two kings of Sparta, received a severe blow on the head from a stone, and
fell insensible and to all appearance dead. He was taken prisoner, with fifty
of his soldiers, and dragged to Sparta, where the Lacedemonians
condemned them all to be thrown into the Cœada, a hideous gulf formed by
a fissure in the earth, in whose depths already lay the bones of hundreds of
criminals who had been put to death. The barbarous sentence was actually
carried out; and Aristomenes, with all his surviving soldiers, was hurled into
the gulf. The latter perished to a man in the fall; but their general, on this as
on so many other occasions, was saved—as the historian Pausanias has it,
by the favour of a god. The most enthusiastic chroniclers of his exploits say
that an eagle flying towards him sustained his body on its extended wings,
and thus bore him unharmed to the bottom of the ravine. A happy chance
revealed to him a means of egress from this dismal prison. When he reached
the bottom, he lay for some time on the ground, wrapped in his mantle, and
in momentary expectation of death. He scarcely stirred from this position
for two days; on the third day of his entombment, however, he heard a
noise, and uncovering his face, saw a fox creeping along in the gloom
towards a heap of corpses. Judging from this that there must be an opening
in the ravine, he waited until the animal approached him, and then seized its
leg with one hand, thrust his mantle into its mouth with the other when it
turned to bite, and suffered himself to be dragged through the passages of
his subterranean prison. They came at last to an opening just large enough
to give a passage to the fox and to admit a feeble ray of light into the
cavern. The animal bounded forward into the daylight, and disappeared as
soon as Aristomenes let go his hold, leaving the captive general to follow
after he had enlarged the opening with his hands. This escape of
Aristomenes was considered a manifest proof of the favour and protection
of the gods. (Pausanias: Description of Greece, bk. iv., ch. xviii.)
 HEGESISTRATUS.

ABOUT 475 B.C.

Mardonias had for an augur, according to the Greek rites, Hegesistratus of

Elea. This man, at one time, was in the power of the Spartans, to whom he
had wrought very great harm, and he lay heavily ironed in prison, and
condemned to death. In this extremity, knowing that he had to expect, not
only to lose his life, but to suffer the most frightful tortures before his
execution, he performed an incredible exploit. He was fastened to a heavy
wooden fetter bound with iron, and by the aid of a scrap of the same metal
which he found by accident in his prison, he accomplished the

They came at last to an opening.

most courageous action ever recorded; for, having carefully measured off as
much of his foot as he could manage to drag out of the fetters, he cut it
away from the rest by the tarsal bone. He then contrived, although the
prison was strictly guarded, to pick a hole in the wall of his dungeon, and
escape to Tegea, walking, or rather hobbling along, by night, and hiding
during the day. He arrived at Tegea on the third night, after eluding all the
vigilance of the Lacedemonians, who had, indeed, been struck with almost
ludicrous astonishment when they found only the half of the man’s foot in
their safe keeping and the owner gone. As soon as Hegesistratus was cured,
he provided himself with a wooden foot, and became the declared enemy of
the Lacedemonians. His hatred of them was about equalled by his love of
gain; and he was enabled to gratify both passions by sacrificing, and by
drawing divinations for the Persians at the battle of Platea, for which he was
most liberally paid by Mardonius. But his enmity to the Spartans brought
him to a bad end, for he was captured by them at Zacynthus, where he was
following his trade of divination, and put to death. (Herodotus, bk. ix., §
xxxvii.)
In the time of Herodotus, the term “tarsus” was applied, not only to that
part of the foot so designated by modern anatomists, but also to that
immediately above the toes. It would even seem to follow, from a passage
in Hippocrates, that the term tarsus was employed specially to designate
those portions now called metatarsal, and to the second row of the bones of
the tarsus, from which he distinguishes those in direct communication with
the leg. From the text of Herodotus, however, it is sufficiently clear that
Hegesistratus cut off his foot at the part where the tarsus and metatarsus
join.
It would at first seem incredible that a man could have the resolution to
mutilate himself in this way, and, above all, to do subsequently what is here
recorded by the Greek author; but facts certainly as extraordinary have been
observed among the North American Indians. It is but rarely, however, that
among stories of the kind we have collected, even though they may be
taken from the gravest historians, some details are not found open to at least
the suspicion of exaggeration. We give the name of our authority: the reader
must take the story for what it is worth.
 DEMETRIUS SOTER.

162 B.C.

Demetrius had been sent to Rome as a hostage by his father, Seleucus

Philopater. Antiochus having afterwards assassinated Seleucus, and made
himself King of Syria, Demetrius asked the Senate to restore him his liberty
and his throne. But, according to Polybius, although the senators were
touched by the words of the young prince, they thought it more to the
interest of the Republic to detain him in Rome, and to recognise the son of
Antiochus.
Some time after, Demetrius wished to renew his appeal to the Senate,
and he consulted Polybius, who tried to dissuade him from it: “Do not,”
said the historian, “bruise yourself a second time against the same stone.
Believe in yourself and in yourself alone, and prove by your own boldness
that you deserve to be king.”
The prince, expecting no doubt advice more in harmony with his
intentions, did not follow the counsel of Polybius till he was taught the
value of it by a second refusal from the Senate; and then he prepared for
flight. Diodorus, who had educated him, arrived very opportunely at that
moment from Syria, and assured him that if he were to present himself to
his people with but one attendant at his back he would be immediately
proclaimed king.
Polybius, Diodorus, and some other friends of the young prince, devoted
themselves to his service. They bought a Carthaginian ship lying at the
mouth of the Tiber, without much hindrance it would seem from the
vigilance of the authorities; for the sale and all the arrangements, including
the settlement of the very hour of departure, were effected with the utmost
publicity. When the time came Demetrius assembled his friends around
him, a limited number of them only being in the secret, and standing
pledged to embark with their slaves at a given signal. Polybius was ill, and
could not leave his house, but he became apprehensive lest the young man
should abandon himself to the pleasures of the table, and forget the hour
fixed for his setting out. He therefore sent a slave to him towards nightfall,
with orders to approach him as though on business of importance, and to
place a letter in his hand reminding him of his duty. Demetrius read the
letter, invented a pretext for withdrawing from the table, and returned with
his confidants to his own house, whence he sent away his servants to
Anagnia with orders to get everything in readiness for a boar hunt on the
next day but one—this being his favourite sport, and the one which had first
brought him into contact with Polybius. His friends also gave the same
orders to their slaves, and in due time all the confederates assembled at
Ostia. Demetrius still pretended that he meant to stay at Rome, and that he
was merely sending out some trusted friends of his own age with
instructions to his brother. The captain of the ship, for his part, was not
disposed to be too particular in his inquiries about anything except the
money for the voyage; and towards night Demetrius and his companions
quietly embarked. At daybreak the anchors were raised, the vessel stood out
to sea, and the fugitives were free. (Polybius, bk. xxxi., frag. xii.)
 MARIUS.

85 B.C.

When Marius felt himself menaced by Sylla’s march on Rome he tried to

raise the slaves in his favour, but on the failure of the attempt, he took to
flight, knowing that he had no mercy to expect from his rival, whose friends
he had so remorselessly slain. He had hardly left the city when his
attendants dispersed, and he was obliged to seek refuge alone at Solonium,
one of his country retreats. From this place he sent his son to collect food in
the grounds of his father-in-law, Mucius, which were not far off. The hunted
man at the same time hurried away to Ostia, and without waiting for his
son’s return, embarked with his son-in-law, Granius, in a vessel kept in
readiness for him by Numerius, one of his friends. The young Marius had
meanwhile got a store of provisions; but at daybreak he was alarmed by the
approach of the horsemen of Sylla, whose suspicions had led them to the
place. They were seen, however, at a distance by Mucius’s faithful steward,
who hid the youth in a cart laden with beans, and harnessing his oxen to it,
pushed boldly on before the horsemen into the city. The fugitive was then
conveyed to his wife’s house, where he waited till nightfall, and then took
ship, and reached Africa in safety.
The elder Marius had weighed anchor, and was carried along the coasts
of Italy by a favourable wind; but he ordered the sailors to stand off from
Terracina, because he feared his enemy Geminius, one of the principal
inhabitants of that place. They were in the act of obeying him when a gale
began to blow, which soon swelled to such a furious tempest that it seemed
impossible for the boat to live. This, joined to the illness of Marius, who
was prostrated by sea-sickness, obliged them to make for the coast of
Circæi, where they landed with great difficulty.
They were scarcely a league from Minturnæ when they saw a troop of
horsemen approaching, and quite by chance perceived a couple of barks
afloat. They at once turned in terror from the horsemen, and plunged into
the sea to swim to the barks. Granius easily reached one of the boats and
made for the island of Enaria, situated opposite to this point of the coast;
but Marius, who was then seventy years of age, was dragged with great
difficulty towards the other by two slaves, and had hardly been placed in it
when his pursuers reached the bank and ordered the sailors to row him
ashore, or else to throw him overboard and go wherever they pleased
without him. Marius had recourse to supplications and to tears, and his
companions, after hesitating a little while, refused to abandon him. But his
enraged pursuers had hardly left the shore when the sailors again changed
their minds and steered towards the land. They cast anchor at the mouth of
the Liris (the Garigliano), the waters of which formed a marsh, and they
urged Marius to land in order to take some nourishment and recover from
his sea-sickness and to await a more favourable wind. He confided in them
and followed their advice; and when they had put him ashore he hid himself
in a meadow, little thinking of what was to follow, for he had hardly left the
vessel when they weighed anchor again and left the place, as though
thinking it would neither be honest in them to deliver him to his enemies,
nor safe to try to save his life.
Left thus alone and abandoned by all, Marius for a time lay stretched
upon the shore, without the power to rise or to utter a single word; but at
length, lifting himself up with difficulty, he began to totter painfully along a
pathless waste of land. After crossing several deep marshes he came by
chance to the cottage of an old labouring man, and falling at his feet he
besought him to save one who, if he escaped from his present dangers,
would have it in his power to bestow an unhoped-for recompense upon his
deliverer. The old man, either knowing him or detecting something of his
real importance in his bearing, replied that if he wished for rest he might
find it in the cottage, but if he sought for safety from his enemies he would
hide him in a more secret place. Marius begged him to do so, and the
peasant, leading him into the marsh, told him to crouch in a hole on the
bank of a river, and covered him up with reeds and other light things, which
effectually concealed him, without oppressing him with their weight.
He had not lain there long when he heard a slight uproar and the sound
of voices coming from the cottage. Geminius of Terracina had, in fact, sent
a number of people in pursuit of him, and some of them, who had
penetrated to that place, were trying to frighten the old man by charging
him with having harboured the enemy of Rome. Marius then foolishly
revealed himself by crawling out of his hiding-place and plunging naked
into the filthy waters of the marsh, where he was at once seen by his
pursuers. They dragged him out half suffocated and covered with mud, and
took him to Minturnæ, where the magistrates thought it prudent to
deliberate on his fate, although the decree ordering his pursuit and
immediate execution when captured had been published in all the cities.
They decided at last on placing him for safe custody in the house of a
woman named Fannia, whom he had formerly injured, and who, it was
thought, would be very evilly disposed towards him. Fannia, however, on
this occasion showed him no animosity; indeed, the sight of her supposed
enemy did not appear to recall one bitter feeling to her mind, for she placed
food before him and exhorted him to take courage. He told her he had just
seen a favourable omen and was full of confidence, and ordered her to close
the door of his chamber, as he wished for repose.
Meanwhile, the authorities of Minturnæ had decided that he should be
put to death without delay, but not one citizen could be found to undertake
his execution. At length a horse-soldier—a Gaul according to some, and
according to others a Cimbrian—took a sword and entered the woman’s
dwelling. The room in which the captive lay was very badly lit, and was
indeed in almost total darkness; and the Cimbrian (so runs the story)
thought he saw two fierce eyes darting flames, and heard a terrible voice
calling to him out of the gloom, “Wretch! darest thou slay Caius Marius?”
At all events, he at once threw down his sword in terror and ran away,
exclaiming, as he leaped headlong over the threshold, “No, I dare not kill
Caius Marius.” The whole city was seized with astonishment, and then with
pity and repentance, and the people reproached themselves for their cruel
and ungrateful resolution against a man who had saved Italy, and whom it
had once been a crime to refuse to aid. “Let him go where he will to meet
his destiny,” they said; “and, for our part, let us supplicate the gods to
pardon us for having cast him out naked and helpless from our midst.”
A number of the citizens then went to Fannia’s house, and forming in
procession before the proscribed man led him to the sea. As each had some
useful thing to present to him for his journey, he lost some time in receiving
and acknowledging their attention, and this delay threatened to be further
prolonged by the fact that the sacred grove, called Marica, lay in the way of
their direct passage to the shore. An old man, however, had the courage to
enter the wood, observing that where the safety of Marius was concerned
there should be no forbidden path, and the rest followed his example. On
reaching the shore Marius found a ship ready to receive him, which had
been thoroughly equipped and provisioned for his service by a citizen
named Beleus. In this manner he made his escape.
He afterwards ordered all these incidents to be made the subject of a
grand picture, which he placed as an offering in the temple standing near
the place of his embarkation.
 ATTALUS.

SIXTH CENTURY.

Theodoric and Childebert entered into an alliance, took oath not to march
against one another, and mutually received hostages for the better
observance of the terms of their treaty. Among these hostages were many of
the sons of senators, who, when the kings unfortunately began to quarrel
again, were reduced to servitude, and became the slaves of those in whose
guardianship they had been placed. Many of them, however, contrived to
escape, and but a few

Marius sent away from Minturnæ.

were kept in servitude for any length of time. Among the latter was Attalus,
nephew of Gregory, Bishop of Langres. He had been sold as a slave to the
State, and had been employed in the care of horses under a certain barbarian
in the district of Treves. Some servants of Bishop Gregory, who had been
sent in search of the youth, and had discovered his whereabouts, tried to
buy his freedom from the barbarian; but he refused their modest offerings,
on the ground that a person so illustrious as his captive ought to pay at least
ten pounds’ weight of gold for his ransom. On the return of these
emissaries, one of them named Leon, employed in the bishop’s kitchen, said
to his master, “God grant that your lordship give me permission to make the
attempt, and perhaps I shall be able to redeem Attalus yet.”
The bishop consented, and Leon set out for Treves. He tried at first to get
the young man away secretly, but this was impossible. He then deliberately
caused himself to be sold to the barbarian, offering the price of the
transaction as a reward to the man who had pretended to be his owner. The
buyer asked what the new slave could do. “I am a very clever cook,” replied
Leon; “I can serve everything fit for the table of a great lord; and I don’t
believe that my equal in this science is to be found anywhere. I dare venture
to say that if my master wanted to entertain the king, he could not do better
than order me to invent him a right royal feast.”
“Sunday is coming,” said the barbarian, “and on that day I am going to
invite my friends and relations. I want you to prepare a banquet for me
which will excite their admiration.”
The Sunday came, and the new slave served one of his choicest repasts,
which so pleased his master that he at once took him into high favour, and
made him almost the second person in the household. At the end of about a
year he was so trusted that he was enabled one day, without exciting
suspicion, to walk after Attalus into a meadow near the house, and to begin
a conversation with him, though they took the precaution of sitting back to
back and at some distance from one another. “It is time,” said Leon to the
young man, “that we began to think of our country; and I have come to you
to give you warning not to go to sleep to-night after you have put up your
horses, but to be ready to leave this place the moment you hear me call.”
The barbarian was in the meanwhile feasting at his own table with a
number of his relations and a son-in-law, to whom he wished to do especial
honour. As they left the table at midnight to go to bed, Leon followed this
son-in-law to his apartment, and presented him with a cup of wine.
“You are very high in the confidence of my father-in-law,” said the son-
in-law, jocularly; “but, suppose you had the power, when would you have
the will to jump on the back of one of his horses, and make a dash for your
own country?”
“I hope to do it to-night, please God,” said Leon, adopting the same tone
of pleasantry, with great self-possession.
“Then, please God too,” returned the other, laughing, “my servants will
keep a sharp look out, for I must see that you don’t take away any property
of mine;” and they left one another in this pleasant way.
When the whole household was asleep, Leon softly called Attalus,
whose horses were ready saddled, and asked him if he had a sword. “I have
nothing but a small spear,” said Attalus.
Leon went straight into his master’s room, and took down his sword and
buckler, not without awakening him, however, for he called out to know
who was there. “Only Leon,” replied the slave; “I am going to wake
Attalus, to make sure of his being up in time to take the horses to grass, for
he is as sound asleep as a drunken man.”
“Oh! is that all?” murmured the master; “very well,” and he turned over
and went to sleep again.
Leon stole out, and gave the weapons to the young man; and, by nothing
less than a miracle, found the doors of the court-yard open, though they had
been closed at nightfall, with heavy iron wedges, for the better security of
the horses. They both gave thanks to God, and at once made off, taking with
them all the horses, and their few personal effects as slaves. But at Moselle
they were obliged to leave both horses and effects behind for fear of
awakening the suspicion of some persons they overtook there; and once rid
of these encumbrances, they easily gained the opposite bank of the river by
floating over on their bucklers. The darkness favoured them; and they soon
found shelter and concealment in a forest. They stayed there till they had
been three whole days and nights without tasting food, till at length, by the
special favour of Providence, they found a plum-tree, the fruit of which
served to satisfy their more pressing and immediate wants. They then
started with renewed strength on their journey, and took the road to
Champagne. They had not gone far when they heard the sound of hoofs,
and they hastily hid themselves in a thicket of brier, taking care, however, to
draw their swords, so as to be ready to defend themselves in the last
extremity. A moment after a number of horsemen drew up at the thicket,
and one of them was heard to say, “Why cannot we find these wretches? I
swear if I came across them, I would hang the one and hack the other in
pieces with my sword.” It was the voice of the barbarian, their master, who
had ridden from Rheims in search of them, and who would certainly have
found them on the way if the darkness had not been in their favour. The
troop then pushed forward again, and the sound of their hoofs was soon lost
in the distance.
The two fugitives resumed their journey, reached Rheims at nightfall,
and asked the first person they met in the city the way to the house of the
priest Pantellus. It was Sunday, and as they went through the great square
on their way to the house, the bell sounded for matins. When they entered
the priest’s dwelling, Leon disclosed to the good man the name and rank of
Attalus. “My dream is made out,” said the overjoyed father; “for this very
night in my sleep I saw two doves fly towards my threshold, and perch
upon my hand, and one of them was a white one and the other black.” (The
reader will bear in mind that Leon was a negro). “God forgive us,” replied
the slave, “for not paying due observance to his holy day.” (On Sunday no
one took nourishment till after mass.) “But we entreat you give us
something to eat, for this is the fourth time we have seen the sun rise
without breaking our fast.”
The priest hid the two young men, gave them some bread steeped in
wine, and went to matins.
The barbarian, by-and-by, appeared on the scene, still in hot and eager
pursuit of his slaves; but he had to go away again without them, for the
priest deliberately put him on a wrong scent, out of his great friendship for
Bishop Gregory. They then sat down to the uninterrupted enjoyment of a
good meal; and they remained two days with the good priest until they had
quite recruited their strength, and were enabled to pursue their journey
towards their own home, which they reached without any further trouble.
The bishop, transported with joy at the sight of them, fell weeping on the
neck of Attalus: and as a special mark of his gratitude to the preserver of his
nephew, he gave Leon and all his family their freedom, with as much land
as sufficed for their subsistence for the rest of their days. (Histoire
Ecclésiastique des Francs, bk. iii., ch. xv., translated by M. Henri Bordier.)
Attalus afterwards became Count of Autun.
 RICHARD, DUKE OF NORMANDY.

TENTH CENTURY.

After the assassination of William Longsword, Duke of Normandy, near

Pecquigny, on the Somme, his infant son Richard was called to the
succession. Louis d’Outre-Mer, who had fixed his eyes on the throne,
contrived to get the young prince in his power, and to have him sent to
Laon, under pretence of giving him an education suited to his rank. The
arch-plotter placed the child under the most rigorous espionage, and treated
him with great cruelty. He even threatened to hamstring his innocent victim
by fire, a frightful torture which the policy of the Middle Ages did not
disdain to use as a means for depriving princes of their thrones.
The young prince’s steward, Osmond, hearing of the king’s
determination, and foreseeing the terrible lot in store for the child, sent
messengers to apprise the Normans of the perilous position of their lord.
The news excited the utmost anxiety and alarm throughout all Normandy;
and during a three days’ fast of the entire people, the clergy prayed
continually for the safety of the captive. Osmond, meanwhile, by the advice
of Yvon, the father of William de Belesme, found an opportunity to advise
the young prince to pretend to be very ill, and to take to his bed as if he
never hoped to rise from it again. The child, understanding the object of his
steward’s instructions, showed great intelligence in following them, and
stretched himself at full length on his bed, to all appearance at the point of
death. This naturally had the effect of making his guardians less vigilant,
and they soon began to neglect their charge of the seeming invalid to look
after their own affairs. When Osmond judged that the fitting moment had
arrived, he went into the courtyard of the prince’s house, and, putting the
child in a bundle of grass which he found there, hoisted him on his
shoulders as if he were going to carry fodder to his horse, and scaled the
walls of the city while the king sat at supper and the streets were almost
deserted. He then took horse, and in due time arrived at Conci, where he
placed the child in the care of the governor, himself pushing forward, till he
reached Senlis by the break of day. Count Bernard showed some surprise at
the sight of him, and made many eager inquiries about the safety of the
child; and when he had received a full account of all that had been done, he
rode away with the brave steward to ask help of Hugo the Great. The appeal
was not in vain. Hugo remembered an oath by which he had engaged to
protect the prince, and sent a large army to Conci, whence the fugitive was
conducted in state to Senlis, to the great joy of the entire people. (Guillaume
de Jumièges: Histoire des Normands, bk. iv., ch. iv.)
 LOUIS II., COUNT OF FLANDERS.

1347.

When Louis II., Count of Flanders, had succeeded his father, Louis I., in
1346, at the age of sixteen years, the Flemings wished him to marry
Isabella, daughter of the King of England, while Duke John of Brabant and
Philip VI. of Valois, King of France, had come to an understanding to unite
the young count to the daughter of Duke John. Louis II., on his part, refused
the marriage which his subjects wished to force on him, “Being,” says
Froissart, “unwilling to marry the daughter of the man who had murdered
his father, even if she brought him half the kingdom of England for her
portion.” “When the Flemings heard that,” the old chronicler continues,
“they said their lord was too much of a Frenchman, and was badly advised,
and that he would not do for them at all if he did not mean to take their
counsel. So they laid hands upon him, though with all courtesy and
tenderness, and put him into prison, telling him he must remain there until
he saw fit to do as they wished.
“The young count was shut up by his subjects a long while, and he even
began to be in some danger, for his firmness provoked them. At last,
however, he gave way, or pretended to do so, and told those about him that
he would do as his people wished, since they were dearer to him than any
other. This rejoiced the Flemings mightily, and they at once softened the
excessive rigours of his captivity. They allowed him to extend his walks as
far as the river, to his great joy though he was still attended by guards, who
had orders never to leave him a moment out of their sight. When this had
lasted a pretty long while, the young count seemed to yield absolutely, and
told the Flemings that he was now quite willing to marry the lady of their
choice. They ran in great haste with the news to the King and Queen of
England, who were before Calais, and signified to their majesties that if
they would take their daughter to the abbey of Bergues, the young count
should be there to meet her, and the preliminaries to the marriage should be
at once concluded. This arrangement was actually carried out; the young
people were betrothed at the abbey, and the Flemings once more took the
count back to his prison for safe keeping until the marriage.
“The count,” continues Froissart, “still went down to the river every day
with his guards, but he pretended to look forward to the marriage with so
much joy that they did not think it needful to watch him half so narrowly as
before. But they did not quite know the temper of their young lord, for
submissive as he was to outward seeming, he was soon to prove that he had
at heart all the courage of a Frenchman. It wanted scarcely a week to the
day fixed for the marriage, when he went out one morning to fly his falcon
by the river. His falconer started one bird, himself another; and when the
two falcons were seen in hot pursuit of the same prey, the count ran forward
as if carried away by the excitement of the chase, and encouraged them
with his cries. This ruse enabled him to reach the open fields without
suspicion, and, once there, he clapped spurs to his horse, and in an instant
was lost to view. He hardly paused till he came to Artois, where he felt safe,
and he lost no time in laying his case before King Philip and the French
people, and telling them by what a fine stratagem he had escaped from his
own people and the English. The King of France was greatly overjoyed, and
told the young man he had done more than well, and the French people said
the same. The poor English, on the contrary, seemed to think that he had
betrayed them.” (Froissart’s Chronicles, bk. i., ch. xxxi.)
 THE DUKE OF ALBANY.

FIFTEENTH CENTURY.

James III., King of Scotland, saw, not without misgiving, that his two
brothers, the Duke of Albany and the Earl of Mar, were greatly beloved by
his subjects; and this feeling was soon changed into one of positive hate,
thanks to the whisperings of certain evil counsellors who were about his
person. These wretches, well knowing the feeble nature they had to deal
with, threw the King into a very sickness of terror with impossible stories of
his brothers’ design against his crown and life.
The Earl of Mar, they told him, had obtained a positive assurance from
certain sorcerers that his royal kinsman would die by the hand of a near
relation, and they brought a sorcerer of their own to the palace to say that
there was a lion in Scotland which would be torn in pieces by its own
whelps. This was enough for the king; his cowardly spirit was frightened
into energy and decision, and he ordered the arrest of his brothers. Albany
was thrown into Edinburgh Castle, but the fate of Mar was determined on at
once. He was suffocated in a bath, according to some historians; or,
according to others, bled to the last drop of his blood.
Albany was in great danger of the same miserable lot, but he had friends
both in France and in Scotland who were resolved not to let him perish
without making an effort to save his life. They were not long in forming
their plans. A little sloop sailed into Leith Roads with a cargo of Gascony
wines, of which two small casks were sent as a present to the captive
prince. The governor of the castle allowed them to be taken into the
chamber in which his prisoner was confined, and when the duke came to
dip into them, he found in one a ball of wax, containing a letter urging him
to escape and make his way to the water-side, where he would find the little
vessel waiting for him. In the other cask there was a coil of rope, which
would enable him to drop from the walls of his prison to the rock on which
the castle stands. His faithful chamberlain, who shared his captivity,
promised to aid him in the enterprise.
 The main point was to make sure of the captain of the guard. Albany,
therefore, invited this officer to sup with him under the pretext of wishing to
have his judgment on the wine. The invitation was accepted, and the
captain, having as usual posted his men with due circumspection, led three
of them into the duke’s room with him, and took his place at table.
The meal over, the duke proposed a game of trictrac, and took care
while it was going on to ply his guest freely with the wine, while his
chamberlain was no less attentive to the three soldiers. The drink, and the
heat of a great fire, near which they had artfully placed him, soon made the
officer very drowsy, and the men too began to nod their heads.
Their time was come: the duke, who was a strong man, suddenly jumped
up, and with one blow of a poniard laid the captain dead at his feet. In
another moment he had despatched two of the soldiers; while the
chamberlain with his own dagger finished the third. Their work was the
easier to do as the drink and the fire together had almost stupefied the poor
wretches before a blow was struck. After they had taken the keys out of the
captain’s pockets, they threw the bodies on the fire, and making their way to
an out-of-the-way corner of the wails, began their perilous descent.
The chamberlain went down first to try the cord, but it was too short, and
he fell and broke his leg. He uttered no cry of pain, but simply told his
master the cause of the disaster. The duke went back to fetch his bed-
clothes, and finally made the descent in safety. His first care was to provide
for the injured man; and he did not bestow a thought on himself till he had
carried his faithful dependent to a hut where he might remain in perfect
security until his recovery. This done, he flew to the sea-shore, and a boat
answering to the hail—at the signal agreed on—he boarded the sloop,
which instantly set sail for France.
During the night, the guards, who knew that their officer had three men
with him in the duke’s room, had no suspicion of what was passing. But
when at daybreak they saw the cord hanging from the wall, they took the
alarm, and rushed hastily into the apartment, when they stumbled over the
body of one soldier lying across the doorway, and saw those of the captain
and the two other men smouldering amid the dying embers in the large
fireplace. The King expressed much surprise at this extraordinary escape,
and he could not be brought to believe in it till he had seen the place with
his own eyes. (Sir Walter Scott’s History of Scotland, vol. i., ch. xix.)
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