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 Cover Photo: The stones are discrete objects placed one on top of another like a chain of careful reasoning. A person who decides to
build such a tower aspires to the heights and enjoys playing with a challenging problem. Choosing the stones takes both a scientific and
an aesthetic sense. Getting them to balance requires patient effort and careful thought. And the tower that results is beautiful. A perfect
metaphor for discrete mathematics!

Discrete Mathematics with Applications, 

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 To Jayne and Ernest

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 CONTENTS
Chapter 1 Speaking Mathematically 1

1.1 Variables 1
Using Variables in Mathematical Discourse; Introduction to Universal, Existential,
and Conditional Statements

1.2 The Language of Sets 6

The Set-Roster and Set-Builder Notations; Subsets; Cartesian Products

1.3 The Language of Relations and Functions 13

Definition of a Relation from One Set to Another; Arrow Diagram of a Relation;
Definition of Function; Function Machines; Equality of Functions

Chapter 2 The Logic of Compound Statements 23

2.1 Logical Form and Logical Equivalence 23

Statements; Compound Statements; Truth Values; Evaluating the Truth of More Gen-
eral Compound Statements; Logical Equivalence; Tautologies and Contradictions;
Summary of Logical Equivalences

2.2 Conditional Statements 39

Logical Equivalences Involving →; Representation of If-Then As Or; The Nega-
tion of a Conditional Statement; The Contrapositive of a Conditional Statement; The
Converse and Inverse of a Conditional Statement; Only If and the Biconditional;
Necessary and Sufficient Conditions; Remarks

2.3 Valid and Invalid Arguments 51

Modus Ponens and Modus Tollens; Additional Valid Argument Forms: Rules of
Inference; Fallacies; Contradictions and Valid Arguments; Summary of Rules of
Inference

2.4 Application: Digital Logic Circuits 64

Black Boxes and Gates; The Input/Output Table for a Circuit; The Boolean Expres-
sion Corresponding to a Circuit; The Circuit Corresponding to a Boolean Expres-
sion; Finding a Circuit That Corresponds to a Given Input/Output Table; Simplifying
Combinational Circuits; NAND and NOR Gates

2.5 Application: Number Systems and Circuits for Addition 78

Binary Representation of Numbers; Binary Addition and Subtraction; Circuits for
Computer Addition; Two’s Complements and the Computer Representation of

vi

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 Contents vii

Negative Integers; 8-Bit Representation of a Number; Computer Addition with

Negative Integers; Hexadecimal Notation

Chapter 3 The Logic of Quantified Statements 96

3.1 Predicates and Quantified Statements I 96

The Universal Quantifier: ∀; The Existential Quantifier: ∃; Formal Versus Informal
Language; Universal Conditional Statements; Equivalent Forms of Universal and
Existential Statements; Implicit Quantification; Tarski’s World

3.2 Predicates and Quantified Statements II 108

Negations of Quantified Statements; Negations of Universal Conditional Statements;
The Relation among ∀, ∃, ∧, and ∨; Vacuous Truth of Universal Statements; Variants
of Universal Conditional Statements; Necessary and Sufficient Conditions, Only If

3.3 Statements with Multiple Quantifiers 117

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

3.4 Arguments with Quantified Statements 132

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

Chapter 4 Elementary Number Theory

and Methods of Proof 145

4.1 Direct Proof and Counterexample I: Introduction 146

Definitions; Proving Existential Statements; Disproving Universal Statements by
Counterexample; Proving Universal Statements; Directions for Writing Proofs of
Universal Statements; Variations among Proofs; Common Mistakes; Getting Proofs
Started; Showing That an Existential Statement Is False; Conjecture, Proof, and
Disproof

4.2 Direct Proof and Counterexample II: Rational Numbers 163

More on Generalizing from the Generic Particular; Proving Properties of Rational
Numbers; Deriving New Mathematics from Old

4.3 Direct Proof and Counterexample III: Divisibility 170

Proving Properties of Divisibility; Counterexamples and Divisibility; The Unique
Factorization of Integers Theorem

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 viii Contents

4.4 Direct Proof and Counterexample IV: Division into Cases

and the Quotient-Remainder Theorem 180
Discussion of the Quotient-Remainder Theorem and Examples; div and mod; Alter-
native Representations of Integers and Applications to Number Theory; Absolute
Value and the Triangle Inequality

4.5 Direct Proof and Counterexample V: Floor and Ceiling 191

Definition and Basic Properties; The Floor of n/2

4.6 Indirect Argument: Contradiction and Contraposition 198

Proof by Contradiction; Argument by Contraposition; Relation between Proof by
Contradiction and Proof by Contraposition; Proof as a Problem-Solving Tool

4.7 Indirect Argument: Two Classical Theorems 207

√
The Irrationality of 2; Are There Infinitely Many Prime Numbers?; When to Use
Indirect Proof; Open Questions in Number Theory

4.8 Application: Algorithms 214

An Algorithmic Language; A Notation for Algorithms; Trace Tables; The Division
Algorithm; The Euclidean Algorithm

Chapter 5 Sequences, Mathematical Induction,

and Recursion 227

5.1 Sequences 227

Explicit Formulas for Sequences; Summation Notation; Product Notation; Properties
of Summations and Products; Change of Variable; Factorial and n Choose r Notation;
Sequences in Computer Programming; Application: Algorithm to Convert from Base
10 to Base 2 Using Repeated Division by 2

5.2 Mathematical Induction I 244

Principle of Mathematical Induction; Sum of the First n Integers; Proving an Equal-
ity; Deducing Additional Formulas; Sum of a Geometric Sequence

5.3 Mathematical Induction II 258

Comparison of Mathematical Induction and Inductive Reasoning; Proving Divisibil-
ity Properties; Proving Inequalities; A Problem with Trominoes

5.4 Strong Mathematical Induction

and the Well-Ordering Principle for the Integers 268
Strong Mathematical Induction;Binary Representation of Integers;The Well-Ordering
Principle for the Integers

5.5 Application: Correctness of Algorithms 279

Assertions; Loop Invariants; Correctness of the Division Algorithm; Correctness of
the Euclidean Theorem

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 Contents ix

5.6 Defining Sequences Recursively 290

Definition of Recurrence Relation; Examples of Recursively Defined Sequences;
Recursive Definitions of Sum and Product

5.7 Solving Recurrence Relations by Iteration 304

The Method of Iteration; Using Formulas to Simplify Solutions Obtained by Itera-
tion; Checking the Correctness of a Formula by Mathematical Induction; Discovering
That an Explicit Formula Is Incorrect

5.8 Second-Order Linear Homogenous Recurrence Relations

with Constant Coefficients 317
Derivation of a Technique for Solving These Relations; The Distinct-Roots Case;
The Single-Root Case

5.9 General Recursive Definitions and Structural Induction 328

Recursively Defined Sets; Using Structural Induction to Prove Properties about
Recursively Defined Sets; Recursive Functions

Chapter 6 Set Theory 336

6.1 Set Theory: Definitions and the Element Method of Proof 336
Subsets; Proof and Disproof; Set Equality; Venn Diagrams; Operations on Sets; The
Empty Set; Partitions of Sets; Power Sets; Cartesian Products; An Algorithm to
Check Whether One Set Is a Subset of Another (Optional)

6.2 Properties of Sets 352

Set Identities; Proving Set Identities; Proving That a Set Is the Empty Set

6.3 Disproofs, Algebraic Proofs, and Boolean Algebras 367

Disproving an Alleged Set Property; Problem-Solving Strategy; The Number of Sub-
sets of a Set; “Algebraic” Proofs of Set Identities

6.4 Boolean Algebras, Russell’s Paradox, and the Halting Problem 374
Boolean Algebras; Description of Russell’s Paradox; The Halting Problem

Chapter 7 Functions 383

7.1 Functions Defined on General Sets 383

Additional Function Terminology; More Examples of Functions; Boolean Functions;
Checking Whether a Function Is Well Defined; Functions Acting on Sets

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 x Contents

7.2 One-to-One and Onto, Inverse Functions 397

One-to-One Functions; One-to-One Functions on Infinite Sets; Application: Hash
Functions; Onto Functions; Onto Functions on Infinite Sets; Relations between Expo-
nential and Logarithmic Functions; One-to-One Correspondences; Inverse Functions

7.3 Composition of Functions 416

Definition and Examples; Composition of One-to-One Functions; Composition of
Onto Functions

7.4 Cardinality with Applications to Computability 428

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

Chapter 8 Relations 442

8.1 Relations on Sets 442

Additional Examples of Relations; The Inverse of a Relation; Directed Graph of a
Relation; N -ary Relations and Relational Databases

8.2 Reflexivity, Symmetry, and Transitivity 449

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

8.3 Equivalence Relations 459

The Relation Induced by a Partition; Definition of an Equivalence Relation; Equiva-
lence Classes of an Equivalence Relation

8.4 Modular Arithmetic with Applications to Cryptography 478

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

8.5 Partial Order Relations 498

Antisymmetry; Partial Order Relations; Lexicographic Order; Hasse Diagrams;
Partially and Totally Ordered Sets; Topological Sorting; An Application; PERT and
CPM

Chapter 9 Counting and Probability 516

9.1 Introduction 517

Definition of Sample Space and Event; Probability in the Equally Likely Case; Count-
ing the Elements of Lists, Sublists, and One-Dimensional Arrays

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 Contents xi

9.2 Possibility Trees and the Multiplication Rule 525

Possibility Trees; The Multiplication Rule; When the Multiplication Rule Is Difficult
or Impossible to Apply; Permutations; Permutations of Selected Elements

9.3 Counting Elements of Disjoint Sets: The Addition Rule 540

The Addition Rule; The Difference Rule; The Inclusion/Exclusion Rule

9.4 The Pigeonhole Principle 554

Statement and Discussion of the Principle; Applications; Decimal Expansions of
Fractions; Generalized Pigeonhole Principle; Proof of the Pigeonhole Principle

9.5 Counting Subsets of a Set: Combinations 565

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

9.6 r-Combinations with Repetition Allowed 584

Multisets and How to Count Them; Which Formula to Use?

9.7 Pascal’s Formula and the Binomial Theorem 592

Combinatorial Formulas; Pascal’s Triangle; Algebraic and Combinatorial Proofs of
Pascal’s Formula; The Binomial Theorem and Algebraic and Combinatorial Proofs
for It; Applications

9.8 Probability Axioms and Expected Value 605

Probability Axioms; Deriving Additional Probability Formulas; Expected Value

9.9 Conditional Probability, Bayes’ Formula, and

Independent Events 611
Conditional Probability; Bayes’ Theorem; Independent Events

Chapter 10 Graphs and Trees 625

10.1 Graphs: Definitions and Basic Properties 625

Basic Terminology and Examples of Graphs; Special Graphs; The Concept of Degree

10.2 Trails, Paths, and Circuits 642

Definitions; Connectedness; Euler Circuits; Hamiltonian Circuits

10.3 Matrix Representations of Graphs 661

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

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 xii Contents

10.4 Isomorphisms of Graphs 675

Definition of Graph Isomorphism and Examples; Isomorphic Invariants; Graph
Isomorphism for Simple Graphs

10.5 Trees 683

Definition and Examples of Trees; Characterizing Trees

10.6 Rooted Trees 694

Definition and Examples of Rooted Trees; Binary Trees and Their Properties

10.7 Spanning Trees and Shortest Paths 701

Definition of a Spanning Tree; Minimum Spanning Trees; Kruskal’s Algorithm;
Prim’s Algorithm; Dijkstra’s Shortest Path Algorithm

Chapter 11 Analysis of Algorithm Efficiency 717

11.1 Real-Valued Functions of a Real Variable and Their Graphs 717

Graph of a Function; Power Functions; The Floor Function; Graphing Functions
Defined on Sets of Integers; Graph of a Multiple of a Function; Increasing and
Decreasing Functions

11.2 O-, -, and -Notations 725

Definition and General Properties of O-, -, and -Notations; Orders of Power
Functions; Orders of Polynomial Functions; Orders for Functions of Integer Vari-
ables; Extension to Functions Composed of Rational Power Functions

11.3 Application: Analysis of Algorithm Efficiency I 739

Computing Orders of Simple Algorithms; The Sequential Search Algorithm; The
Insertion Sort Algorithm; Time Efficiency of an Algorithm

11.4 Exponential and Logarithmic Functions:

Graphs and Orders 751
Graphs of Exponential and Logarithmic Functions; Application: Number of Bits
Needed to Represent an Integer in Binary Notation; Application: Using Logarithms
to Solve Recurrence Relations; Exponential and Logarithmic Orders

11.5 Application: Analysis of Algorithm Efficiency II 764

Binary Search; Divide-and-Conquer Algorithms; The Efficiency of the Binary Search
Algorithm; Merge Sort; Tractable and Intractable Problems; A Final Remark on
Algorithm Efficiency

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 Contents xiii

Chapter 12 Regular Expressions and Finite-State Automata 779

12.1 Formal Languages and Regular Expressions 780

Definitions and Examples of Formal Languages and Regular Expressions; The Lan-
guage Defined by a Regular Expression; Practical Uses of Regular Expressions

12.2 Finite-State Automata 791

Definition of a Finite-State Automaton; The Language Accepted by an Automa-
ton; The Eventual-State Function; Designing a Finite-State Automaton; Simulating a
Finite-State Automaton Using Software; Finite-State Automata and Regular Expres-
sions; Regular Languages

12.3 Simplifying Finite-State Automata 808

*-Equivalence of States; k-Equivalence of States; Finding the *-Equivalence Classes;
The Quotient Automaton; Constructing the Quotient Automaton; Equivalent Automata

Appendix A Properties of the Real Numbers A-1

Appendix B Solutions and Hints to Selected Exercises A-4

Index I-1

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

Themes of a Discrete Mathematics Course

Discrete mathematics describes processes that consist of a sequence of individual steps.
This contrasts with calculus, which describes processes that change in a continuous fash-
ion. Whereas the ideas of calculus were fundamental to the science and technology of the
industrial revolution, the ideas of discrete mathematics underlie the science and technol-
ogy of the computer age. The main themes of a first course in discrete mathematics are
logic and proof, induction and recursion, discrete structures, combinatorics and discrete
probability, algorithms and their analysis, and applications and modeling.

Logic and Proof Probably the most important goal of a first course in discrete math-
ematics is to help students develop the ability to think abstractly. This means learning
to use logically valid forms of argument and avoid common logical errors, appreciating
what it means to reason from definitions, knowing how to use both direct and indirect

xiv

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 Preface xv

argument to derive new results from those already known to be true, and being able to
work with symbolic representations as if they were concrete objects.

Induction and Recursion An exciting development of recent years has been the
increased appreciation for the power and beauty of “recursive thinking.” To think recur-
sively means to address a problem by assuming that similar problems of a smaller nature
have already been solved and figuring out how to put those solutions together to solve
the larger problem. Such thinking is widely used in the analysis of algorithms, where
recurrence relations that result from recursive thinking often give rise to formulas that are
verified by mathematical induction.

Discrete Structures Discrete mathematical structures are the abstract structures that
describe, categorize, and reveal the underlying relationships among discrete mathemat-
ical objects. Those studied in this book are the sets of integers and rational numbers,
general sets, Boolean algebras, functions, relations, graphs and trees, formal languages
and regular expressions, and finite-state automata.

Combinatorics and Discrete Probability Combinatorics is the mathematics of count-

ing and arranging objects, and probability is the study of laws concerning the measure-
ment of random or chance events. Discrete probability focuses on situations involving
discrete sets of objects, such as finding the likelihood of obtaining a certain number of
heads when an unbiased coin is tossed a certain number of times. Skill in using combina-
torics and probability is needed in almost every discipline where mathematics is applied,
from economics to biology, to computer science, to chemistry and physics, to business
management.

Algorithms and Their Analysis The word algorithm was largely unknown in the mid-
dle of the twentieth century, yet now it is one of the first words encountered in the study
of computer science. To solve a problem on a computer, it is necessary to find an algo-
rithm or step-by-step sequence of instructions for the computer to follow. Designing an
algorithm requires an understanding of the mathematics underlying the problem to be
solved. Determining whether or not an algorithm is correct requires a sophisticated use
of mathematical induction. Calculating the amount of time or memory space the algo-
rithm will need in order to compare it to other algorithms that produce the same output
requires knowledge of combinatorics, recurrence relations, functions, and O-, -, and
-notations.

Applications and Modeling Mathematical topics are best understood when they are
seen in a variety of contexts and used to solve problems in a broad range of applied
situations. One of the profound lessons of mathematics is that the same mathematical
model can be used to solve problems in situations that appear superficially to be totally
dissimilar. A goal of this book is to show students the extraordinary practical utility of
some very abstract mathematical ideas.

Special Features of This Book

Mathematical Reasoning The feature that most distinguishes this book from other
discrete mathematics texts is that it teaches—explicitly but in a way that is accessible to
first- and second-year college and university students—the unspoken logic and reasoning
that underlie mathematical thought. For many years I taught an intensively interactive
transition-to-abstract-mathematics course to mathematics and computer science majors.
This experience showed me that while it is possible to teach the majority of students to

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 xvi Preface

understand and construct straightforward mathematical arguments, the obstacles to doing

so cannot be passed over lightly. To be successful, a text for such a course must address
students’ difficulties with logic and language directly and at some length. It must also
include enough concrete examples and exercises to enable students to develop the mental
models needed to conceptualize more abstract problems. The treatment of logic and proof
in this book blends common sense and rigor in a way that explains the essentials, yet
avoids overloading students with formal detail.

Spiral Approach to Concept Development A number of concepts in this book appear

in increasingly more sophisticated forms in successive chapters to help students develop
the ability to deal effectively with increasing levels of abstraction. For example, by the
time students encounter the relatively advanced mathematics of Fermat’s little theorem
in Section 8.4, they have been introduced to the logic of mathematical discourse in
Chapters 1, 2, and 3, learned the basic methods of proof and the concepts of mod and
div in Chapter 4, explored mod and div as functions in Chapter 7, and become familiar
with equivalence relations in Sections 8.2 and 8.3. This approach builds in useful review
and develops mathematical maturity in natural stages.

Support for the Student Students at colleges and universities inevitably have to learn
a great deal on their own. Though it is often frustrating, learning to learn through self-
study is a crucial step toward eventual success in a professional career. This book has a
number of features to facilitate students’ transition to independent learning.
Worked Examples
The book contains over 500 worked examples, which are written using a problem-
solution format and are keyed in type and in difficulty to the exercises. Many solutions
for the proof problems are developed in two stages: first a discussion of how one
might come to think of the proof or disproof and then a summary of the solution,
which is enclosed in a box. This format allows students to read the problem and skip
immediately to the summary, if they wish, only going back to the discussion if they
have trouble understanding the summary. The format also saves time for students who
are rereading the text in preparation for an examination.
Marginal Notes and Test Yourself Questions
Notes about issues of particular importance and cautionary comments to help students
avoid common mistakes are included in the margins throughout the book. Questions
designed to focus attention on the main ideas of each section are located between the
text and the exercises. For convenience, the questions use a fill-in-the-blank format,
and the answers are found immediately after the exercises.
Exercises
The book contains almost 2600 exercises. The sets at the end of each section have
been designed so that students with widely varying backgrounds and ability levels
will find some exercises they can be sure to do successfully and also some exercises
that will challenge them.
Solutions for Exercises
To provide adequate feedback for students between class sessions, Appendix B con-
tains a large number of complete solutions to exercises. Students are strongly urged
not to consult solutions until they have tried their best to answer the questions on
their own. Once they have done so, however, comparing their answers with those
given can lead to significantly improved understanding. In addition, many problems,
including some of the most challenging, have partial solutions or hints so that students
can determine whether they are on the right track and make adjustments if necessary.

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Preface xvii

There are also plenty of exercises without solutions to help students learn to grapple
with mathematical problems in a realistic environment.
Reference Features
Many students have written me to say that the book helped them succeed in their
advanced courses. One even wrote that he had used one edition so extensively that
it had fallen apart, and he actually went out and bought a copy of the next edition,
which he was continuing to use in a master’s program. Figures and tables are included
where doing so would help readers to a better understanding. In most, a second color
is used to highlight meaning. My rationale for screening statements of definitions and
theorems, for putting titles on exercises, and for giving the meanings of symbols and
a list of reference formulas in the endpapers is to make it easier for students to use
this book for review in a current course and as a reference in later ones.

Support for the Instructor I have received a great deal of valuable feedback from
instructors who have used previous editions of this book. Many aspects of the book have
been improved through their suggestions. In addition to the following items, there is
additional instructor support on the book’s website, described later in the preface.
Exercises
The large variety of exercises at all levels of difficulty allows instructors great free-
dom to tailor a course to the abilities of their students. Exercises with solutions in
the back of the book have numbers in blue, and those whose solutions are given in a
separate Student Solutions Manual and Study Guide have numbers that are a multi-
ple of three. There are exercises of every type that are represented in this book that
have no answer in either location to enable instructors to assign whatever mixture
they prefer of exercises with and without answers. The ample number of exercises of
all kinds gives instructors a significant choice of problems to use for review assign-
ments and exams. Instructors are invited to use the many exercises stated as questions
rather than in “prove that” form to stimulate class discussion on the role of proof and
counterexample in problem solving.
Flexible Sections
Most sections are divided into subsections so that an instructor who is pressed for time
can choose to cover certain subsections only and either omit the rest or leave them for
the students to study on their own. The division into subsections also makes it easier
for instructors to break up sections if they wish to spend more then one day on them.
Presentation of Proof Methods
It is inevitable that the proofs and disproofs in this book will seem easy to instructors.
Many students, however, find them difficult. In showing students how to discover and
construct proofs and disproofs, I have tried to describe the kinds of approaches that
mathematicians use when confronting challenging problems in their own research.
Instructor Solutions
Complete instructor solutions to all exercises are available to anyone teaching a course
from this book via Cengage’s Solution Builder service. Instructors can sign up for
access at www.cengage.com/solutionbuilder.

Highlights of the Fourth Edition

The changes made for this edition are based on suggestions from colleagues and other
long-time users of previous editions, on continuing interactions with my students, and on
developments within the evolving fields of computer science and mathematics.

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 xviii Preface

Reorganization
A new Chapter 1 introduces students to some of the precise language that is a foun-
dation for much mathematical thought: the language of variables, sets, relations, and
functions. In response to requests from some instructors, core material is now placed
together in Chapter 1–8, with the chapter on recursion now joined to the chapter on
induction. Chapters 9–12 were placed together at the end because, although many
instructors cover one or more of them, there is considerable diversity in their choices,
with some of the topics from these chapters being included in other courses.
Improved Pedagogy
• The number of exercises has been increased to almost 2600. Approximately 300
new exercises have been added.
• Exercises have been added for topics where students seemed to need additional
practice, and they have been modified, as needed, to address student difficulties.
• Additional full answers have been incorporated into Appendix B to give students
more help for difficult topics.
• The exposition has been reexamined throughout and revised where needed.
• Discussion of historical background and recent results has been expanded and the
number of photographs of mathematicians and computer scientists whose contribu-
tions are discussed in the book has been increased.
Logic and Set theory
• The definition of sound argument is now included, and there is additional clarifica-
tion of the difference between a valid argument and a true conclusion.
• Examples and exercises about trailing quantifiers have been added.
• Definitions for infinite unions and intersections have been incorporated.
Introduction to Proof
• The directions for writing proofs and the discussion of common mistakes have been
expanded.
• The descriptions of methods of proof have been made clearer.
• Exercises have been revised and/or relocated to promote the development of student
understanding.
Induction and Recursion
• The format for outlining proofs by mathematical induction has been improved.
• The subsections in the section on sequences have been reorganized.
• The sets of exercises for the sections on strong mathematical induction and the
well-ordering principle and on recursive definitions have been expanded.
• Increased attention has been given to structural induction.
Number Theory
• A subsection on open problems in number theory has been expanded and includes
additional discussion of recent mathematical discoveries in number theory.
• The presentation in the section on modular arithmetic and cryptography has been
streamlined.
• The discussion of testing for primality has been clarified.

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Preface xix

Combinatorics and Discrete Probability

• The discussion of the pigeonhole principle has been moved to this chapter.
Functions
• There is increased coverage of functions of more than one variable and of functions
acting on sets.
Graph Theory
• The terminology about traveling in a graph has been updated.
• Dijkstra’s shortest path algorithm is now included.
• Exercises were added to introduce students to graph coloring.

Companion Website
www.cengage.com/math/epp
A website has been developed for this book that contains information and materials for
both students and instructors. It includes:
• descriptions and links to many sites on the Internet with accessible information
about discrete mathematical topics,
• links to applets that illustrate or provide practice in the concepts of discrete mathe-
matics,
• additional examples and exercises with solutions,
• review guides for the chapters of the book.
A special section for instructors contains:
• suggestions about how to approach the material of each chapter,
• solutions for all exercises not fully solved in Appendix B,
• ideas for projects and writing assignments,
• PowerPoint slides,
• review sheets and additional exercises for quizzes and exams.

Student Solutions Manual and Study Guide

(ISBN-10: 0-495-82613-8; ISBN-13: 978-0-495-82613-2)
In writing this book, I strove to give sufficient help to students through the exposition in
the text, the worked examples, and the exercise solutions, so that the book itself would
provide all that a student would need to successfully master the material of the course. I
believe that students who finish the study of this book with the ability to solve, on their
own, all the exercises with full solutions in Appendix B will have developed an excellent
command of the subject. Nonetheless, I became aware that some students wanted the
opportunity to obtain additional helpful materials. In response, I developed a Student
Solutions Manual and Study Guide, available separately from this book, which contains
complete solutions to every exercise that is not completely answered in Appendix B and
whose number is divisible by 3. The guide also includes alternative explanations for some
of the concepts and review questions for each chapter.

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Another Random Document on
Scribd Without Any Related Topics
"Ja—a, de sidste to Maaneder!"
"Naa, ja, saa gaaer det nok, Du skal bare have Courage!"
— Da det høitidelige Øieblik kom, da Poul næste Morgen gik ind ad
Søofficeersskolens Port og passerede den maritime Skildvagt i
Gaarden, var det med et Udtryk af overlegen Freidighed, som om
det ikke kom ham ved, men Hjertet sad ham i Halsen, og da han
traadte ind ad Døren og stod i Vestibulen, bankede hans Hjerte
stærkere, end da han som Lærling første Gang stod til Rors.
Med Huen i Haanden traadte han ind i den store, eiendommelig
stilfulde Gymnastiksal, der indtager hele Bygningens Midte, og
hvorfra der er Indgang til alle Rummene i Stueetagen; foroven løber
et Galleri af udskaaret Træværk, og derfra er Indgang til første Sals
Rum.
Han og en anden Adgangsgast havde foreløbig god Tid til at se sig
om. Gallionsfiguren af gamle "Heimdal", der var med ved Helgoland,
kneiste i Baggrunden af Salen, og oppe paa Galleriet, hvor i
Øieblikket den vagthavende Kvarteerchef, som sad og skrev en
Rapport, var det eneste Levende, straalede i Guld og Farver danske
Søheltes Vaabenskjolde lige fra Absalon til Suenson.
Saa trak Adgangsgasterne deres Nummer — Poul trak Nummer Tre.
Nummer Et kom ind i et af Klasseværelserne nedenunder, Døren
lukkede sig efter ham — nu var ha n i Ilden!
Saa kom Nummer To — det var dog en syndig Tid, han var oppe,
syntes Poul! Men Alt faaer en Ende, og det fik da Examinationen af
Nummer To ogsaa — nu var det Pouls Tur!
Hvor betagen han end var af Situationen, saae han dog i et eneste
Nu hver Enkelthed i Værelset for sig: Skabet med Modeller og
Projectilprøver, Rammerne paa Væggen med artilleristiske Tegninger
og — først og sidst — Examinator og de to Censorer ved det grønne
Bord.
Alt løb rundt for ham, da han satte sig ned, men lige saa snart han
hørte sin egen Stemme, var al Benouelse som blæst væk, og han
klarede sig meget anstændigt.
Og som det gik den første Dag, gik det de følgende. Meget stiv i
Papirerne var Poul ikke noget Sted, men han dummede sig ikke mere
end nødvendigt, og da han hørte til de Lykkelige, hvis blotte
Fremtræden uvilkaarlig virker behageligt, hjalp det vel ogsaa: han
blev virkelig en af de tolv Aspiranter, der skulde gjøre Sommertogtet
med Cadetcorvetten. Nu gjaldt det altsaa blot om at være blandt de
Flinkeste ombord, "og det skal jeg nok blive," sagde han til Fru Lund
og Marie, "saa til Efteraaret er jeg Cadet og har Dolken ved Siden!"
 KAPITEL XXXVIII
Marie skrantede.
Ikke at hun feilede noget Bestemt, men hun blev spinklere og
spinklere, blegere og blegere. Hun var efterhaanden bleven Alles
Yndling oppe paa Theatret, og snart kom den Ene og snart den
Anden derovre og spurgte deltagende til hende og gav gode Raad i
Retning af Maltextract og Hæmatogeen. Balletmesteren talte til
Theaterlægen, og Theaterlægen erklærede, at hun led af
Blodmangel — hun skulde blot, naar Theaterferien kom, ud paa
Landet og have frisk Luft og kraftig Føde.
Det blev sagt som en Beroligelse til Moderen, men det var ingen
Beroligelse, for Fru Lund vidste ikke sine levende Raad for, hvordan
og hvor hun skulde faae Marie paa Landet; hun havde ingen
Bekjendte udenfor Byen — hvor skulde man sende et halvvoxent
Pigebarn hen paa egen Haand, og hvor skulde Pengene komme fra?
I sin Nød henvendte hun sig da til Maries gamle Læremo'er, til Mille
Buxbom. Og Mille Buxbom, der nu var reduceret til fem Børn, sendte
midt i Skoletiden Bud ned til Terndrup, som hun altid pleiede, og bad
ham komme op strax.
Terndrup var imidlertid ikke hjemme, og paa hans Dør stod ikke den
sædvanlige Placat med Paaskriften "Kommer strax!" men en ny,
hvorpaa læstes: "Forretningen lukket paa Grund af Begravelse." Det
var første Gang, Mille Buxbom oplevede det — Terndrup gik jo ellers
aldrig til Begravelse! Hvem kunde det være, der blev begravet!
Havde hun spurgt Terndrup selv, var hun neppe bleven synderlig
klogere, men havde hun spurgt Berner, kunde han nok have givet
visse Oplysninger. Han havde nemlig i Løbet af Efteraaret og
Vinteren oftere seet den samme Begravelsesplacat paa Terndrups
Dør, og da han ikke kunde forstaa, hvorfor just hele hans gamle
Vens meget indskrænkede Bekjendtskabskreds skulde gaa hen og dø
paa omtrent samme Tid — der var jo dog ikke Pest i Byen — havde
han lirket og frittet saa længe, til Terndrup omsider, meget tøvende,
var gaaet til Bekjendelse og havde maattet tilstaa, at Begravelsen
kun betød, at han var "ude med sin Bøsse", som han kaldte det.
"Seer De," sagde han, "jeg lovede mig selv ovre i Jylland aldrig mere
at røre en Bøsse — men her er vi jo paa Sjælland, og her gjælder
Jydske Lov ikke. — Jeg kan sgu ikke længer lade det Skyderi helt
fare," lagde han til, "det er Jægerblodet — enten har man det, eller
ogsaa har man det ikke — men jeg gaaer begribeligvis kun, hvor jeg
har Lov til det — det kan De stole paa!"
— Den Maidag, Mille Buxbom sendte Bud efter Terndrup, var han
ude i Sundet efter Knortegjæs sammen med fire Andre — Jægere
finder jo altid hinanden, hvor stor saa Byen er — men næste Dag
var der ingen "Begravelse", og han stillede derfor efter Anmodning
oppe paa Kvisten.
Først converserede Jomfruen ham om Familiepapegøien, af hvilken
Oldefaderens Røst endnu talte, men svagere og hæsere. — "Poppe
bliver gammel," sagde hun, "jeg beholder ham vist ikke længe, og
det er lige saa meget som et Tab af tyve Kroner om Aaret, naar han
gaaer bort. — Troer De, der er Noget at gjøre ved ham, Terndrup?"
Terndrup foreslog ti Draaber amerikansk Olie, og det bedst begavede
og flittigste af de fem Børn blev strax sendt hen paa Hjorteapotheket
efter det foreskrevne Medicament.
"Skriv nu flinkt paa Tavlen imens, I smaa Guds Unger," sagde hun
opmuntrende til de resterende fire Børn, "og sæt De Dem i
Lænestolen, lille Terndrup, jeg har noget meget Vigtigt at tale med
Dem om!"
"Hvis Lænestol er det for Tiden, jeg sidder i?" spurgte Terndrup. "Er
det nu Pastor Knastrups eller Pastor Jespersens, eller er de i
Compagni om den?"
"Aa, Passiar!" svarede hun vrippent. "Pastor Jespersen er jo forflyttet
til Jylland — han er dem forresten vel undt derovre! — og Pastor
Knastrup har jeg ikke hørt det sidste Aar. — Nei, om Gud vil, er det
jo rigtignok min Mening, at Præsten ved tysk Kirke skal have
Lænestolen — men han bliver nødt til at koste nyt Betræk til den!"
"Det gjør han vist! — Men gaaer De nu i tysk Kirke, Jomfru?"
"Ja, jeg gjør saamænd — sommetider i alt Fald. Man forstaaer dog
næsten altid Noget af, hvad Præsten siger — han har en deilig stærk
Stemme — og saa er det saa nemt at faae en god Plads i tysk Kirke
— det er en vigtig Post! — Men hvad jeg vilde sige, har De hørt de t
med lille Marie?"
Nei, Terndrup vidste Ingenting, og saa fortalte Jomfruen, at Marie
maatte paa Landet og have mere Blod, sagde Doctoren, men Fru
Lund vidste ikke, hvor hun skulde faae hende anbragt, og saa havde
hun, Mille Buxbom, tænkt sig, om ikke Frøkenerne paa Vennebjerg
vilde tage hende i Ferien, og vilde nu spørge, om det ikke kunde gaa
an at bede dem om det.
Jo, det mente Terndrup godt det kunde, Mille skrev til Vennebjerg,
og Søstrene svarede, at Pigebarnet skulde være velkomment.
 KAPITEL XXXIX
Marie var naturligvis henrykt over at skulle ud i den vide Verden, Fru
Lund var taknemmelig men høitidelig — Moder og Datter havde jo
hidtil aldrig været en Dag borte fra hinanden.
Mille Buxbom og Terndrup fulgte sammen med Fru Lund Marie paa
Stationen, Terndrup tog Perronbilletter, og alle Tre saae de hende vel
anbragt i en Coupée i det rigtige Tog — saa gik det.

Søstrene paa Vennebjerg havde to Dage forinden havt Sengen til

hende opredt, og ti Gange om Dagen saae de paa den, vendte og
dreiede paa Hovedpuden og pillede ved Teppet.
— "Det er et stort Ansvar for Gud og Mennesker," sagde de til
hinanden, "saadan at tage et fremmed Barn til sig, men et Pigebarn,
det kan dog gaa, og proper og velopdragen skriver Mille jo, hun er."
Det havde Mille Buxbom ogsaa ganske rigtigt skrevet men derimod
klogeligt fortiet, at hun var ved Balletten, vel vidende, at de Gamle i
saa Fald aldrig havde indladt sig paa at huse et efter deres Mening
moralsk fordærvet Pigebarn, der snarere hørte hjemme paa
Flakkebjerg end paa Vennebjerg.

— "Nu maa Andrees kunne være her med hende," sagde Hanne, der
jo altid var lidt forud.
"Nei," svarede Sine, "før om fem Minuter kan Vognen ikke komme."
"Jo, den skulde have været her nu, men der er formodentlig skeet
en Ulykke — ikke med Andrees, men med Jernbanen!"
Det troede Hanne nu altid, der var, men heldigvis spaaede hun ved
denne som ved alle andre tidligere Leiligheder feil, for et Øieblik
efter svingede Andrees ind i Gaarden og holdt nedenfor Stentrappen.
— "Hun er jo sød!" udbrød Søstrene ganske ugeneert, ligesom hun
var kommen af Vognen.
"Men Du er meget større, end vi havde tænkt os," tilføiede Hanne.
"Hvor gammel er Du?"
"Tretten Aar."
"Og hvad hedder Du?" spurgte Sine.
"Marie."
"Herregud, Marie! Det hed Væverens Datter, der døde ifjor, jo
ogsaa!"
"Naa, Velkommen til Vennebjerg!" lød det i Kor.
"Og nu skal Du se dit Værelse og din Seng," sagde Hanne.
"Men je g vil være med at vise det!" erklærede Sine, og saa fulgtes
de alle Tre ad.
Marie syntes, det var meget for pænt Altsammen til hende, sagde
hun med straalende Øine, Søstrene puffede fornøiet til hinanden, og
saa skulde den ny Gjæst vises om i Hus og Have.
— "Nei, hvor den er stor!" sagde Marie om Havesalen. "Den er jo
lige saa stor som Ballettens Foyer!"
"Som hvad for Noget?" spurgte Hanne forbauset.
"Som Ballettens Foyer," gjentog Marie.
"Kjender den ikke!" sagde Søstrene, og saa gik de ud i Haven.
— "Aa, hvor her er kjønt!" udbrød Marie. "Saadan en Have har jeg
aldrig seet — den er ligesom anden Act af 'Eventyr paa Fodreisen'."
"Hvad er det for noget underligt Noget, Barnet gaaer og siger!"
sagde Sine, og Hanne rystede paa Hovedet. "Anden Act af hvad for
Noget?"
"Af Hostrups 'Eventyr paa Fodreisen'," svarede Marie, der blev hel
betuttet. "Kjender De ikke det Stykke?"
"Nei! Vi har ikke Noget med Komedie og Linedansere at gjøre —
men hvor i al Verden veed Du alt saadant Noget fra?"
"Men, Herregud, jeg er jo ved Balletten," svarede Marie troskyldigt.
"Ved Balletten!" formelig raabte Søstrene og slog Hænderne
sammen. "Ja, det kunde man jo have tænkt sig, at naar Mille
anbefalede os et Pigebarn, saa maatte det være en
Badutspringerske — naturligvis! — for der er Gjøglerblod i Mille! —
Du forbarmende Gud! Et Balletbarn her paa Vennebjerg!"
Marie havde Øinene fulde af Taarer, og det saae et Øieblik ud til, at
hun skulde briste i Graad, men hun tog sig sammen, reiste Hovedet
og sagde:
"Det er meget kjedeligt, at Jomfru Buxbom ikke har skrevet til Dem,
hvem jeg var, og hvad jeg var, men jeg har rigtignok aldrig før vidst,
at der var nogen Skam i at være ved Balletten — tvertimod, jeg er
stolt af det! Jeg veed nok, at Danserinder i andre Lande maaske ikke
har saa godt et Navn paa sig, men er det andre Steder en Plet paa
en ung Pige at være ved Balletten, saa er det en Ære at være det i
Kjøbenhavn, ved Bournonville's Ballet, ved det kongelige Theater —
det veed jeg ogsaa! Og jeg har ikke tigget mig paa her hos Dem —
De har bedt mig, og jeg troede, jeg var velkommen, som De ogsaa
før sagde, jeg var; men det er jeg altsaa ikke, mærker jeg nok, og
saa beder jeg blot om at maatte blive kjørt til Stationen igjen — jeg
kan ogsaa godt ga a, hvis De vil sende mit Tøi efter mig — og saa
tager jeg hjem til min Moder, til mit eget, gode Hjem!"
"Pigebarnet har fuldstændig Ret, Sine!" udbrød Hanne, og neppe
havde hun faaet det sagt, før Sine busede ud med et lige saa
fuldtonende: "Hanne, det er vist og sandt, hvert Ord, hun siger!" og
i Kor kom det saa: "Vi er to gamle, ufornuftige Mennesker, der staaer
her og snakker op om, hvad vi ikke har mindste Forstand paa! Vi har
været een Gang i vores Liv paa en Variété, og det tiltalte os ikke;
Ballet har vi aldrig været paa, men nu vil vi saamænd ikke gaa i
Graven uden at have seet en, det er sikkert!"
"Din lille Stakkel!" sagde Hanne og kyssede hende to Gange, Sine
gjorde det Samme, saa græd de lidt alle Tre, og dermed var
Venskabet sluttet — for bestandig.
Om Aftenen, da Marie var kommen i Seng, listede de to Gamle sig
sagte ind forat se til hende — jo, hun sov! Og Hanne saae paa
hende og sagde: "Søster!" — det sagde Vennebjergerne nu kun til
hinanden ved høitidelige Leiligheder, eller naar de var meget rørt —
"Søster! Hun ligner en Guds Engel!" Og Sine svarede: "Det gjør hun!
— Gamle Mille skal ogsaa have en Spegepølse og en Sødmelksost
imorgen, fordi hun har sendt os Barnet!"
De nærmest følgende Dage bragte idel Glæde for alle Parter. De
Gamle kunde ikke blive træt af Maries Fortællinger om Livet paa
Theatret, Kameraterne, Prøver og Forestillinger, og det ene Øieblik
imponeredes de af at høre hende tale ud fra den Verdenserfaring,
Skuespillene havde givet hende, ret som om hun var en voxen Dame
paa mindst tyve, det næste Øieblik slog de Hænderne sammen over
hendes Uvidenhed om Alt, hvad der blot laa udenfor Scenen.
Naturen kjendte hun jo egentlig slet ikke Noget til, havde kun en
dunkel Anelse om den. Hun mindedes en Foraarsdag, da hun som
ganske Lille havde været inde i Kongens Have og der seet et stort
Bed med Hundreder af spættede Crocus, som Solen skinnede paa;
det Bed var efterhaanden blevet hende Udtryk baade for Foraar,
Farvepragt og al Sydens Herlighed, og hver Gang hun siden paa
Theatret saae en tropisk Decoration med Palmer, Magnolier og
Lianer, maatte hun bestandig tænke paa de spættede Crocus inde i
Kongens Have.
Bagtepper og Sætstykker, det var iøvrigt hendes Natur og hendes
Landskaber, og uvilkaarligt sammenlignede hun nu ude paa
Vennebjerg Alt med Scenen: bryggede Mosekonen nede paa Engen,
mindedes hun strax om "Et Folkesagn", og lærte Søstrene hende at
klatre til Veirs i det store Kirsebærtræ, tænkte hun paa Zerina og
Zeretta i "Alferne".
— "Nei, hvad er det, der løber?" spurgte hun en Dag meget
interesseret.
"Det er jo en Hare, Barn!"
"Tænk, kan de n løbe saa hurtigt! — Ja, jeg kjender ellers godt
Harer: jeg har seet mange af dem hænge udenfor Generalconsulens
Kjøkkenvinduer!"
"Hvad for en Generalconsul?" spurgte Søstrene og spidsede alle fire
Ører.
"Generalconsul Lange — der, hvor vi boer i Baghuset!"
"Vores egen Brodersøn! Nei, boer Du der!"
Denne Oplysning blev jo ganske naturligt Udgangspunctet for en hel
Række interessante Samtaler om den generalconsulige Familie, og
Alle Tre enedes om at gjøre mest af Ragna og Poul — Tanterne dog
mest af Ragna, Marie af Poul.

Ud i den lille Skov kom de, hvor Alt undtagen Cyclister frededes —
der saae de et Stykke Raavildt — og ned til Søen gik de, hvor
Søstrene lærte hende at fiske og skiftedes til at sætte Orm paa
Krogen for hende. Bredden var flad og deilig fintsandet, som g j or t
til at soppe ud fra, og Marie tog Sko og Strømper af og vadede ud
mellem Sivene — de t havde hun naturligvis heller aldrig før prøvet.
"Sine," sagde Hanne imens, "vi har aldrig i vores unge Dage danset
med korte Skjørter, det veed Gud — men lad os være enige om, at vi
heller aldrig har havt saadan et Par Ben at vise frem!" og Sine
svarede:
"Nei, Hanne, det har Du Ret i: vores Ben har altid været lige op og
ned som Portstolper — det var Faconen, der manglede!"
Og da Marie kom iland og satte sig i Græsset hos dem forat trække
Strømperne paa, kunde Hanne ikke dy sig men udbrød:
"Det var dog en nydelig lille Fod, Du har, Barn!"
"Aa, den er slet ikke saa pæn," svarede Marie ganske roligt og saae
selv ned. "Nei, saa skulde De se Ellen Haudrups Fod: Vristen er saa
høi og Svanget saa stort — aa, den er ligefrem deilig! Hu n kunde
spille 'Trilby', kan De tro!"
"Kjender det ikke!" lød Koret.
"Og saa er hun saa udværts," vedblev Marie, faglig begeistret, "og
der Ingen, der har saadanne Taaspidser som hun ved hele
Theatret!"
"Ikke!"
"Nei, ikke Een!"
"Ja, vi har da ellers ogsaa lært at danse, da vi var unge," sagde
Hanne. "Vi gik til Trinøvelser hos Mamsell Pitoretti — hun var meget
bekjendt i sin Tid. Der var en Dans, der var saa anstændig og saa
rolig — men den var meget svær, saa vi fik den aldrig rigtig lært —
den hed Menuet, kjender Du den?"
Om Marie kjendte Menuet! Hun helmede da heller ikke, før hun om
Aftenen fik det gamle, forstemte Klaveer i Havestuen, der ikke havde
været rørt i tyve Aar, lukket op; Sine maatte med stive Fingre og
med et Anslag, som om hun tærskede, spille Menuetten af
"Elverhøi", Marie dansede, og de Gamle græd — det var en skjøn
Aften!

— Der var ikke gaaet en Uge, før Marie kunde vikle hele Vennebjerg
— Søstrene først og fremmest — om sin lille Finger. Hun fik sin egen
private Syltetøiskrukke, af hvilken hun kunde slikke i Utide, den
gamle, blinde "Fido", der ellers altid saa vidt muligt bed Folk i
Benene, strøg sig op ad hende, og Andrees vilde paa Kjøreturene
helst have hende op ved Siden af sig paa Bukken, hvor han ellers
ikke taalte Nogens siddende Nærværelse.
Hvor man gik, og hvor man stod paa Vennebjerg, hørte man, at der
blev kaldt paa Marie — Marie her og Marie der — og en frisk,
klokkeren Latter lød hundrede Gange om Dagen gjennem Haven og
Lunden, over Markerne og Søen, og saadan en Latter havde Ekkoet
derude aldrig før kjendt, saa det gjorde sig en særlig Fornøielse af at
gjentage den saa længe og saa kjønt som muligt — det sagde i alt
Fald Hanne.
— Saa kom de sædvanlige Sommergjæster, og Marie blev
udtrykkeligt præsenteret for hver enkelt af dem som vordende
Danserinde ved det kongelige Theater — de Gamle syntes ligefrem
at være stolte ikke blot af deres Gjæst men ogsaa af hendes
Livsstilling, og Gud naade Den, der havde vovet at kimse ad den!
Men det var der heller Ingen, der gjorde, og i Løbet af et Par Dage
var Marie lige saa indgaaet med hele "Antikcabinettet" som med de
to Værtinder selv. Hun gik Tur med den appetitspadserende Jomfru
og hørte hver Morgen hendes Drømme, Frøkenen fra Langeland
betroede hende Spisesedlen, før nogen Anden fik den, den Døve
satte strax Trompeten for Øret og smilede over hele Ansigtet, saa
snart Marie blot viste sig i det Fjerne, og selv Enkefruen og hendes
Datter beundrede — foruden hinanden — tilsidst ogsaa hende.
Hver eneste Dag bragte noget Nyt — noget Morsomt eller noget
høist Interessant. Snart var Marie med "Tanterne" — som Søstrene
nu bestemt forlangte, at hun skulde kalde dem — oppe paa
Kirkegaarden forat luge deres Gravsted — det skete regelmæssigt en
Gang om Maaneden — og paa Hjemturen plukkede de Perikum paa
Grøftekanten; snart var hun med ude at røgte Ruserne i Søen eller
nede i Byen hos Smeden, der desværre stadig drak men stadig var
Vennebjergs tekniske Factotum.
En Dag var det Regnveir, og Tanterne udgød sig i Forbitrelse mod
Metereologisk Institut. — "Veiret er slet ikke blevet bedre, siden vi
har faaet det," sagde de, "og hvordan det er eller ikke er, saa veed
man nu aldrig mere Besked: Veiret retter sig ikke længer efter
Barometret, og Barometret ikke efter Veiret — der er Kludder i det!"
Stemningen inden Døre var formelig lidt trykket paa Grund af
Dagregnen, men saa opdagede Hanne, da "Berlingske" kom, at hun
havde vundet to Hundrede Kroner paa sin imaginaire Lotteriseddel,
og i denne glædelige Anledning gav hun Æggepunsch om Aftenen.
Alle maatte de skiftes til at "røre" — Enkefruen og Datteren
benyttede Leiligheden til i høie Toner at berømme hinandens
Ihærdighed — og saa drak man og blev saa gemytlig, at Klokken
virkelig blev fem Minuter over Ti, før Tappenstregen gik, og alle de
gamle Mennesker kom mere eller mindre omtaagede i Seng og sov
over sig næste Morgen, saa Hanne og Sine maatte betale adskillige
Mulcter for deres Gjæster.
En anden Aften kom Capellanen paa Besøg. Han var jo temmelig
pietistisk, og den Dag var Tanterne paa Forhaand endnu mere
krigersk stemt imod ham, end de pleiede, for de havde nylig seet et
Avertissement fra ham i det stedlige Organ, hvori han til November
ønskede sig "en troe nde Barnepige og en from Kjørehoppe", og
den Sammenstilling havde de taget ham meget ilde op. Han kom
ellers forat bede om et Bidrag til et Varmeapparat til Kirken, men
det gik ogsaa galt. — "Varmeapparat!" udbrød Søstrene forargede.
"Vi fryser aldrig om vores Fødder, og fryser vi, saa mærker vi det
ikke, naar vi er i Guds Hus — og hører en ordentl ig Prædiken, vel
at mærke! Nei, vil De have Bidrag til et Orgel, det kan De faae — og
vil De sidde ned og have en Portion Rødgrød, saa kan De ogsaa —
værsaaartig!"
Selv det, som i og for sig slet ikke var morsomt men nærmest det
modsatte, havde ude paa Vennebjerg i Maries Øine et fornøieligt
Præg. Som f. Ex. den Mavepine, Tanterne pludselig fik — de fik,
naturligvis, Mavepine, som alt Andet, i Pluralis og nøiagtigt paa
samme Tid. Andrees blev strax sendt efter Huslægen — ikke
Cycledoctoren, men den rigtige, der boede en halv Mil længere borte
— "for ha r man en Doctor," sagde de, "saa er det ogsaa simpel
Høflighed mod ham at sende Bud, naar der er Noget i Veien, ikke
fordi han kan hjælpe, men fordi det maa være ham en Behagelighed
dog at have gjort Noget for sit Nytaarshonorar" — men inden
Doctoren kom, spiste hver af Patienterne en stor Portion Stikkelsbær,
da de gik ud fra, at det Første, Doctoren vilde paabyde, var Diæt,
"og hvad Doctoren siger, det skal man gjøre!" — Naa, næste Dag var
Tanterne naturligvis raske igjen, og Alt gik sin daglige Gang.

Da Ferien omsider var til Ende, fik Fru Lund en rødmusset Datter
hjem i Store Kongengade, og Marie medbragte, foruden adskillige
gode Sager, en staaende Invitation til alle Ferier — men ude paa
Vennebjerg gik de to Søstre rundt og syntes, at der var saa tomt paa
Gaarden.
 KAPITEL XL
Berner var nær ved at opgive Terndrup det Efteraar.
Begravelsesplacaten anvendtes hyppigere og hyppigere, og da den
16. September faldt paa en Lørdag, og Terndrup af den Grund
endogsaa udeblev fra Forretningen paa den vigtigste Ugedag,
rystede Berner betænkeligt paa Hovedet og beklagede sig til Holst,
da han mødte ham paa Gaden.
Men Holst havde ingen Betænkeligheder, tvertimod.
"Kan De ikke indse," sagde han til Berner, "at Terndrup i en Snes Aar
har ført et mod hans Natur stridende og derfor i Virkeligheden
ganske uværdigt Liv! Men nu, da han begynder at blæse Forretning
og Spidsborgerlighed et Stykke, nu opfylder han sin Mission. — Det
skulde De ogsaa gjøre! De skulde opgive alt Andet, hvis det er
nødvendigt, og lægge sidste Haand paa det udmærkede Værk, De
saa længe har arbeidet paa, hører De!"
Men med det, mente Berner, havde det lange Udsigter; der var saa
Meget, der endnu maatte undersøges og constateres, Huller skulde
udfyldes, og nye Oplysninger tilveiebringes. — "Jeg har jo ikke
engang fundet den sorte Rotte!" sagde han med et Smil.
"Og heller ikke faaet Klarhed over den italienske Kløver," supplerede
Holst, "nei, det veed jeg! Men De er alt for samvittighedsfuld, alt for
nerveus og —"
"Er jeg nerveus," svarede Berner, "saa er det Tidens Skyld. — Men
hvad er det, som gjør Tiden nerveus? Det er Jernbaner og
Telegrapher, Telephoner og elektriske Ringeapparater, og, fremfor
Alt, Smaabladene!"
"Smaabladene!" gjentog Holst. "De læser dem jo ikke!"
"Jeg ikke, men næsten alle Andre. Seer De, naar en russisk Krydser i
vore Dage løber ud af Kronstadts Havn, saa telegrapheres det
Verden rundt, og Aviserne har strax en Spidsartikel med Overskriften
'Europa i Flammer', og forefalder der idag et mistænkeligt
Sygdomstilfælde i Constantinopel, har Smaabladene imorgen i alle
Kjeldervinduer Reclamesedler med Ordene: 'Pesten nærmer sig!' Det
gjælder jo kun om at hidse, om at lave Panik, og den Slægt, der fra
Barndommen af er voxet op under den Slags Paavirkninger, den
bliver nerveus!"
— "Der var da ellers et Par, som ikke saae ud til at lide under Tidens
Daarligheder!" udbrød Holst.
Det var Poul, som i Cadetuniform hilste paa Marie. Hun blev rød i
Hovedet, og Begge saae lige straalende, lige ungdommelige ud.
Berner vendte sig om efter dem, smilte og svarede:
"Det har De Ret i! — Men veed De, hvad jeg troer, der er de Tos
Lykke?"
"Nei!"
"At de er dygtige og sunde Gjennemsnitsmennesker — hverken
mere eller mindre!"
"Skal de t være en Lykke?"
"Ja, ubetinget! — Og det er fremfor Alt en Lykke for Samfundet: de t
kan nemlig ikke leve paa Genierne alene!"

Et Øieblik efter skiltes Holst og Berner.

 KAPITEL XLI
Poul var, som han ganske rigtigt selv havde propheteret, bleven
blandt de Flinkeste af Aspiranterne ombord, baade i Corvetten og
senere paa Kanonbaaden; efter Togtets Afslutning kom
Udnævnelsen til Cadet, og nu var han altsaa caserneret paa
Søofficeersskolen, hvorfra han i Begyndelsen havde nok at fortælle
Fru Lund og Marie: om Sovesalen, om Cadetternes
Forsamlingsværelse med Billardet og Bogsamlingen, om Chefens
Værelse, som man aldrig nærmede sig uden en vis Ængstelse — "for
No get har man jo altid paa Samvittigheden," mente han — om
Skoleofficerer og Lærere. En og anden af Kvarteercheferne kunde jo
nok være noget skrap og sommetider ogsaa urimelig, syntes han,
"men man bliver jo selv Kvarteerchef engang," trøstede han sig med.

Generalconsulen var ikke saa lidt stolt af sin uniformerede Søn og

protegerede ham, til stor Forbitrelse for Julius, nu afgjort fremfor
Denne.
Julius havde forresten igjen opgivet at blive "Professional" og
interesserede sig nu væsentlig for Brydekampe og
Athletpræstationer; han havde anskaffet sig en hel Mængde
Jernlodder og Stænger og fortalte daglig sine — i Reglen
uinteresserede — Medmennesker, hvor mange Pund han nu kunde
"stemme" et vist Antal Gange.
— En Søndag, da Poul var hjemme, sad han og Julius alene i
Dagligstuen, Hver i sin Lænestol, og stiklede paa hinanden — det
gjorde de hver Søndag.
— "Det maa være en rar Levevei at være Officeer!" sagde Julius.
"Ja, det er da i alt Fald bedre end at være Sports-Laban," svarede
Poul.
"Veed Du, hvad je g synes," vedblev Julius, "jeg synes, det er
ynkeligt for et lille Land at ville starte med saadan en Klat tillands og
tilvands, som vi har; for Verdensmesterskabet, det er hos
Stormagterne, og den Record, de har sat, den kan vi sgu ikke slaa!"
"Vi skulde maaske afvæbne, hvad?"
"Ja, Du troer vel ikke, vi kan staa os mod en Stormagt!"
"Nei, det troer jeg ikke, men vi kan vel først mule Hvem det skal
være nogenlunde af med en god Villie, før vi selv maa stryge, og
det er da altid en Tilfredsstillelse!"
"Er det en Tilfredsstillelse?"
"Ja, det veed Gud, det er!"
— Saa kom Generalconsulen.
"Aa, Poul, maa jeg tale lidt alene med Dig," sagde han.
"Det vil vel ikke sige, at j eg skal forlade Localet?" spurgte Julius.
"Jo, det vil!"
"Skal man nu jages ud af sine Forældres Stue for saadan en
Søofficeersspire!"
"Dy Dig lidt, din Cyclebølle!" replicerede Poul.
"Ja, j eg gaaer ikke," erklærede Julius, "jeg sidder godt, hvor jeg er!"
Faderen snærrede ad ham som en Lænkehund, men det endte dog
med, at han og Poul gik over i Kontoret og lod Julius beholde
Valpladsen.
— "Sig mig, Poul," begyndte Generalconsulen, efterat have laaset
Døren, "har I havt nogen Generalconsul ombord paa Turen?"
"Nei — jo, det er sandt: vi havde een i Havre!"
"Naa, og hvordan blev han saa modtaget?"
"Han blev naturligvis pænt modtaget og fik en bedre Frokost hos
Chefen o. s. v., men hva d han fik, det veed jeg ikke, for jeg var ikke
inviteret med!"
"Aa, jeg bryder mig Pokker om Frokosten, men jeg mener, hvordan
han ellers blev modtaget, med hvad Ceremoniel?".
"Naa, saadan! Jo, han fik naturligvis baade Salut og Faldereb og —"
"Faldereb?"
"Ja, Honneur, da han kom ombord!"
"Naa, ja, vel! Men Salut — skyder de Kanonerne af lige over Hovedet
paa En?"
"Ja, hvor skulde man ellers skyde?"
"Nei, det er ogsaa sandt. — Knalder det svært?"
"Ja, det er ligesom man tager det — vi skyder ikke med brugt
Krudt!"
"Nei, det knalder sgu vist ækelt! — Jeg troer, jeg vil gaa et Par
Gange ud paa Amager i Nærheden af faste Batteri og øve mig i at
staa for Skud!"
"Hvorfor det?"
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