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This page intentionally left blank
 CONTENTS
Preface x
Acknowledgments xvii
Prologue: Literacy for the Modern World P-1

PART ONE LOGIC AND PROBLEM SOLVING

1 THINKING CRITICALLY 2
ACTIVITY Bursting Bubble 4
1A Living in the Media Age 5
In Your World: Fact Checking on the Web 11
1B Propositions and Truth Values 14
1C Sets and Venn Diagrams 25
Brief Review: Sets of Numbers 29
1D Analyzing Arguments 40
Mathematical Insight: Deductive Proof of the Pythagorean Theorem 49
1E Critical Thinking in Everyday Life 54
In Your World: Beware of “Up to” Deals 60

2 APPROACHES TO PROBLEM SOLVING 68

ACTIVITY Global Melting 70
2A Understand, Solve, and Explain 71
Brief Review: Common Fractions 74
Brief Review: Decimal Fractions 80
Using Technology: Currency Exchange Rates 82
In Your World: Changing Money in Foreign Countries 84
2B Extending Unit Analysis 88
In Your World: Gems and Gold Jewelry 90
Brief Review: Powers of 10 92
Using Technology: Metric Conversions 95
In Your World: Save Money and Save the Earth 99
2C Problem-Solving Hints 107
Mathematical Insight: Zeno’s Paradox 110

PART TWO QUANTITATIVE INFORMATION IN EVERYDAY LIFE

3 NUMBERS IN THE REAL WORLD 120

ACTIVITY Big Numbers 122
3A Uses and Abuses of Percentages 122
Brief Review: Percentages 123
Brief Review: What Is a Ratio? 129
3B Putting Numbers in Perspective 139
Brief Review: Working with Scientific Notation 140
Using Technology: Scientific Notation 143
3C Dealing with Uncertainty 155
Brief Review: Rounding 157
Using Technology: Rounding in Excel 162

v
vi Contents

3D Index Numbers: The CPI and Beyond 166

Using Technology: The Inflation Calculator 171
In Your World: The Chained CPI and the Federal Budget 173
3E How Numbers Can Deceive: Polygraphs, Mammograms, and
More 178

4 MANAGING MONEY 190

ACTIVITY Student Loans 192
4A Taking Control of Your Finances 192
4B The Power of Compounding 206
Brief Review: Powers and Roots 207
Using Technology: Powers 208
Using Technology: The Compound Interest Formula 211
Using Technology: The Compound Interest Formula for Interest Paid
More Than Once a Year 215
Using Technology: APY in Excel 216
Using Technology: Powers of e 218
Brief Review: Four Basic Rules of Algebra 218
In Your World: Effects of Low Interest Rates 220
4C Savings Plans and Investments 225
Mathematical Insight: Derivation of the Savings Plan Formula 227
Using Technology: The Savings Plan Formula 230
Using Technology: Fractional Powers (Roots) 232
In Your World: Building a Portfolio 237
4D Loan Payments, Credit Cards, and Mortgages 244
Using Technology: The Loan Payment Formula (Installment Loans) 247
Mathematical Insight: Derivation of the Loan Payment Formula 248
Using Technology: Principal and Interest Portions of Loan
Payments 249
In Your World: Avoiding Credit Card Trouble 251
In Your World: Choosing or Refinancing a Loan 255
4E Income Taxes 262
4F Understanding the Federal Budget 275

PART THREE PROBABILITY AND STATISTICS

5 STATISTICAL REASONING 292

ACTIVITY Cell Phones and Driving 294
5A Fundamentals of Statistics 294
Using Technology: Random Numbers 298
5B Should You Believe a Statistical Study? 309
In Your World: The Gun Debate: Defensive Gun Use 314
5C Statistical Tables and Graphs 319
Using Technology: Frequency Tables in Excel 321
Using Technology: Bar Graphs and Pie Charts in Excel 325
Using Technology: Line Charts in Excel 327
5D Graphics in the Media 333
Using Technology: Graphs with Multiple Data Sets 337
5E Correlation and Causality 354
Using Technology: Scatterplots in Excel 359
 Contents vii

6 PUTTING STATISTICS TO WORK 370

ACTIVITY Are We Smarter Than Our Parents? 372
6A Characterizing Data 373
Using Technology: Mean, Median, and Mode in Excel 376
6B Measures of Variation 386
Using Technology: Standard Deviation in Excel 392
6C The Normal Distribution 397
Using Technology: Standard Scores and Percentiles in Excel 405
6D Statistical Inference 408
In Your World: Is Polling Reliable? 414

7 PROBABILITY: LIVING WITH THE ODDS 424

ACTIVITY Lotteries 426
7A Fundamentals of Probability 426
Brief Review: The Multiplication Principle 431
7B Combining Probabilities 441
7C The Law of Large Numbers 453
7D Assessing Risk 464
In Your World: Terrorism, Risk, and Human Psychology 465
7E Counting and Probability 474
Using Technology: Factorials 476
Brief Review: Factorials 476
Using Technology: Permutations 477
Using Technology: Combinations 479

PART FOUR MODELING

8 EXPONENTIAL ASTONISHMENT 488

ACTIVITY Towers of Hanoi 490
8A Growth: Linear vs. Exponential 491
8B Doubling Time and Half-Life 499
Using Technology: Logarithms 505
Brief Review: Logarithms 506
8C Real Population Growth 510
In Your World: Choosing Our Fate 517
8D Logarithmic Scales: Earthquakes, Sounds, and Acids 520
In Your World: Ocean Acidification 526

9 MODELING OUR WORLD 532

ACTIVITY Climate Modeling 534
9A Functions: The Building Blocks of Mathematical Models 536
Brief Review: The Coordinate Plane 539
9B Linear Modeling 546
Using Technology: Graphing Functions 551
In Your World: Algebra’s Baghdad Connection 554
9C Exponential Modeling 560
Brief Review: Algebra with Logarithms 563
Mathematical Insight: Doubling Time and Half-Life Formulas 565
In Your World: Changing Rates of Change 570
viii Contents

10 MODELING WITH GEOMETRY 576

ACTIVITY Eyes in the Sky 578
10A Fundamentals of Geometry 579
Mathematical Insight: Archimedes and Pi 583
In Your World: Plato, Geometry, and Atlantis 587
10B Problem Solving with Geometry 593
10C Fractal Geometry 608

PART FIVE FURTHER APPLICATIONS

11 MATHEMATICS AND THE ARTS 620

ACTIVITY Digital Music Files 622
11A Mathematics and Music 623
In Your World: Music Just for You 627
11B Perspective and Symmetry 630
11C Proportion and the Golden Ratio 643

12 MATHEMATICS AND POLITICS 654

ACTIVITY Partisan Redistricting 656
12A Voting: Does the Majority Always Rule? 657
In Your World: Counting Votes—Not as Easy as It Sounds 663
12B Theory of Voting 675
In Your World: The Electoral College and the Presidency 680
12C Apportionment: The House of Representatives and Beyond 686
12D Dividing the Political Pie 701

Credits C-1
Answers to Quick Quizzes and Odd-Numbered Exercises A-1
Index I-1
 ABOUT THE
AUTHORS

Jeffrey Bennett served as the first director of the William Briggs was on the mathematics faculty at
program “Quantitative Reasoning and Mathemati- Clarkson University for 6 years and at the University
cal Skills” at the University of Colorado at Boulder, of Colorado at Denver for 23 years, where he taught
where he developed the groundbreaking curriculum both undergraduate and graduate courses, with
that became the basis of this textbook. He holds a BA a special interest in applied mathematics. During
in biophysics (University of California, San Diego) much of that time, he designed and taught courses
and an MS and a PhD in astrophysics (University of in quantitative reasoning. In addition to this book,
Colorado), and has focused his career on math and he has co-authored textbooks on statistical reason-
science education. In addition to co-authoring this ing and calculus, as well as monographs in com-
textbook, he is also the lead author of best-selling putational mathematics. He recently completed the
college textbooks on statistical reasoning, astronomy, book How America Got Its Guns (University of New
and astrobiology, and of more than a dozen books for Mexico Press). Dr. Briggs is a University of Colo-
children and adults. All six of his children’s books have rado President’s Teaching Scholar and the recipient
been selected for NASA’s “Story Time From Space” of a Fulbright Fellowship to Ireland; he holds a BA
(storytimefromspace.com), a project in which astro- degree from the University of Colorado and an MS
nauts on the International Space Station read books and a PhD from Harvard University.
aloud and videos are posted that anyone in the world
can watch for free. His most recent books include I,
Humanity for children and Math for Life and A Global
Warming Primer for the general public. Among his
many other endeavors, Dr. Bennett proposed and co-
led the development of the Voyage Scale Model Solar
System, which is located outside the National Air and
Space Museum on the National Mall in Washington,
DC. Learn more about Dr. Bennett and his work at
www.jeffreybennett.com.

ix
 Human history

PREFACE
becomes more and more
a race between education —H. G. Wells
and catastrophe. The Outline of History,
1920

To the Student about what mathematical content is necessary for science,

technology, engineering, and mathematics (STEM) students—
There is no escaping the importance of mathematics in for example, these students all need to learn algebra and
the modern world. However, for most people, the impor- calculus—there’s great debate about what we should teach
tance of mathematics lies not in its abstract ideas, but in non-STEM students, especially the large majority who will not
its application to personal and social issues. This textbook make use of formal mathematics in their careers or daily lives.
is designed with such practical considerations in mind. In As a result of this debate, core mathematics courses for
particular, this book has three specific purposes: non-STEM students represent a broad and diverse range.
Some schools require these students to take a traditional,
• to prepare you for the mathematics you will encounter
calculus-track course, such as college algebra. Others have
in other college courses, particularly core courses in
instituted courses focused on some of the hidden ways in
social and natural sciences;
which contemporary mathematics contributes to society, and
• to develop your ability to reason with quantitative in- still others have developed courses devoted almost exclu-
formation in a way that will help you achieve success in sively to financial literacy. Each of the different course types
your career; and has its merits, but we believe there is a better option, largely
• to provide you with the critical thinking and quantitative because of the following fact: The vast majority (typically
reasoning skills you need to understand major issues in 95%) of non-STEM students will never take another college
your life. mathematics course after completing their core requirement.
Given this fact, we believe it is essential to teach these
We hope this book will be useful to everyone, but it is
students the mathematical ideas that they will need for their
designed primarily for those who are not planning to ma-
remaining college course work, their careers, and their
jor in a field that requires advanced mathematical skills. In
daily lives. In other words, we must emphasize those top-
particular, if you’ve ever felt any fear or anxiety about math-
ics that are truly important to the future success of these
ematics, we’ve written this book with you in mind. We hope
students, and we must cover a broad range of such topics.
that, through this book, you will discover that mathematics
The focus of this approach is less on formal calculation—
is much more important and relevant to your life than you
though some is certainly required—and more on teaching
thought and not as difficult as you previously imagined.
students how to think critically with numerical or math-
Whatever your interests—social sciences, environmental
ematical information. In the terminology adopted by MAA,
issues, politics, business and economics, art and music, or
AMATYC, and other mathematical organizations, students
any of many other topics—you will find many relevant and
need to learn quantitative reasoning and to become quanti-
up-to-date examples in this book. But the most important
tatively literate. There’s been a recent rise in the popularity
idea to take away from this book is that mathematics can help
of quantitative reasoning courses for non-STEM students.
you understand a variety of topics and issues, making you a
This book has been integral to the quantitative reasoning
more aware and better educated citizen. Once you have com-
movement for years and continues to be at the forefront as
pleted your study of this book, you should be prepared to un-
an established resource designed to help you succeed in
derstand most quantitative issues that you will encounter.
teaching quantitative reasoning to your students.

To the Instructor The Key to Success: A Context-Driven

Approach
Whether you’ve taught this course many times or are teach-
Broadly speaking, approaches to teaching mathematics can
ing it for the first time, you are undoubtedly aware that math-
be divided into two categories:
ematics courses for non-majors present challenges that differ
from those presented by more traditional courses. First and • A content-driven approach is organized by mathematical
foremost, there isn’t even a clear consensus on what exactly ideas. After each mathematical topic is presented, exam-
should be taught in these courses. While there’s little debate ples of its applications are shown.

x
 Preface xi

• A context-driven approach is organized by practical con- students at different levels. We have therefore organized the
texts. Applications drive the course, and mathematical book with a modular structure that allows instructors to
ideas are presented as needed to support the applications. create a customized course. The 12 chapters are organized
broadly by contextual areas. Each chapter, in turn, is di-
The same content can be covered through either ap-
vided into a set of self-contained units that focus on particu-
proach, but the context-driven approach has an enormous
lar concepts or applications. In most cases, you can cover
advantage: It motivates students by showing them di-
chapters in any order or skip units that are lower priority
rectly how relevant mathematics is to their lives. In con-
for your particular course. The following outline describes
trast, the content-driven approach tends to come across as
the flow of each chapter:
“learn this content because it’s good for you,” causing many
students to tune out before reaching the practical applica- Chapter Overview Each chapter begins with a two-
tions. For more details, see our article “General Education page overview consisting of an introductory paragraph
Mathematics: New Approaches for a New Millennium” and a multiple-choice question designed to illustrate an
(AMATYC Review, Fall 1999) or the discussion in the Epi- important way in which the chapter content connects with
logue of the book Math for Life by Jeffrey Bennett (Big Kid the book themes of college, career, and life. The overview
Science, 2014). also includes a motivational quote and a unit-by-unit list-
ing of key content; the latter is designed to show students
The Challenge: Winning Over how the chapter is organized and to help instructors decide
which units to cover in class.
Your Students
Perhaps the greatest challenge in teaching mathematics lies Chapter Activity Each chapter next offers an activity
in winning students over—that is, convincing them that designed to spur student discussion of some interesting
you have something useful to teach them. This challenge facet of the topics covered in the chapter. The activities
arises because by the time they reach college, many stu- may be done either individually or in small groups. A
dents dislike or fear mathematics. Indeed, the vast majority new Activity Manual containing additional activities is
of students in general education mathematics courses are available with this seventh edition in print form and also
there not by choice, but because such courses are required in MyLab Math.
for graduation. Reaching your students therefore requires
that you teach with enthusiasm and convince them that Numbered Units Each chapter consists of numbered
mathematics is useful and enjoyable. units (e.g., Unit 1A, Unit 1B, …). Each unit begins with a
We’ve built this book around two important strategies short introduction and includes the following key features:
that are designed to help you win students over: • Headings to Identify Key Topics. In keeping with the
• Confront negative attitudes about mathematics head modularity, each subtopic within a unit is clearly identified
on, showing students that their fear or loathing is so that students understand what they will be learning.
ungrounded and that mathematics is relevant to their • Summary Boxes. Key definitions and concepts are
lives. This strategy is embodied in the Prologue of this highlighted in summary boxes for easy reference.
book (pages P1–P13), which we urge you to emphasize • Examples and Case Studies. Numbered examples are
in class. It continues implicitly throughout the rest of designed to build understanding and to offer practice
the text. with the types of questions that appear in the exercises.
• Focus on goals that are meaningful to students—namely, Each example is accompanied by a “Now try …” sug-
on the goals of learning mathematics for college, career, gestion that relates the example to specific similar exer-
and life. Your students will then learn mathematics because cises. Occasional case studies go into more depth than
they will see how it affects their lives. This strategy forms the numbered examples.
the backbone of this book, as we have tried to build every • Exercises. Each unit concludes with a set of exercises,
unit around topics relevant to college, career, and life. subdivided into the following categories:
• Quick Quiz. This ten-question quiz appears at
the end of each unit and allows students to check
Modular Structure of the Book whether they understand key concepts before start-
Although we have written this book so that it can be read as ing the exercise set. Note that students are asked not
a narrative from beginning to end, we recognize that many only to choose the correct multiple-choice answer
instructors might wish to teach material in a different order but also to write a brief explanation of the reason-
than we have chosen or to cover only selected portions of ing behind their choice. Answers are included in the
the text, as time allows, for classes of different length or for back of the text.
xii Preface

• Review Questions. Designed primarily for self- students will have learned these skills previously, but
study, these questions ask students to summarize the many will need review and practice. Practice is avail-
important ideas covered in the unit and generally can able in the exercise sets, with relevant exercises iden-
be answered simply by reviewing the text. tified by a “Now try …” suggestion at the end of the
• Does It Make Sense? These questions ask students Brief Review.
to determine whether a short statement makes sense, • In Your World. These features focus on topics that
and explain why or why not. These exercises are students are likely to encounter in the world around
generally easy once students understand a particular them, whether in the news, in consumer decisions,
concept, but difficult otherwise; they are therefore an or in political discussions. Examples include how to
excellent probe of comprehension. understand jewelry purchases, how to invest money
• Basic Skills & Concepts. These questions of- in a sensible way, and how to evaluate the reliability
fer practice with the concepts covered in the unit. of pre-election polls. (Note: These features are not
They can be used for homework assignments or necessarily connected directly to the In Your World
for self-study (answers to most odd-numbered exercises, but both have direct relevance to students’
exercises appear in the back of the book). These world.)
questions are referenced by the “Now try …” sug- • Using Technology. These features give students clear
gestions in the unit. instructions in the use of various technologies for com-
• Further Applications. Through additional applica- putation, including scientific calculators, Microsoft
tions, these exercises extend the ideas and techniques Excel, and online technologies such as those built into
covered in the unit. Google. Book-specific TI Tech Tips containing instruc-
tions for performing computations with a graphing cal-
• In Your World. These questions are designed to
culator, such as the TI-83 or TI-84, are available in the
spur additional research or discussion that will help
Tools for Success section of MyLab Math.
students relate the unit content to the book themes
of college, career, and life. • Caution! New to the seventh edition, these short
notes, integrated into examples or text, highlight com-
• Technology Exercises. For units that include one
mon errors that students should be careful to avoid.
or more Using Technology features, these exercises
give students an opportunity to practice calculator • Mathematical Insight. This feature, which occurs less
or software skills that have been introduced. Some frequently than the others, builds on mathematical ideas
of these exercises are designed to be completed with in the main narrative but goes somewhat beyond the
StatCrunch ( ), which comes with the MyLab level of other material in the book. Examples of the top-
Math course. Applications using StatCrunch, power- ics covered are proof of the Pythagorean theorem, Zeno’s
ful Web-based statistical software that allows users to paradox, and derivations of the financial formulas used
collect data, perform analyses, and generate compel- for savings plans and mortgage loans.
ling results, are included in this edition for the first • Margin Features. The margins contain several types
time. of short features: By the Way, which offers interesting
notes and asides relevant to the topic at hand; Histori-
Chapter Summary Appearing at the end of each chap- cal Note, which gives historical context to the topic at
ter, the Chapter Summary offers a brief outline of the chap- hand; and Technical Note, which offers details that are
ter’s content, including page numbers, that students can important mathematically, but generally do not affect
use as a study guide. students’ understanding of the material. The margins
also contain occasional quotations.
Additional Pedagogical Features In addition to the
standard features of all chapters listed above, several other
pedagogical features occur throughout the text:
Prerequisite Mathematical Background
• Think About It. These features pose short conceptual Because of its modular structure and the inclusion of the
questions designed to help students reflect on important Brief Review features, this book can be used by students
new ideas. They also serve as excellent starting points with a wide range of mathematical backgrounds. Many
for classroom discussions and, in some cases, can be of the units require nothing more than arithmetic and
used as a basis for clicker questions. a willingness to think about quantitative issues in new
• Brief Review. This feature appears when a key ways. Only a few units use techniques of algebra or ge-
mathematical skill is first needed; topics include frac- ometry, and those skills are reviewed as they arise. This
tions, powers and roots, basic algebraic operations, book should therefore be accessible to any student who
and more. The word “review” indicates that most has completed two or more years of high school math-
 Preface xiii

ematics. However, this book is not remedial: Although presented in previous editions to create a simpler three-
much of the book relies on mathematical techniques step strategy called “Understand-Solve-Explain.” We have
from secondary school, the techniques arise in appli- found that this strategy is easier for students to remember
cations that students generally are not taught in high and therefore easier for them to put into practice.
school and that require students to demonstrate their
critical thinking skills. Chapters 3 and 4 These two chapters contain
For courses in which students do require more extensive several units that revolve around economic data such as
prerequisite review, we have created a version of the Using & demographic data, the Consumer Price Index, interest
Understanding Mathematics MyLab Math course called Using rates, taxes, and the federal budget. These data obvi-
& Understanding Mathematics with Integrated Review that in- ously required major updates given the changes that have
cludes just-in-time review of selected prerequisite topics. occurred in the U.S. economy in the four years since the
last edition. In addition, we’ve added basic ideas about
Note on “Developmental Math” We are often asked health insurance to our discussion of personal finances
whether this text can be used by students for whom place- in Unit 4A.
ment tests suggest that they belong in developmental
mathematics courses. In most cases, we believe the answer Chapters 5 and 6 These chapters focus on statistical
to be a resounding “yes.” Our experience suggests that data, which means we updated or replaced large sections of
many students who do poorly on mathematics placement the chapter content to include more current data.
tests are not really as weak as these tests may suggest.
Most students did learn basic mathematical skills at one Chapter 7 We significantly revised Section 7D on risk,
time, and if the skills arise with context (as they do in this both for greater clarity and to update data.
book), we’ve found that students can quickly relearn them.
This is especially true if you provide the students with a Chapters 8 and 9 Units 8B, 8C, and 9C all rely heavily
little bit of extra practice as offered in our Brief Review on population data, which means we revised significant
features or by the resources in MyLab Math or MyLab portions of these units to reflect the latest global demo-
Math with Integrated Review. Indeed, we believe that most graphic data.
students in this situation will learn basic mathematical
skills better by taking a quantitative reasoning course based Chapter 12 The 2016 election provided numerous new
on this textbook than they will by taking a developmental examples for our discussion of the electoral college in Unit
course. 12A. Other recent examples of the intersection of math-
ematics and politics also provide interesting new examples
and exercises throughout this chapter.
Changes in the Seventh Edition
We’ve been pleased by the positive responses from so many In Your World We’ve added seven new In Your World
users of previous editions of this text. Nevertheless, a book features, so every chapter now has at least one, further
that relies heavily on facts and data always requires a major showcasing math for college, career, and life.
updating effort to keep it current, and we are always look-
ing for ways to improve clarity and pedagogy. As a result, Caution! These short notes highlighting common errors
users of prior editions will find many sections of this book are new to this edition.
to have been substantially revised or rewritten. The changes
are too many to list here, but some of the more significant Exercise Sets We’ve thoroughly revised the exercise
changes are the following. sets: Over 30% of the exercises are changed or new.

Chapter 1 We significantly revised Units 1A and 1E StatCrunch StatCrunch has been newly integrated into
with the particular goal of helping students evaluate media the MyLab Math course and relevant Technology Exercises.
information and recognize “fake news.”
Video Program The seventh edition is accompanied
Chapter 2 We reorganized and significantly rewrote this by an all-new video program consisting of both familiar
entire chapter to introduce a basic problem-solving strategy lecture-style videos for every example and innovative
in Unit 2A. Moreover, we modified the four-step strategy concept videos.
 Resources for Success
MyLab Math Online Course for Using &
Understanding Mathematics: A Quantitative
Reasoning Approach, 7th edition
by Jeffrey Bennett and William Briggs
MyLab™ Math is available to accompany Pearson’s market-leading text offerings.
To give students a consistent tone, voice, and teaching method, each text’s flavor
and approach are tightly integrated throughout the accompanying MyLab Math
course, making learning the material as seamless as possible.

NEW! Lecture Videos

Brand-new lecture videos for every
example are fresh and modern and
are accompanied by assessment
questions that give the instructor the
ability to not just assign the videos but
gauge student understanding.

NEW! Concept Videos

Dynamic lightboard videos focus on some
of the most interesting and challenging
concepts so students can better grasp
them. Exciting visuals are used to
explain concepts such as comparisons of
quantities, student loans, and percentages
in the world around us.

NEW! StatCrunch Integration

StatCrunch is powerful web-based statistical
software that allows users to collect data,
perform analyses, and generate compelling
results. For this seventh edition, StatCrunch
questions have been added to relevant
Technology Exercises and access to the software
has been integrated into the MyLab Math
course.

pearson.com/mylab/math
Resources for Success
Instructor Resources The following resources are ONLINE ONLY and are
available for download from the Pearson Higher
Education catalog at www.pearson.com/us/sign-in
MyLab Math with Integrated Review .html or within your MyLab Math course.
This MyLab Math course option can be used in
co-requisite courses, or simply to help students
who enter the quantitative reasoning course Instructor’s Solution Manual
lacking prerequisite skills or a full understanding James Lapp
of ­prerequisite­concepts. This manual includes answers to all of the text’s
Think About It features, Quick Quizzes, Review
• For relevant chapters, students begin with a Questions, and Does It Make Sense? questions
Skills Check assignment to pinpoint which and detailed, worked-out solutions to all of the
prerequisite developmental topics, if any, they Basic Skills & Concepts, Further Applications, and
need to review. Technology Exercises (including StatCrunch
• Those who require additional review proceed exercises).
to a personalized homework assignment that
focuses on the specific prerequisite topics on
which they need remediation.
Instructor’s Testing Manual
Dawn Dabney
• Students can also review the relevant prereq-
The Testing Manual provides four alternative tests
uisite concepts using videos and Integrated
per chapter, including answer keys.
Review Worksheets in MyLab Math. The Inte-
grated Review Worksheets are also available
in printed form as part of the Activity Manual TestGen
with Integrated Review Worksheets. TestGen® (www.pearsoned.com/testgen) enables
instructors to build, edit, print, and administer tests
Specific to the Using & Understanding Mathematics
using a computerized bank of questions developed
MyLab Math course:
to cover all the objectives of the text. TestGen is
• NEW! Completely new lecture video program algorithmically based, allowing instructors to cre-
with corresponding assessment ate multiple but equivalent versions of the same
• NEW! Dynamic concept videos question or test with the click of a button. Instruc-
• NEW! Interactive concept videos with corre- tors can also modify test bank questions or add
sponding assessment new questions. The software and test bank can be
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navigation of the MyLab Math course makes it
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definitions from the text. Instructors can add art
• Bonus unit on mathematics and business, from the text located in the Image Resource Library
including assessment in MyLab Math or add slides they have created.
PowerPoint slides are fully accessible.
Instructor’s Edition
(ISBNs: 0-13-470522-X /978-0-13-470522-4) Image Resource Library
The Instructor’s Edition of the text includes answers This resource in the MyLab Math course contains
to all of the exercises and Quick Quizzes in the back all the art from the text for instructors to use in
of the book. their own presentations and handouts.

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Student Resources NEW! Activity Manual with
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Solutions Manual Compiled by Donna Kirk, The College of St. Scholastica
More than 30 activities correlated to the textbook
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give students hands-on experiences that reinforce
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the course content. Activities can be completed
This manual contains answers to all Quick Quiz ques-
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pearson.com/mylab/math
 Acknowledgments xvii

Acknowledgments Jill DeWitt, Baker College of Muskegon

Greg Dietrich, Florida Community College at Jacksonville
A textbook may carry its authors’ names, but it is the result
Marsha J. Driskill, Aims Community College
of hard work by hundreds of committed individuals. This
book has been under development for more than 30 years, John Emert, Ball State University
and even its beginnings were a group effort, as one of the Kathy Eppler, Salt Lake Community College
authors was a member of a committee at the University of Kellie Evans, York College of Pennsylvania
Colorado that worked to establish one of the nation’s first
Fred Feldon, Coastline Community College
courses in quantitative reasoning. Since that beginning, the
book has benefited from input and feedback from many Anne Fine, East Central University
faculty members and students. David E. Flesner, Gettysburg College
First and foremost, we extend our thanks to Bill Poole Pat Foard, South Plains College
and Elka Block, whose faith in this project from the be-
Brian Gaines, University of Illinois
ginning allowed it to grow from class notes into a true
textbook. We’d also like to thank other past and present *Jose Gimenez, Temple University
members of our outstanding publishing team at Pear- Shane Goodwin, Brigham Young University–Idaho
son Education, including Greg Tobin, Anne Kelly, Marnie Barbara Grover, Salt Lake Community College
Greenhut, Patty Bergin, Barbara Atkinson, Kyle DiGiannan-
Louise Hainline, Brooklyn College
tonio, Stacey Miller, Hannah Lafferty, and Nick Sweeny. We
thank Rhea Meyerholtz and Paul Lorczak for an excellent Ward Heilman, Bridgewater State University
job on accuracy checking, and Shane Goodwin of BYU– Peg Hovde, Grossmont College
Idaho for his help in preparing the Using Technology boxes Andrew Hugine, South Carolina State University
(and for many other suggestions he has made as well).
Lynn R. Hun, Dixie College
We’d like to thank the following people for their help
with one or more editions of this book. Those who as- Hal Huntsman, University of Colorado, Boulder
sisted with this seventh edition have an asterisk before their Joel Irish, University of Southern Maine
names. David Jabon, DePaul University
*Merri Jill Ayers, Georgia Gwinnett College Melvin F. Janowitz, University of Massachusetts, Amherst
Lou Barnes, Premier Mortgage Group Craig Johnson, Brigham Young University–Idaho
Carol Bellisio, Monmouth University Vijay S. Joshi, Virginia Intermont College
Bob Bernhardt, East Carolina University Anton Kaul, University of South Florida
Terence R. Blows, Northern Arizona University Bonnie Kelly, University of South Carolina
*Loi Booher, University of Central Arkansas William Kiley, George Mason University
W. Wayne Bosché, Jr., Dalton College *Donna Kirk, The College of Saint Scholastica
Kristina Bowers, University of South Florida Jim Koehler, University of Colorado, Denver
Michael Bradshaw, Caldwell Community College and *Charlotte Koleti, Georgia Gwinnett College
Technical Institute
Robert Kuenzi, University of Wisconsin, Oshkosh
Shane Brewer, Utah State University–Blanding Campus
Erin Lee, Central Washington University
W. E. Briggs, University of Colorado, Boulder
R. Warren Lemerich, Laramie County Community College
Annette Burden, Youngstown State University
Deann Leoni, Edmonds Community College
Ovidiu Calin, Eastern Michigan University
Linda Lester, Wright State University
Susan Carr, Oral Roberts University
Paul Lorczak, MathSoft, Inc.
*Henry Chango, Community College of Rhode Island
Jay Malmstrom, Oklahoma City Community College
Margaret Cibes, Trinity College
*Howard Mandelbaum, John Jay College
Walter Czarnec, Framingham State College
Erich McAlister, University of Colorado, Boulder
Adrian Daigle, University of Colorado, Boulder
*Meghan McIntyre, Wake Technical Community College
Andrew J. Dane, Angelo State University
Judith McKnew, Clemson University
*Dr. Amit Dave, Georgia Gwinnett College
Lisa McMillen, Baker College
xviii Acknowledgments

Patricia McNicholas, Robert Morris College Dee Dee Shaulis, University of Colorado, Boulder
Phyllis Mellinger, Hollins University Judith Silver, Marshall University
Elaine Spendlove Merrill, Brigham Young University– Laura Smallwood, Chandler-Gilbert Community College
Hawaii Sybil Smith-Darlington, Middlesex County College
*Dillon Miller, San Jacinto College Alu Srinivasan, Temple University
*Mehdi Mirfattah, Long Beach City College John Supra, University of Colorado, Boulder
Carrie Muir, University of Colorado, Boulder Scott Surgent, Arizona State University
Colm Mulcahy, Spelman College Timothy C. Swyter, Frederick Community College
*Bette Nelson, Alvin Community College Louis A. Talman, Metropolitan State College of Denver
Stephen Nicoloff, Paradise Valley Community College David Theobald, University of Colorado, Boulder
Paul O’Heron, Broome Community College Robert Thompson, Hunter College (CUNY)
L. Taylor Ollmann, Austin Community College Terry Tolle, Southwestern Community College
*Diane Overturf, M.S., Viterbo University Kathy Turrisi, Centenary College
A. Dean Palmer, Pima Community College *Claudio Valenzuela, Southwest Texas Junior College
Mary K. Patton, University of Illinois at Springfield Christina Vertullo, Marist College
Frank Pecchioni, Jefferson Community College Pam Wahl, Middlesex Community College
*Michael Polley, Southeastern Community College Ian C. Walters, Jr., D’Youville College
Jonathan Prewett, University of Wyoming Thomas Wangler, Benedictine University
Evelyn Pupplo-Cody, Marshall University Richard Watkins, Tidewater Community College
Scott Reed, College of Lake County Charles D. Watson, University of Central Kansas
Frederick A. Reese, Borough of Manhattan Community *Dr. Gale Watson, East Georgia State College
College
*Dr. Beverly Watts, McDowell Technical Community College
Nancy Rivers, Wake Technical Community College
Emily Whaley, DeKalb College
Anne Roberts, University of Utah
*John Williamson, Sandhills Community College
*Michelle Robinson, Fayetteville Technical Community
David Wilson, University of Colorado, Boulder
College
Robert Woods, Broome Community College
Sylvester Roebuck, Jr., Olive Harvey College
Fred Worth, Henderson State University
*Sheri Rogers, Linn-Benton Community College
Margaret Yoder, Eastern Kentucky University
Lori Rosenthal, Austin Community College
Marwan Zabdawi, Gordon College
Hugo Rossi, University of Utah
Fredric Zerla, University of South Florida
*Robin Rufatto, Ball State University
Donald J. Zielke, Concordia Lutheran College
*Ioana Sancira, Olive Harvey College
Doris Schraeder, McLennan Community College
 LITERACY FOR THE
Prologue
MODERN WORLD
Equations are just the boring part of mathematics.
—Stephen Hawking, physicist

If you’re like most students enrolled in a

course using this text, you may think that your interests
have relatively little to do with mathematics. But as you
will see, nearly every career today requires the use and
understanding of some mathematics. Furthermore, the
ability to reason quantitatively is crucial for the decisions
that we face daily as citizens in a modern technological
society. In this Prologue, we’ll discuss why mathematics is so
important, why you may be better at it than you think, and
how this course can provide you with the quantitative skills
needed for your college courses, your career, and your life.

Imagine that you’re at a party and you’ve just struck up a conversation with a

Q
dynamic, successful lawyer. Which of the following are you most likely to hear
her say during your conversation?
A “I really don’t know how to read very well.”

B “I can’t write a grammatically correct sentence.”

C “I’m awful at dealing with people.”

D “I’ve never been able to think logically.”

E “I’m bad at math.”

We all know that the answer is E, because we’ve heard it so many times. Not just from lawyers, but

A
from businesspeople, actors and athletes, construction workers and sales clerks, and sometimes even
teachers and CEOs. It would be difficult to imagine these same people admitting to any of choices
A through D, but many people consider it socially acceptable to say that they are “bad at math.”
Unfortunately, this social acceptability comes with some very negative social consequences. (See the
discussion about Misconception Seven on page P-7.)

P-1
 V IT Y
TI
AC

Job Satisfaction
Each chapter in this textbook begins with an activity, which you may do individually or in groups.
For this Prologue, the opening activity will help you examine the role of mathematics in careers.
Additional activities are available online in MyLab Math.

Top 20 Jobs for Job Everyone wants to find a career path that will bring lifelong job satisfaction, but what careers
Satisfaction are most likely to do that? A recent survey evaluated 200 different jobs according to five criteria:
1. Mathematician salary, long-term employment outlook, work environment, physical demands, and stress. The
2. Actuary (works with table to the left shows the top 20 jobs according to this survey. Notice that most of the top
insurance statistics) 20 jobs require mathematical skills, and all of them require an ability to reason with quantitative
3. Statistician information.
4. Biologist You and your classmates can conduct your own smaller study of job satisfaction. There are
5. Software engineer many ways to do this, but here is one procedure you might try:
6. Computer systems analyst
1 Each of you should identify at least three people with full-time jobs to interview briefly. You
7. Historian
may choose parents, friends, acquaintances, or just someone whose job interests you.
8. Sociologist
9. Industrial designer 2 Identify an appropriate job category for each interviewee (similar to the categories in the table
10. Accountant to the left). Ask each interviewee to rate his or her job on a scale of 1 (worst) to 5 (best) on
11. Economist each of the five criteria: salary, long-term employment outlook, work environment, physical
12. Philosopher demands, and stress. You can then add the ratings for the five criteria to come up with a total
13. Physicist job satisfaction rating for each job.
14. Parole officer 3 Working together as a class, compile the data to rank all the jobs. Show the final results in a
15. Meteorologist table that ranks the jobs in order of job satisfaction.
16. Medical laboratory
4 Discuss the results. Are they consistent with the survey results shown in the table? Do they sur-
technician
prise you in any way? Will they have any effect on your own career plans?
17. Paralegal assistant
18. Computer programmer
19. Motion picture editor
20. Astronomer
Source: JobsRated.com.

What Is Quantitative Reasoning?

Literacy is the ability to read and write, and it comes in varying degrees. Some people
can recognize only a few words and write only their names; others read and write in
many languages. A primary goal of our educational system is to provide citizens with
a level of literacy sufficient to read, write, and reason about the important issues of our
time.
Today, the abilities to interpret and reason with quantitative information—information
that involves mathematical ideas or numbers—are crucial aspects of literacy. These abilities,
often called quantitative reasoning or quantitative literacy, are essential to understanding
issues that appear in the news every day. The purpose of this textbook is to help you gain
skills in quantitative reasoning as it applies to issues you will encounter in
• your subsequent coursework,
• your career, and
• your daily life.

P-2
 Quantitative Reasoning in the Work Force P-3

Quantitative Reasoning and Culture

Quantitative reasoning enriches the appreciation of both ancient and modern culture.
The historical record shows that nearly all cultures devoted substantial energy to math-
ematics and to science (or to observational studies that predated modern science).
Without a sense of how quantitative concepts are used in art, architecture, and sci-
ence, you cannot fully appreciate the incredible achievements of the Mayans in Central
America, the builders of the great city of Zimbabwe in Africa, the ancient Egyptians and
Greeks, the early Polynesian sailors, and many others.
Similarly, quantitative concepts can help you understand and appreciate the works of
the great artists. Mathematical concepts play a major role in everything from the work Mathematics knows no races
of Renaissance artists like Leonardo da Vinci and Michelangelo to the pop culture of or geographic boundaries; for
television shows like The Big Bang Theory. Other ties between mathematics and the arts mathematics, the cultural world is
can be found in both modern and classical music, as well as in the digital production of one country.
music. Indeed, it is hard to find popular works of art, film, or literature that do not rely —David Hilbert (1862–1943),
on mathematics in some way. German mathematician

Quantitative Reasoning
in the Work Force
Quantitative reasoning is important in the work force. A lack of quantitative skills puts
many of the most challenging and highest-paying jobs out of reach. Table P.1 defines
skill levels in language and mathematics on a scale of 1 to 6, and Table P.2 (on the next
page) shows the typical levels needed in many jobs.
Note that the occupations requiring high skill levels are generally the most presti-
gious and highest paying. Note also that most of those occupations call for high skill
levels in both language and math, refuting the myth that if you’re good at language, you
don’t have to be good at mathematics, and vice versa.

TABLE P.1 Skill Levels

Level Language Skills Math Skills
1 Reads signs and basic news reports; writes and speaks Addition and subtraction; simple calculations with money,
simple sentences volume, length, and weight
2 Can read short stories and instruction manuals; writes Arithmetic; can compute ratios, rates, and percentages; can
compound sentences with proper grammar and draw and interpret bar graphs
punctuation
3 Reads novels and magazines; writes reports with proper Basic geometry and algebra; can calculate discounts, interest,
format; speaks well before an audience profit and loss
4 Reads novels, poems, and newspapers; prepares business Has true quantitative reasoning abilities: understands logic,
letters, summaries, and reports; participates in panel problem solving, ideas of statistics and probability, and
discussions and debates modeling
5 Reads literature, scientific and technical journals, Calculus and statistics
financial reports, and legal documents; can write
editorials, speeches, and critiques
6 Same types of skills as level 5, but more advanced Advanced calculus, modern algebra, and advanced statistics
Source: Adapted from levels described in the Wall Street Journal.
 Another Random Document on
Scribd Without Any Related Topics
The Project Gutenberg eBook of Secret History
of the English Occupation of Egypt
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: Secret History of the English Occupation of Egypt

Author: Wilfrid Scawen Blunt

Ahmad Urabi

Release date: November 16, 2012 [eBook #41373]

Most recently updated: October 23, 2024

Language: English

Credits: Produced by Paul Clark, Robert Cicconetti and the

Online
Distributed Proofreading Team at http://www.pgdp.net
(This
file was produced from images generously made
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by The Internet Archive)

*** START OF THE PROJECT GUTENBERG EBOOK SECRET HISTORY

OF THE ENGLISH OCCUPATION OF EGYPT ***
Transcriber's Note:
Every effort has been made to replicate this text as faithfully as possible, including non-
standard transcriptions of Arabic and some inconsistent hyphenation. Some changes of
spelling and punctuation have been made. They are listed at the end of the text.

Secret History of the English

Occupation of Egypt
 BOOKS BY WILFRID SCAWEN
BLUNT
PROSE
THE FUTURE OF ISLAM 1882
IDEAS ABOUT INDIA 1885
THE SECRET HISTORY SERIES
I THE SECRET HISTORY OF THE ENGLISH OCCUPATION OF
EGYPT 1907
II INDIA UNDER RIPON 1909
III GORDON AT KHARTOUM 1911
IV THE LAND WAR IN IRELAND 1912
V MY DIARIES PART I. [THE SCRAMBLE FOR AFRICA] 1919
VI MY DIARIES PART II. [THE COALITION AGAINST
GERMANY] 1920

POETRY
LOVE SONNETS OF PROTEUS 1880
THE WIND AND THE WHIRLWIND 1883
IN VINCULIS 1889
A NEW PILGRIMAGE 1889
ESTHER AND LOVE LYRICS 1892
GRISELDA 1893
SATAN ABSOLVED 1899
SEVEN GOLDEN ODES OF ARABIA 1903
POETICAL WORKS. A COMPLETE EDITION 1914
SECRET HISTORY OF THE ENGLISH
OCCUPATION OF EGYPT
Being a Personal Narrative of Events
By
WILFRID SCAWEN BLUNT
NEW YORK ALFRED·A·KNOPF MCMXXII

COPYRIGHT, 1922,
BY WILFRID SCAWEN BLUNT
Published, October, 1922
Set up and printed by the Vail-Ballou Co., Binghamton, N. Y.
Paper furnished by W. F. Etherington & Co., New York, N. Y.
Bound by the Plimpton Press, Norwood, Mass.
MANUFACTURED IN THE UNITED STATES OF AMERICA
 PUBLISHER'S NOTE
When I first arranged with Mr. Blunt to publish The Secret History of
the English Occupation of Egypt, I suggested that he write for the
American Edition a brief foreword bringing the book into even closer
relation to the Anglo-Egyptian situation as it stands today. He
thought this idea a good one, and agreed to write such a note. But
Mr. Blunt was born in 1840, and has for a number of years been in
failing health. In June he wrote me that he was so ill as to be quite
unable to finish the foreword, which he had actually commenced to
write. He felt furthermore that any advantage the edition would gain
by having a new preface by him would be more than
counterbalanced by any delay in the appearance of the book "at the
present extremely critical moment."
He remarked further: "What could I have said more appropriate
today as a new preface than the few words which already stand as
the short preface I set to the first edition of my Secret History
(published in London and which you reprint in this new edition). This
and my poem The Wind and the Whirlwind (which you also give as
an Appendix). Both are absolutely true of the present shameful
position of England in Egypt and the calamity so closely threatening
her Eastern Empire. What could I say more exactly suited? This is
the punishment we are reaping today for our sin of that sad morning
on the Nile which saw the first English gun open its thunder of
aggression just forty years ago at Alexandria in the name of
England's honour. What could I add to my words of grief and shame
then uttered and repeated here? Let these stand for my new
preface. My day is done. Alas! that I should have lived to see those
words come true of England's punishment, more than true."
A. A. K.
 PREFACE OF 1895
I desire to place on record in a succinct and tangible form the events
which have come within my knowledge relating to the origin of the
English occupation of Egypt—not necessarily for publication now, but
as an available document for the history of our times. At one
moment I played in these events a somewhat prominent part, and
for nearly twenty years I have been a close and interested spectator
of the drama which was being acted at Cairo.
It may well be, also, that the Egyptian question, though now
quiescent, will reassert itself unexpectedly in some urgent form
hereafter, requiring of Englishmen a new examination of their
position there, political and moral; and I wish to have at hand and
ready for their enlightenment the whole of the materials I possess. I
will give these as clearly as I can, with such documents in the shape
of letters and journals as I can bring together in corroboration of my
evidence, disguising nothing and telling the whole truth as I know it.
It is not always in official documents that the truest facts of history
are to be read, and certainly in the case of Egypt, where intrigue of
all kinds has been so rife, the sincere student needs help to
understand the published parliamentary papers.
Lastly, for the Egyptians, if ever they succeed in re-establishing
themselves as an autonomous nation, it will be of value that they
should have recorded the evidence of one whom they know to be
their sincere friend in regard to matters of diplomatic obscurity
which to this day they fail to realize. My relations with Downing
Street in 1882 need to be related in detail if Egyptians are ever to
appreciate the exact causes which led to the bombardment of
Alexandria and the battle of Tel-el-Kebir, while justice to the patriot
leader of their "rebellion" requires that I should give a no less
detailed account of Arabi's trial, which still presents itself to some
Egyptian as to all French minds, in the light of a pre-arranged
comedy devised to screen a traitor. It does not do to leave truth to
its own power of prevailing over lies, and history is full of calumnies
which have remained unrefuted, and of ingratitudes which nations
have persisted in towards their worthiest sons.
Sheykh Obeyd, Egypt.
1895
 PREFACE ON PUBLICATION
Since the first brief preface to my manuscript was written twelve
years ago, events have happened which seem to indicate that the
moment foreseen in it has at last arrived when to the public
advantage and without risk of serious indiscretion as far as
individuals are concerned, the whole truth may be given to the
world.
Already in 1904 the original manuscript had been thoroughly
revised, and in its purely Egyptian part remodelled under
circumstances which add greatly to its historic value. My old
Egyptian friend, Sheykh Mohammed Abdu, of whom so much
mention is made in it, had taken up his country residence at my
doors at Sheykh Obeyd, and I found myself in almost daily
intercourse with him, a most precious accident of which I did not fail
to take full advantage. That great philosopher and patriot—now,
alas, lost to us, for he died at Alexandria, 11th July, 1905, the day
being the twenty-third anniversary of the bombardment of that city
—after many vicissitudes of evil and good fortune had attained in
the year 1899 to the supreme position in Egypt of Grand Mufti, and
having thus acquired a wider sphere than ever of influence with his
fellow countrymen, had it at heart to bequeath to them a true
account of the events of his time, events which had become
strangely misunderstood by them, and clothed with legends
altogether fantastic and unreal.
On this subject he often spoke to me, regretting his lack of leisure to
complete the historic work, and when I told him of my own memoir,
he urged me very strongly to publish it, if not in English at least with
his help in Arabic, and he undertook to go through it with me and
see that all that part of it which related to matters within his
knowledge was accurately and fully told. We had been personal
friends and political allies almost from the date of my first visit to
Egypt, and with his garden adjoining mine it was an easy matter for
us to work together and compare our recollections of the men and
things we had known. It was in this way that my history of an epoch
so memorable to us both took final shape, and I was able (how
fortunately!) to complete it and obtain from him his approval and
imprimatur before his unlooked-for death closed forever the chief
source of knowledge which he undoubtedly was of the political
movement which led up to the revolution of 1881, and of the
intrigues which marred it in the following year.
The Mufti's death, a severe blow to me as well as to Egypt,
postponed indefinitely our plan of publishing in Arabic, nor till the
present year has the time seemed politically ripe for the production
of my work in English. The events, however, of 1906, and now Lord
Cromer's retirement from the Egyptian scene, have so wholly
changed the situation that I feel I ought no longer to delay, at least
as far as my duty to my own countrymen is concerned. We English
are confronted to-day in our dealings with Egypt with very much the
same problem we misunderstood and blundered about so
disastrously a generation ago, and if those of us who are responsible
for public decisions are, in the words of my first preface, to "re-
examine their position there, political and moral," honestly or to any
profit, it is necessary they should first have set before them the past
as it really was and not as it has been presented to them so long by
the fallacious documents of their official Blue Books. I should
probably not be wrong in asserting that neither Lord Cromer at Cairo
nor Sir Edward Grey at home, nor yet Lord Cromer's successor Sir
Eldon Gorst, have any accurate knowledge of what occurred in Egypt
twenty-five years ago—this notwithstanding Lord Cromer's tardy
recognition of the reform movement of 1881 and his eulogium of
Sheykh Mohammed Abdu repeated so recently as in his last annual
Report. Lord Cromer, it must be remembered, was not at Cairo
during any part of the revolutionary period here described, and, until
quite recently, has always assumed the "official truth" regarding it to
be the only truth.
For this reason I have decided now finally on publication, giving the
text of my Memoir as it was completed in January, 1905, the
identical text of which my friend signified his approval suppressing
only certain brief passages which seem to me still too personal in
regard to individuals living, and which could be excised without
injury to the volume's complete historic value. I can sincerely say
that in all I have written my one great aim has been to disclose the
vérité vraie as it is known to me for misguided History's sake.
If there is at all a second reason with me, it must be looked for in a
promise publicly made as long ago as in the September number of
the "Nineteenth Century Review" of 1882 that I would complete
some day my personal Apologia in regard to events then
contemporary. At that time and out of consideration for Mr.
Gladstone, and for the hope I had that he would yet repair the
wrong he had done to liberty in Egypt, I forbore, in the face of much
obloquy, to exculpate myself by a full revelation of the hidden
circumstances which were my justification. I could not clear myself
entirely without telling facts technically confidential, and I decided to
be silent.
There is, however, a limit to the duty of reticence owed to public
men in public affairs, and I am confident that my abstention of a
quarter of a century will excuse me with fair judging minds if I now
at last make my conduct quite clear in the only way possible to me,
namely, by a complete exposure in detail of the whole drama of
financial intrigue and political weakness as it was at the time
revealed to me, substantiating it by the contemporary documents
still in my possession. If the susceptibilities of some persons in high
places are touched by a too candid recital, I can but reply that the
necessity of speech has been put on me by their own long lack of
candour and generosity. During all these years not one of those who
knew the truth has said a confessing word on my behalf. It will be
enough if I repeat with Raleigh:
 Go, Soul, the Body's guest,
Upon a thankless errand.
Fear not to touch the best,
The truth shall be thy warrant.
Then go, for thou must die,
And give the world the lie.

Wilfrid Scawen Blunt.

Newbuildings Place, Sussex.
April, 1907.
 CONTENTS

Preface of 1895 vii

Preface on Publication, 1907 ix

I. Egypt under Ismaïl 1

II. Sir Rivers Wilson's Mission 19

III. Travels in Arabia and India 38

IV. English Politics in 1880 51

V. The Reform Leaders at the Azhar 73

VI. Beginnings of the Revolution in Egypt 92

VII. Triumph of the Reformers in Egypt 109

VIII. Gambetta's Policy. The Joint Note 129

IX. Fall of Sherif Pasha 146

X. My Pleading in Downing Street 162

XI. The Circassian Plot 186

XII. Intrigues and Counter Intrigues 210

XIII. Dervish's Mission 228

 XIV. A Last Appeal to Gladstone 251

XV. The Bombardment of Alexandria 270

XVI. The Campaign of Tel-el-Kebir 285

XVII. The Arabi Trial 323

XVIII. Dufferin's Mission 349

APPENDICES

I. Arabi's Autobiography 367

II. Text of National Programme 383

III. Text of Egyptian Constitution of 1882 388

IV. Letter from Boghos Pasha Nubar 397

V. Note as to the Berlin Congress 401

VI. The Wind and the Whirlwind 404

Secret History of the English
Occupation of Egypt
 CHAPTER I
EGYPT UNDER ISMAÏL

My first visit to Egypt was in the winter of 1875-6, when I spent

some pleasant months as a tourist on the lower Nile. Before,
however, describing my impressions of this my earliest acquaintance
made with the Egyptian people, it may be as well, that, for their
benefit and the benefit of foreign readers generally, I should say a
few words in explanation of what my previous life had been as far as
it had had any relation to public affairs. It will show them my exact
position in my own country, and help them to understand how it
came about that, beginning as a mere onlooker at what was passing
in their country, I gradually became interested in it politically and
ended by taking an active part in the revolution which six years later
developed itself among them. I was already thirty-five years of age
at the date of this first visit, and had seen much of men and things.
I began life rather early. Belonging to a family of the landed gentry
of the south of England with strong Conservative traditions and
connected with some of the then leaders of the Tory party, I was
placed at the age of eighteen in the Diplomatic Service, in the first
instance as attaché to the British Legation at Athens where King
Otho was still on the throne of Greece, and afterwards, during a
space of twelve years, as member of other legations and embassies
to the various Courts of Europe, in all of which I learned a little of
my profession, amused myself, and made friends. I was thus,
between 1859 and 1869, for some weeks at Constantinople in the
reign of Sultan Abd-el-Mejid; for a couple of years in the Germany of
the Germanic Confederation; for a year in Spain under Queen
Isabella; and for another year in Paris at the climax of the Emperor's
prestige under Napoleon III; and I was also for a short time in the
Republic of Switzerland, in South America, and in Portugal.
Everywhere my diplomatic recollections are agreeable ones, but they
are without special political interest or importance of any official
kind.
Our English diplomacy in those days, the years following the
Crimean War, which had disgusted Englishmen with foreign
adventures, was very different from what it has since become. It
was essentially pacific, unaggressive, and devoid of those subtleties
which have since earned it a reputation of astuteness at the cost of
its honesty. Official zeal was at a discount in the public service, and
nothing was more certain to bring a young diplomatist into discredit
at the Foreign Office than an attempt, however laudable, to raise
any new question in a form demanding a public answer. We attachés
and junior secretaries were very clearly given to understand this,
and that it was not our business to meddle with the politics of the
Courts to which we were accredited, only to make ourselves
agreeable socially, and amuse ourselves, decorously if possible, but
at any rate in the reverse of any serious sense. It is no exaggeration
when I affirm it that in the whole twelve years of my diplomatic life I
was asked to discharge no duty of the smallest professional
importance. This discouraging régime gave me, while I was in the
service, a thorough distaste for politics, nor was it till long after, and
under very different conditions and under circumstances wholly
accidental, that I at last turned my attention seriously to them. My
pursuits as an attaché were those of pleasure, social intercourse,
and literature. I wrote poems, not despatches, and though I assisted
diplomatically at some of the serious dramas of the day in Europe, it
was in the spirit of a spectator rather than of an actor, and of one
hardly admitted at all behind the scenes. On my marriage in 1869,
which was soon followed by the death of my elder brother which left
me heir to the family estates in Sussex, I retired without regret from
the public service to attend to matters of private concern which had
always interested me more.
Nevertheless my early connection with the Foreign Office, though it
was never to be officially renewed, was maintained on a friendly
footing as of one honourably retired from the service, and this and
my experience of Courts and capitals abroad, proved later of no little
value to me when I once more found myself thrown by accident into
the stream of international affairs. It gave me the advantage of a
professional knowledge of the machinery of foreign politics and,
what was still more important, a personal acquaintance with many of
those who were working that machinery. Not a few of these had
been my intimate friends. Thus at the very outset of my life I had
found myself in official fellowship with Lord Currie, who for so many
years directed the permanent policy of the Foreign Office, with Sir
Henry Drummond Wolff, Sir Frank Lascelles, Sir Edward Malet, Lord
Dufferin, Lord Vivian, and Sir Rivers Wilson, all closely connected
afterwards with the making of Egyptian history, with Lord Lytton who
was to be Viceroy of India in the years immediately preceding the
crisis of 1881, and amongst foreign diplomatists with M. de Nélidoff,
Russian Ambassador at Constantinople, Baron Haymerly, who died
Prime Minister of the Austrian Empire, and M. de Staal, for twenty
years Russian Ambassador in London. With all these I was on terms
of personal intimacy long before I paid my first visit to Egypt, and it
is with a full knowledge of their individual characters that I am able
to speak of them and judge them. Having been myself, as it were, of
the priesthood, I could not well be deceived by the common
insincerities which are the stock in trade of diplomacy, or mistake for
public policy action which was often only personal. It is far too
readily believed by those who are without individual experience of
diplomacy that the great events of the world's history are the result
of elaborate political design and not as they are really in most
instances, dependent upon unforeseen accidents and the personal
strength or weakness, sometimes the personal whim, of the agents
employed.
For the first few years of my retirement from the service I occupied
myself entirely with my domestic affairs, and, as I have said, it was
only by accident that my mind was gradually turned to politics. In
1873, finding myself in indifferent health, and to escape a late spring
in England, I made with my wife our first common journey in
Eastern lands. We went by Belgrade and the Danube to
Constantinople, where we found Sir Henry Elliott at the Embassy and
renewed acquaintance with other friends connected with it, among
them with Dr. Dickson, of whom I shall have afterwards to speak in
connection with the tragical death of Sultan Abd-el-Aziz, and who
attended me with great kindness during a sharp attack of
pneumonia I had there and for whom I contracted a sincere regard.
The Ottoman Empire was then enjoying a period of comparative
tranquillity before the storm of war which was so soon to burst over
it, and I troubled myself little with its internal broils, but my
sympathies, such as they were at that time, were, in common with
those of most Englishmen of the day, with the Turks rather than the
Christians of the Empire. On my recovery from my illness, I bought
half a dozen pack horses at the At-maidan, the horse market at
Stamboul, and with them we crossed over to Scutari and spent six
pleasant summer weeks wandering in the hills and through the
poppy fields of Asia Minor, away from beaten tracks and seeing as
much of the Turkish peasant life as our entire ignorance of their
language allowed. We were impressed, as all travellers have been,
with the honest goodness of these people and the badness of their
Government. We judged of the latter by what we saw of the ways of
the Zaptiehs, our semi-military escort, whose manner with them was
that of soldiers in an invaded country. Yet it was clear that with
much fiscal oppression a large personal liberty existed in rural Turkey
for the poor, such as contrasted not unfavourably with our own
police and magistrate-ridden England. The truth is that everywhere
in the East the administrative net is one of wide meshes, with rents
innumerable through which all but the largest fish have good chance
of escaping. In ordinary times there is no persecution of the quite
indigent. I remember telling some peasants, who had complained to
me through my Armenian dragoman of hardship in their lives at
Government hands, that there were countries in still worse plight
than their own, where if a poor man so much as lay down by the
roadside at night and got together a few sticks to cook a meal he
ran the risk of being brought next day before the Cadi and cast into
prison; and I remember that my listeners refused to believe my tale
or that such great tyranny existed anywhere in the world. My
deduction from this incident is the earliest political reflection I can
remember making in regard to Eastern things.
The following winter—that is to say, the early months of 1874—we
spent in Algeria. Here we assisted at another spectacle which gave
food for reflection: that of an Eastern people in violent subjection to
a Western. The war in which France had just been engaged with
Germany had been followed in Algeria by an Arab rising, which had
spread to the very outskirts of Algiers, and the Mohammedan natives
were now experiencing the extreme rigours of Christian repression.
This was worst in the settled districts, the colony proper, where the
civil administration was taking advantage of the rebellion to
confiscate native property and in every way to favour the European
colonists at the native expense. With all my love for the French (and
I had been at Paris during the war, and had been enthusiastic for its
defence at the time of the siege) I found my sympathies in Algeria
going out wholly to the Arabs. In the Sahara, beyond the Atlas,
where military rule prevailed, things were somewhat better, for the
French officers for the most part appreciated the nobler qualities of
the Arabs and despised the mixed rascaldom of Europe—Spanish,
Italian, and Maltese as well as their own countrymen—which made
up the "Colonie." The great tribes of the Sahara were still at that
time materially well off, and retained not a little of their ancient pride
of independence which the military commandants could not but
respect. We caught glimpses of these nomads in the Jebel Amour
and of their vigorous way of life, and what we saw delighted us. We
listened to their chauntings in praise of their lost hero Abd-el-Kader,
and though we misunderstood them on many points owing to our
ignorance of their language, we admired and pitied them. The
contrast between their noble pastoral life on the one hand, with their
camel herds and horses, a life of high tradition filled with the
memory of heroic deeds, and on the other hand the ignoble squalor
of the Frank settlers, with their wineshops and their swine, was one
which could not escape us, or fail to rouse in us an angry sense of
the incongruity which has made of these last the lords of the land
and of those their servants. It was a new political lesson which I
took to heart, though still regarding it as in no sense my personal
affair.
Such had been the preliminary training of my life, and such its main
circumstances when, as I have said, in the winter of 1875-6 I first
visited Egypt. The only other matter which, perhaps, deserves here a
word of explanation to non-English readers, and it is one that in
Europe will receive its full appreciation, is the fact that my wife, Lady
Anne Blunt, who accompanied me on all these travels, was the
grandaughter of our great national poet, Lord Byron, and so was the
inheritor, in some sort, of sympathies in the cause of freedom in the
East, which were not without their effect upon our subsequent
action. It seemed to us, in presence of the events of 1881-2, that to
champion the cause of Arabian liberty would be as worthy an
endeavour as had been that for which Byron had died in 1827. As
yet, however, in 1875, neither of us had any thought in visiting
Egypt more serious than that of another pleasant travelling
adventure in Eastern lands. We had on leaving England the plan of
entering Egypt from the south, by way of Suakim, Kassala, and the
Blue Nile, and so of working our way northwards to Cairo in the
spring, but this, owing to the issue, just then so unfortunate to
Egypt, of the Abyssinian campaign, was never realized, and the only
part of our program which we carried out was that instead of landing
at Alexandria, as was then the universal custom, we went on by the
Canal to Suez and there first set foot upon Egyptian soil.
My first impression of all of Egypt is of our passage on the last day
of the year 1875 through Lake Menzaleh, at that time the
unpersecuted home of innumerable birds—a truly wonderful
spectacle of prodigal natural life—to a point on the Canal north of
Ismaïlia. What a sight it was! Lake Menzaleh was still an almost
virgin region, and the flocks of flamingos, ducks, pelicans, and ibises
which covered it, passed all belief in their prodigious magnitude. The
waters, too, of the lakes and of the Canal itself were alive with fish
so large and in such great quantities that not a few were run down
by our ship's bows in passing, while everywhere they were being
preyed on by fish hawks and cormorants, which sat watching on the
posts and buoys. I imagine that the letting in of the sea for the first
time on land never before covered with water provided the fish with
feeding ground of exceptional richness, an advantage which has
since been lost. But certain it is that both fish and birds have
dwindled sadly since, and it seems unlikely that the splendid
spectacle we saw that winter will be again enjoyed there by any
traveller's eyes.
We landed at Suez in the first days of the year 1876, and the news
of the great disaster which had overtaken the Egyptian army in
Abyssinia was the first that greeted us. The details of it were not
generally known, but it appeared that seven ortas, or divisions, of
the Khedivial troops had perished, while a tale was in circulation of
the Khedive's son, Prince Hassan, having been captured and
mutilated by the enemy, an exaggeration which was afterwards
disproved, for the prince, a mere boy at the time, had been carried
away from the battlefield of Kora early in the day, at the very
beginning of the rout, as had Ratib Pasha himself, the Egyptian
general in command, who was in charge of him. Loringe Pasha,
however, the American, had really lost his life with many thousands
of the rank and file, and the misfortune put a final limit to the
Khedive Ismaïl's ambition of universal empire on the Nile. In our
small way it affected us, as making our thought of a journey to
Kassala impossible, and deciding us on a less adventurous one
immediately in Lower Egypt.
We were anxious, nevertheless, to see Egypt in a less conventional
way than that of ordinary tourists, and, having our camping
equipment with us for the longer journey, we hired camels at Suez
and went by the old caravan route to Cairo. It is not necessary that I
should say much of our journey across the desert. The four days
spent in it alone with our Bedouin camel-men gave us our first
practical lessons in Arabic—in Algeria we had been dependent wholly
on a dragoman—and they laid the basis, too, of those relations with
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