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ESSENTIAL MATHEMATICS FOR ENGINEERS
AND SCIENTISTS

This text is intended for students who have an undergraduate

degree or extensive coursework in engineering or the physical
sciences and who wish to develop their understanding of the
essential topics of applied mathematics. The methods covered in
these chapters form the core of analysis in engineering and the
physical sciences. Readers will learn the solutions, techniques, and
approaches that they will use as academic researchers or industrial
R&D specialists. For example, they will be able to understand the
fundamentals behind the various scientific software packages that
are used to solve technical problems (such as the equations
describing the solid mechanics of complex structures or the fluid
mechanics of short-term weather prediction and long-term climate
change), which is crucial to working with such codes successfully.
Detailed and numerous worked problems help to ensure a clear and
well-paced introduction to applied mathematics. Computational
challenge problems at the end of each chapter provide students with
the opportunity for hands-on learning and help to ensure mastery of
the concepts. Adaptable to one- and two-semester courses.
 ESSEN T I A L
MA T HEMA T I C S F OR
EN G I N EER S A N D
SC I EN T I ST S
THOMAS J. PENCE
Michigan State University

INDREK S. WICHMAN
Michigan State University
 University Printing House, Cambridge CB2 8BS, United Kingdom

One Liberty Plaza, 20th Floor, New York, NY 10006, USA

477 Williamstown Road, Port Melbourne, VIC 3207, Australia

314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre,

New Delhi – 110025, India

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Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the

pursuit of education, learning, and research at the highest international
levels of excellence.

www.cambridge.org

Information on this title: www.cambridge.org/pence-wichman

DOI: 10.1017/9781108671354

© Thomas J. Pence and Indrek S. Wichman 2020

This publication is in copyright. Subject to statutory exception and to

the provisions of relevant collective licensing agreements, no
reproduction of any part may take place without the written permission of
Cambridge University Press.

First published 2020

 Printed in the United Kingdom by TJ International Ltd, Padstow
Cornwall

A catalogue record for this publication is available from the British

Library.

Library of Congress Cataloging-in-Publication Data

Names: Pence, T. J. (Thomas J.), author. | Wichman, I. S. (Indrek

S.), author.

Title: Essential mathematics for engineers and scientists / Thomas J.

Pence, Indrek S. Wichman.

Description: Cambridge ; New York, NY : Cambridge University Press,

2020. | Includes bibliographical references and index.

Identifiers: LCCN 2019038382 (print) | LCCN 2019038383 (ebook) |

ISBN 9781108425445 (hardback) | ISBN 9781108671354 (ebook)

Subjects: LCSH: Mathematics. | Mathematical analysis. | Engineering

mathematics. | Science – Mathematics.

Classification: LCC QA37.3 .P46 2020 (print) | LCC QA37.3 (ebook) |

DDC 510–dc23

LC record available at https://lccn.loc.gov/2019038382

LC ebook record available at https://lccn.loc.gov/2019038383

ISBN 978-1-108-42544-5 Hardback

Additional resources for this publication at

www.cambridge.org/pence-wichman

Cambridge University Press has no responsibility for the persistence or

accuracy of URLs for external or third-party internet websites referred to in
this publication and does not guarantee that any content on such websites is,
or will remain, accurate or appropriate.
The authors wish to dedicate this work to their wives, Lora
(Casper) Pence and Kadri (Roman) Wichman, for their love,
support, and encouragement, and to their late fathers,
James Thomas Pence and Sven Hjalmar Wichman, for life’s
lessons learned, mathematical and otherwise.
 Contents
Preface
Acknowledgements
About the Authors

Part I Linear Algebra

1 Linear Algebra and Finite-Dimensional Vector

Spaces
1.1 Review of Matrices
1.2 Linear Independence and Linear Dependence
1.3 Spanning and Basis
1.4 Decomposing a Vector Space via Direct Sums
1.5 The Scalar Product
1.6 Orthogonality and the Gram–Schmidt Procedure
1.7 The Orthogonal Complement
1.8 Change of Basis and Orthogonal Matrices
Exercises

2 Linear Transformations
2.1 Linear Transformations
2.2 Change of Basis for Linear Transformations
2.3 Projection Tensors
2.4 Orthogonal Projection
2.5 Invariant Subspaces
 2.5.1 The Null Space
2.5.2 The Range
2.5.3 One-Dimensional Invariant Subspaces – A
First Look
Exercises

3 Application to Systems of Equations

3.1 Orthogonal Complements of the Range and Null
Space
3.2 The Fredholm Alternative Theorem
3.3 The “Best Solution” When det
3.3.1 If the Solvability Condition Is Met
3.3.2 If the Solvability Condition Is Not Met
3.4 The Normal Equations
3.5 The Pseudo-Inverse
3.5.1 Connection to Least-Squares Data Fitting
3.5.2 Application: Fitting Stress–Stretch Data for
Rubber
Exercises

4 The Spectrum of Eigenvalues

4.1 Eigenvalues and Eigenvectors
4.2 Eigenspaces
4.2.1 Diagonalization
4.2.2 Application: Vibration of Spring and Mass
Networks
4.3 Rectangular Matrices and Singular Values
4.4 The Fredholm Alternative Theorem – A Second
Look
 4.4.1 The FAT Generalized for
4.4.2 Connection between the FAT and the Singular
Values
4.5 The Singular Value Decomposition
4.6 The Pseudo-Inverse – A Second Look
4.6.1 Connection to the Singular Value
Decomposition for “Highly Rectangular” Matrices
4.6.2 Application: Filtering Noise Out of a Linear
System
Further Reading in Linear Algebra
Exercises

Part II Complex Variables

5 Complex Variables: Basic Concepts

5.1 Complex Numbers: Overview and Brief History
5.2 Complex Numbers and Operations
5.3 Planar Geometric Interpretation: The z-Plane
5.4 Integration in the Complex Plane – a First Look
5.5 Non-Planar Geometric Interpretation: The
Riemann Sphere
5.6 Point-Pair Algebra in Complex Analysis
Exercises

6 Analytic Functions of a Complex Variable

6.1 Some Standard Complex Functions
6.2 Mapping with Complex Functions – a First Look
6.3 Analytic Functions
 6.3.1 The Derivative
6.3.2 The Cauchy–Riemann Equations
6.4 Harmonic Functions
6.5 Application to Fluid Mechanics: Potential Flow
6.5.1 Two-Dimensional Steady Flows
6.5.2 Objects in the Flow Field
6.6 Mapping with Complex Functions – a Second
Look: Schwarz–Christoffel Transformation
6.6.1 Mapping as Coordinate Transformation
6.6.2 The Open Mapping
6.6.3 The Closed Mapping
6.6.4 The Transformation
Exercises

7 The Cauchy Integral Theorems

7.1 Integration of Analytic and Non-Analytic
Functions
7.1.1 The Cauchy–Goursat Theorem
7.1.2 Consequences of the CGT for Evaluation of
Integrals
7.2 Indefinite Integrals – the Antiderivative
7.3 The Cauchy Integral Theorem
7.4 Contour Integrals for the Derivatives of an
Analytic Function
7.5 Harmonic Functions in the Unit Circle
7.6 Application: Inverting Laplace Transforms
7.7 Potential Flow Revisited: Forces Exerted by a
Moving Fluid
Exercises
 8 Series Expansions and Contour Integration
8.1 Taylor Series
8.2 Laurent Series
8.3 Residues and the Residue Theorem
8.4 Contour Integrals Enclosing Various Pole
Arrangements
8.5 Complex Contour Integrals That Permit the
Evaluation of Real Integrals
8.6 Branching and Branch Cuts
8.6.1 Branched Maps
8.6.2 Integrals with Branching: Elliptic Integrals
8.6.3 Integrals with Branching: Polynomials, Logs,
and Fractional Powers
8.6.4 Integrals with Branching: Inverse Laplace
Transforms
8.7 Advanced Topics in Contour Integration
8.7.1 The Complex Fourier Transform
8.7.2 Singularities on the Integration Contour: The
Plemelj Formulae
8.7.3 Analytic Continuation
Further Reading in Complex Variables
Exercises

Part III Partial Differential Equations

9 Linear Partial Differential Equations

9.1 Equilibrium and Steady State
 9.1.1 Separation of Variables, Eigenvalues,
Eigenfunctions
9.1.2 Boundary-Value Problems with Parameters;
Nontrivial Solutions
9.2 Partial Differential Equations for Time-Dependent
Processes and the Role of Eigenvalues
9.3 Properties of Eigenfunctions and Eigenvalues for
the Helmholtz Equation
9.3.1 The Rayleigh Quotient: Consequences for
Eigenfunctions and Eigenvalues
9.3.2 Orthogonal Sets of Functions
9.3.3 Complete Sets of Orthogonal Functions
9.4 Approximating Eigenvalues Using the Rayleigh
Quotient
9.5 Separation of Variables in Non-Cartesian
Coordinates
9.6 A Steady-State Limit, Some Transient Decay, an
Infinite Domain, and Even a Similarity Solution
Exercises

10 Linear Ordinary Differential Equations

10.1 Review of Basic Facts about Linear ODEs
10.2 Differential Equations in the Complex Plane
10.2.1 Taylor-Expansion Solutions to Linear ODEs
10.2.2 Frobenius-Expansion Solutions to Linear
ODEs
10.3 Special Functions
10.3.1 Bessel Functions
10.3.2 Legendre Polynomials
 10.3.3 Special Functions That Do Not Typically
Arise as Eigenfunctions – Briefly
10.4 The Sturm–Liouville Formulation for Second-
Order ODEs
Exercises

11 Green’s Functions for Ordinary Differential

Equations
11.1 The Dirac Delta Function
11.1.1 Mathematical Underpinnings
11.1.2 The Delta Function as a Unit Impulse
11.2 Green’s Functions
11.3 The Adjoint of a Linear Differential Operator
11.3.1 Linear Algebra Background and Analogy
11.3.2 Formal Definition of the Adjoint; and an
Example
11.4 The Fredholm Alternative Theorem for
Differential Operators
Exercises

12 Poisson’s Equation and Green’s Functions

12.1 Diffusional Processes: The Poisson Equation
12.2 General Features of Laplace’s Equation,
Poisson’s Equation, and Their Solutions
12.3 Green’s Functions for Poisson’s Equation
12.3.1 Free-Space Green’s Function
12.3.2 Green’s Function on Finite and Semi-infinite
Domains
12.4 Problems on a Half-Plane
 12.4.1 The Method of Image Sources and Sinks
12.4.2 Green’s Functions Using Complex Analysis
12.5 Exploiting Symmetry and Superposition for a
Dirichlet Problem on a Finite Domain
12.6 Green’s Function in a Square: The Pull-Back
and Push-Forward
Exercises

13 Combined Green’s Function and Eigenfunction

Methods
13.1 Vibration Theory and Normal Modes
13.2 Modified Green’s Functions
13.2.1 Resonant Forcing with No Sympathetic
Component
13.2.2 Application: Forced Harmonic Oscillation of
a Taut String
13.3 Taking Advantage of the Sturm–Liouville
Formulation
13.3.1 Completeness
13.3.2 Mathematical Connections to a Motivating
(Parent) Physical Model
13.3.3 Green’s Function for Sturm–Liouville
Operators
13.4 The Sturm–Liouville Formulation and the
Fredholm Alternatives
13.5 Complex-Contour Integration and Eigenfunction
Expansions – a Deeper Connection
13.6 Application to PDEs – a Concluding Example
Further Reading in Partial Differential Equations – and
Beyond
 Exercises

References
Index
 Preface
The title of this book states that the mathematical subject matter
covered herein is “essential.” This assertion itself requires
clarification. For what is the mathematics discussed here essential?
Why is the mathematics discussed here essential? For whom is the
mathematics discussed here essential (engineers and scientists,
clearly, but that must also be explained)?
To begin answering these complicated questions it is necessary
to discuss how and why they first arose.
The fact is that in the four decades between approximately
1980 and 2020 there has been an explosion in the uses of
computers for the solution of engineering and scientific problems
using techniques of computational modeling and simulation.
Computers are also used for other purposes ranging from
entertainment (videos, cell phones, etc.) to the apprehension of
fugitives and for espionage (facial recognition), to large scale data
processing in health care and social statistics, to the increased
financialization and economization of daily life. Simply put, the
computer is now ubiquitous.
One of the downsides of increased sophistication is the
associated loss of contact with fundamentals. In everyday life this is
observed as the inability to make repairs on ones’s car or to replace
a “heating, ventilation and air-conditioning system” in one’s home.
Once computers were able to solve long-standing difficult problems
of engineering, what was left for the replaceable, interchangeable
engineer? The computer made it all so easy. It never asked for
vacations, bonuses or raises, and, best of all, unlike real-life
engineers it never made any mistakes. Furthermore, if engineers and
scientists are not needed, why should engineering and science even
be taught?
We were led in the face of such circumstances to ask a more
immediately relevant set of questions: What level of mathematical
sophistication is necessary for our engineers and scientists
(assuming they are still necessary) in an era where machine
computation occupies the prominent place? A slightly different
version of the same question is: How grounded should our students
be in the fundamentals of mathematics? One cannot help but notice
that the need to write one’s own code has seemingly withered away
as pre-packaged and commercial software programs became
universally available. And so it became legitimate to ask even more
questions: If a solution of some kind is always computable is there
any longer a need to worry whether the mathematical algorithms
and modeling assumptions are consistent? Is it worth one’s time to
ask whether the mathematical problem is well posed? Is there still a
need on the part of the engineer or scientist to deploy strict
algorithmic thinking during the problem-solving process or should his
or her role end with the problem statement?
 We learned by subsequent experience through many
exaggerations, misstatements and mishaps that the consequences of
shorting human technical ability and expertise can range from the
comical to the harmful. Bridges collapsed, airplanes crashed, wind
tunnels and other large-scale experimental facilities were still
needed, and experimental diagnostics became even more
sophisticated and accurate. Hence there arose a distinct need for
oversight in the form of practicing engineers and scientists able to
provide a competent technical scrutiny of proposed “solutions” to
difficult technical problems. By necessity we were returned to asking
modern variants of age-old questions: what is a problem, and what
does it mean to solve it? We were forced to acknowledge that
though we lived in an era technologically far superior to that in
which much of our mathematics was developed, we had not yet
outgrown the constraints it has imposed on us: everyday life
requires mathematics as much, or more than it ever did.
With the change of scope and emphasis in modern engineering
practice — our nearly ubiquitous dependence on machine
computation — new and different ways were needed to present
essential mathematical knowledge to students of engineering and
the sciences. Even so, the path forward begins by casting a long
glance over one’s shoulder toward the solved problems from the
venerable past. How did these problems arise? What questions did
they seek to answer? How were the solutions generated? These
questions provide valuable clues to the construction and solution of
modern mathematical models. Although computers have altered the
way we do our mathematics, and how we construct solutions, and
how we consider the parts of a given problem in relation to the
whole, it was a change in form, not content. As one simple example,
the reader may reflect on the fact that though we are not about to
discard our software codes we can nevertheless be more vigilant
about testing them against established mathematical solutions. This
goes from being merely important to crucial when we extend these
codes and programs past the simpler problems for which they were
initially designed. Man’s reach exceeding his grasp, we seek the
means for closing that gap whenever and however possible.
The preceding discussion, of course, was centered on the two
questions, “why and for what is technical competence in advanced
mathematics essential?”
Concerning “essential for whom?”, the aim of this introductory
graduate-level book is to visit, with sharpened tools and perspective
honed by precedent and experience, a subset of the most important
— essential — topics of mathematics that the aspiring graduate level
engineer or scientist should know. Since this knowledge is
foundational, it builds upward and outward. Each new subject
matter, however, has a partial foundation of its own so the entire
assembly might be taken by analogy to resemble a Roman
aqueduct: a superstructure resting on separate but strongly linked
segments, or foundations. The mathematics of engineering science
builds upward firstly from a knowledge of exact mathematics
unencumbered (except for the occasional example) by
approximation, estimation and asymptotization. We believe that
although there is available an assortment of approximate and
asymptotic solution techniques for various classes of engineering
and applied science problems, extended coverage of them in the first
year of graduate study would amount to putting the cart before the
horse.

Key Features
Key features of this book include the following

The presumed background for this book is the equivalent of

an undergraduate (B.S.) degree in engineering or in physical
science. This implies a grounding in calculus through partial
differential equations, and also familiarity with matrix theory
including a basic understanding of eigenvalues and
eigenvectors. It is also presumed that the reader has grappled
with ODEs, PDEs, and eigenvalues in a first treatment. These
subjects implicitly suggest that the student is familiar with
introductory Fourier series, Laplace transforms, and vector
analysis and notation. All of these topics are covered in
“advanced” undergraduate textbooks as well as in several
introductory graduate level texts. In a typical undergraduate
technical major in mechanical engineering, for example, the
student at the junior/senior level would have been exposed to
treatments of heat conduction (for PDEs), vibrations (for
ODEs and eigenvalues), and control theory (linear systems,
Laplace transforms). In other areas of undergraduate study in
different technical areas such as physics or chemistry, the
student will have encountered junior/senior level courses in
classical mechanics, statistical thermodynamics,
electromagnetic theory and physical chemistry. Courses such
as these inevitably cover many of the mathematical
procedures with which we expect the reader to have
background operational facility.

The subject matter is divided into three major parts, each

with at least four chapters. The three parts focus on Linear
Algebra, Complex Variables, and Ordinary and Partial
Differential Equations. The foundations of these topics are
different but the connections and interrelations tying them
together are numerous and deep. In order to solve problems
numerically it is imperative to have a strong foundation in
Linear Algebra. What are the objects of numerical solutions?
Usually, ordinary differential equations (ODEs) and partial
differential equations (PDEs). Complex Variables might be
thought to stand outside these two areas, but the light shed
on differential equations, integration, the significance of the
derivative as well as the foundational notions of the Riemann
sphere, the Cauchy-Riemann equations, and all of the
techniques and skills learned in the act of evaluating integrals
and assessing singularities (and noting their behavior) makes
its’ study extremely valuable. The basic concepts introduced
in Complex Variables carry over into topics as concrete as
geometric considerations for PDEs, and as abstract as the
meaning of infinity or the notion of .

A major point of emphasis has been to discuss the Fredholm

Alternative Theorem (FAT) and its implications for solving
linear systems of equations (in Part I) and ordinary differential
equations (in Part III). These two areas of emphasis are
closely related because ODEs can be recast using finite
differences as a system of linear algebraic equations.
Nevertheless, the FAT provides an excellent graduate level
opportunity to discover the deeper connections between
these topics. In addition, the limitations on the existence of
solutions indicated by the FAT lead to new and broader
insights, such as the concept of a modified Green’s function
described in Part III. Here the student will learn that an
apparent limitation of a prior, perhaps more straightforward
approach is a not-so-subtle manifestation of the need for a
more fundamental principle (such as the modified Green’s
function). What first appear to be roadblocks often mark the
entryway to a more foundational theory.

The order of the material is not “random” (to use the current
jargon) or arbitrary. Linear Algebra should be studied first
followed by Complex Variables, and then ODEs and PDEs.
There is a constant “build” as these topics are gradually
developed, until, at the end of Chapter 13, much of the
intellectual content of the previous twelve chapters is
represented in the form of a final example in Chapter 13,
Section 13.6. Indeed, detailed worked examples serve as a
vehicle for introducing and advancing the theory. While
certain of these may seem discipline specific by virtue of their
particular formulation, they are in fact general with respect to
the presentation of the underlying key mathematical concept.
This is made clear in the narrative discussion. In addition to
demonstrating procedures and treating previously raised
issues, these examples serve to pose new questions. A
version of this is the introduction of the pseudo-inverse in
Section 3.5 which fulfills a specific need that, at first glance,
appears to be a loose end but is then revealed to be a
concept of fundamental importance. The continued follow-up
on issues raised by prior examples is a key feature of the text.

We seek to reinforce the essential concepts by circling back as

the book evolves to reconsider important topics and methods
in a new light or in a greater degree of generality. This is also
part of the “build” that we have employed in the writing. For
example, the Fredholm Alternative Theorem is first considered
in the context of linear algebra with the same number of
equations as unknowns (Chapter 3), then reconsidered in the
context of linear algebra with an unequal number of
equations and unknowns (Chapter 4), and then later in the
context of ODE theory (Chapter 11). Education research has
shown that students understand better both the logic and the
necessity of the material under such an arrangement. This
type of learning is called “active retrieval” [1]. The active
retrieval of prior notions, examples and knowledge is also the
central component of what these authors call “interleaved and
varied practice.” This approach fosters appreciation,
assimilation and application of principles learned.
This book might ideally be used as a graduate level text for
an introductory full year course. However, it can also serve as
a text in a one semester setting with a sampling of material
from each of the three parts. At our institution we have used
it in a semester course by covering the first two, or in some
cases three, chapters of each part. The remaining material is
more than sufficient for a schedule of personal study or for a
second course, after which the student/reader will have
acquired a strong foundation in the methods of exact analysis
in engineering and applied science. After that, they will be
ready to study, if they wish, the full spectrum of asymptotic
methods (series, integrals, WKB theory, steepest descent,
etc.) as well as the classic techniques of approximate
engineering analysis represented in Bender and Orszag’s
excellent and by no means dated book [58]. Topics such as
the structure of phase space, solutions for nonlinear ODEs
and PDEs, the influence of very large or very small
parameters, are left for more advanced treatments, as are
studies of the particulars of numerical methods.

The authors believe that an important part of learning

consists of the student’s own engagement with the material,
in quiet privacy, under a circle of light, phone and electronic
gadgetry turned off. Some of this engagement comes from
reading, which we could call philosophical engagement. A
more active form of engagement amounts to working through
the examples. And the most active and productive form of
engagement, where learning truly occurs, comes by solving
exercises. Exercises are provided for each section of each
chapter. Some of the exercises reinforce standard learning
whereas others require considerable effort. The reward is a
leap of understanding with a heightened appreciation for the
presented material. We have written a “computational
challenge exercise” at the end of each chapter, which typically
requires not only a thorough grasp of the material, but also
the ability to treat amplified versions of previous problems in
an algorithmic way. The resulting computational challenge
provides a hands-on way to master the theory and it connects
the essential mathematics presented herein to the
computationally intensive era in which we live.

Finally, there are several topics of exact engineering analysis

that are not addressed, first because they are well covered in
other, more introductory texts, and second because the level
and depth and the large number of examples we use to cover
topics here would make our book unwieldy. Thus, for
example, we do not examine in detail variational methods,
although they appear in Part III in our discussion of PDEs.
Variational calculus leads often to nonlinear ODEs, which is
another topic that is not represented herein. Choices were
made, and topics were chosen to emphasize the essential
nature of the subjects covered, the almost universal emphasis
being on the exact solution of linear problems of applied
mathematics. Once these subjects are understood the student
or researcher can learn how to treat nonlinear equations,
often by linearizing them(!) and almost as often by seeking a
parameter around which to construct an asymptotic solution.
In an age of computation, the predominant approach is a
resort to numerical simulation, which inevitably involves
linearization.
 Acknowledgements
The authors wish to acknowledge the impact that many persons
have had on the writing of this book, on their learning of this subject
matter, and, perhaps most importantly, on the entire concept of
learning how to learn. The Gordian knot called the learning process
is a mystery that has proved impossible to unravel, probably because
it means something different to every person and every educator.
Before there was a book, there were notes: before there were
notes, there was a course. That course has been taught for the past
decade at Michigan State University (MSU) in alternating years by
Pence and Wichman, and prior to that was team taught by Profs.
Brereton, Naguib and Wichman. In the preparation of our notes for
this book we especially thank Dr. Yen Nguyen for her valuable
technical assistance. We acknowledge separately those persons who
provided both instruction and inspiration for learning this subject
matter, and for guiding us toward that nebulous place where
learning how to learn begins to take root and flourish.
Tom Pence wishes to acknowledge, first of all, an outstanding
coterie of math and science teachers in his small high school in
Linden, Michigan, and specifically Tim Holcomb, Don Morrow, Jim
Starrs and Judy Stoeri. Moving on to undergraduate studies, the
Honors College at Michigan State University allowed TJP to explore a
wide range of courses, both undergrad and grad, in math, physics
and engineering mechanics by thoughtful and patient teachers in
diverse areas including especially fluid mechanics (C. Y. Wang),
continuum mechanics (S.D. Gavazza), computational mechanics (N.
J. Altiero), variational mechanics (C.O. Horgan), statistical physics (T.
Woodruff) and real analysis (E. Ingraham). Just as the high school
teachers provided the preparation for the MSU courses, those
courses in turn provided the necessary fortification for the next
challenge – the Caltech first year graduate course gauntlet in applied
mechanics, in this case courses in hydraulics (F. Marble), dynamics
(W. Iwan), applied math methods (D.S. Cohen), nonlinear waves (G.
B. Whitham) and elasticity (Eli Sternberg). This battery of courses
provided not only essential mathematical tools, but also conveyed
the important lesson that a common problem could be addressed by
a variety of different analytical methods, each of which could yield
up its own insights. This was essential for follow-up courses,
especially those from J. N. Franklin and H.B. Keller. Research under
the guidance of my thesis advisor, J. K. Knowles, emphasized the
utility of being able to draw upon a variety of analytical tools. That
point of view animates the spirit of this text. Special recognition is
extended to Jim Knowles for his advice and inspiration.
Indrek Wichman wishes to acknowledge excellent professors
and teachers throughout his higher education beginning with an
undergraduate course of fluid mechanics (Prof. John Lee) at Stony
Brook University, along with a course on elasticity (Prof. Fu-Pen
Chiang), continuing with graduate school at Virginia Tech with Profs.
Ali H. Nayfeh (perturbation methods and asymptotics), William Saric
(compressible flows) and Dean T. Mook (nonlinear oscillations) and
then at Princeton with Profs. Sin I. Cheng (engineering analysis),
Sau-Hai “Harvey” Lam (partial differential equations), Wallace D.
Hayes (calculus of variations, fluid mechanics), Charles H. Kruger
(gas dynamics), Forman A. Williams (combustion theory), Irvin
Glassman (combustion), and Antony Jameson (numerical methods).
All of these persons were outstanding scholars and, unsurprisingly,
outstanding also in the classroom. The subjects and techniques
taught by Nayfeh, Cheng, Lam and Hayes have been sources of
theoretical inspiration over the years, and have formed important
parts of what has been presented here, in somewhat altered form.
The courses taught by Hayes were, in every way, remarkable. A
wonderful feature of 1980s Princeton University was the opportunity
to audit courses in its mathematics department, where ISW took
several courses of pure analysis (ODEs, functional analysis, nonlinear
waves), taught by professors whose names he has now forgotten,
except for the animated M. Kruskal (nonlinear waves). Special
acknowledgements are due to: first, George F. Carrier, who took a
whole morning before his scheduled afternoon seminar at Princeton
to explain to me the concept and the use of approximate kernels.
His insights broke open a troubling logjam in my research; second,
Forman A. Williams, my outstanding PhD thesis advisor.
During TJP’s and ISW’s formative years of schooling and
learning there was much reading also. We cannot but help mention
the seminal works of the late mechanicians Clifford A. Truesdell and
James Serrin, gentlemen scholars and applied mathematicians
extraordinaire whom we have both admired from a distance.
 About the Authors
Tom Pence and Indrek Wichman profess mechanical engineering at
Michigan State University. Since neither holds a degree in
mathematics they are aptly characterized as gentleman math
enthusiasts. Pence studied engineering mechanics at Michigan State
(B.S.) and applied mechanics at Caltech (M.S., Ph.D.). Wichman
studied mechanical engineering at Stony Brook University (B.S.),
engineering mechanics at Virginia Tech (M.S.), and mechanical &
aerospace engineering at Princeton (M.A., Ph.D.). Their professional
goal is to someday be granted adjunct status in the MSU department
of mathematics.
 Part I
◈

Linear Algebra
 1
Linear Algebra and Finite-
Dimensional Vector Spaces
◈

In this and the following three chapters we study the subject of linear
algebra by applying general concepts to a series of informative and
successively more challenging examples. Linear algebra, by which we
typically mean the solution of finite-dimensional sets of linear algebraic
equations (as contrasted with nonlinear algebraic equations, or the solution
of “infinite-dimensional” differential equations), requires consideration of
dimensionality, linear independence, orthogonality, rank, and the careful
evaluation of special cases when one or more of these issues are either
violated or unfulfilled. For example, dimensionalities may not match, or the
actually relevant space may be a subspace of a larger space, or an original
set of spanning vectors may be geometrically skew, etc. As always, a major
concern in the solution of any mathematical problem is the existence of a
unique solution, and what meaning may be attached, if any, to cases where
that condition is violated.
After the notion of the dimension of a space has been established, and is
sufficiently well understood, no concept of linear algebra is more basic or
more important than linear independence. The vector space in which the
solution to our linear system of equations is sought must satisfy the
requirement of linear independence. Following that, the “span” of the vector
space must be examined. A “space” is “spanned” by a set of “linearly
independent” vectors whose components are non-overlapping. For example,
a three-dimensional space is “spanned” by the action of three perpendicular
unit vectors.1 Their principal advantage in any calculation is that they are
orthogonal unit vectors having magnitude unity and absolutely no mutual
overlap. One might imagine describing a space for which some overlap was
unavoidable, such as traversing an optimum trajectory across a mottled,
irregular surface, or some other process for which a constraint requires using
a set of spanning but non-orthogonal vectors.
The construction of vectors that properly “span” some special vector
subspace leads naturally to the Gram–Schmidt procedure for deriving sets of
orthogonal spanning vectors from any given non-orthogonal spanning set.
This elegant but also highly workmanlike technique (hence its appeal)
subtracts the overlap of the vector being considered with all previously
derived vectors, which were found by the same procedure, in order to ensure
that each newly added vector is orthogonal to all previous vectors.
Transforming the orthogonal vectors thus derived into orthogonal unit vectors
is the next logical step.
Additional topics discussed are the transformation matrix for effecting a
change of basis, systematic methods for decomposing a vector space, and
other operations that collectively form the arsenal of a competent
computational analyst. The student who masters this material will be able to
read, with relative ease, books and articles that are focused on advanced
numerical analysis.

1.1 Review of Matrices

Before diving into linear algebra proper, let us recall some basic facts about
matrices, which are the fundamental elements or building blocks of linear
algebra. Stating this another way, the fundamental elements of linear algebra
are linear algebraic equations, which are easily and naturally written in the
form of matrices. Matrices, therefore, are the essential operational tool of
linear algebra.
To start, a matrix is a rectangular array of entries, each of which is
usually a number, but is occasionally an unknown. It can even be a function.
The number of rows is the row number and the number of columns is the
column number. If M is the row number and N is the column number, we
then speak of an matrix (read M by N). A matrix can be multiplied by a
scalar, and two matrices can be added together in the obvious way. An
matrix A and a matrix B can be multiplied together if and only if
, in which case the resulting product is an matrix. The various
algebraic operations that follow are associative, commutative, and
distributive, with the exception of matrix multiplication, which is not generally
commutative ( ). Of course, for both of the operations and to
even be defined requires that A and B are square matrices of the same size.
As a starting point we take for granted that the reader is familiar with
the following concepts.

Identity Matrix: An matrix with ones on the diagonal and

zeros elsewhere is the identity matrix, denoted by I. It has the
property that and whenever the operations can be
carried out (i.e., the matrices have compatible row and column
numbers).

Inverse Matrix: If A is square then it may or may not have an

inverse, meaning that there may or may not exist a matrix such
that . When it exists, the inverse is unique, and is
both a left inverse and a right inverse. The inverse exists if and only if
the determinant of A is nonzero.

Triangular Matrices and Row Operations: If a square matrix is

either upper triangular or lower triangular (zeros below or above the
diagonal) then the determinant is the product of the diagonal entries.
There are three standard row operations: (ro1) interchanging two
rows, (ro2) multiplying a row by a nonzero scalar, and (ro3) replacing
a row by that row added to any other row. These operations have the
following effects on the determinant: multiplication by ;
multiplication by the scalar multiplier; and no change. Using row
operations on a square matrix to make it triangular, and keeping track
of these changes, is one method for finding its determinant.

Row Echelon Matrix and Rank: Row operations can be applied to

non-square matrices in order to yield up the row echelon form: the
first entry in each row is a one or a zero, and each lower row has
more leading zeros than the row above. Thus the first nonzero entry in
each row is a one, unless it is an all-zero row. The all-zero rows, if any,
occur as bottom rows of the row echelon form. The row echelon form
is not unique, because this definition does not pin down its form to the
right of the first one in each row. However, all row echelon forms for
the same matrix have the same number of all-zero rows. The number
of rows in the row echelon form that are not all-zero rows is the rank
of the matrix.

Transpose Matrix: The transpose of an matrix A, denoted ,

is the matrix with the rows and columns interchanged. An
matrix is called a column vector. Its transpose is thus a row
vector. For a square matrix, the determinant of the transpose is the
same as the determinant of the original matrix. For any matrix, the
rank of the transpose is the same as the rank of the original matrix (a
powerful result).

Augmented Matrix for a Linear System: A set of linear equations

with M equations for N unknowns is easily represented as
a linear system of the form , where A is the coefficient
 matrix, x is the column vector of unknowns, and b is the
driving vector (or right-hand-side vector). A standard solution
technique involves constructing the augmented matrix
and putting this augmented matrix into row echelon form.
Solutions exist, i.e., the original linear system is solvable, if and only if
the rank of A is the same as the rank of the augmented matrix.
Solutions can then be read off by “back substitution.” If solutions exist,
then there is either a unique solution or else there are infinitely many
solutions.

1.2 Linear Independence and Linear

Dependence
For fixed positive integers M and N the set of matrices with real
number entries is a real vector space. We recall that a vector space is a
relatively general concept in which the proposed individual elements, called
vectors, can be added together and multiplied by a scalar. What distinguishes
a vector space from the less specific notion of a either a “set” or a
“collection” is that addition and multiplication operations generate objects
that also belong in the vector space.2 In particular, the vector space must
include a unique zero element.
This concept extends to subspaces. Namely, given a vector space, a
subspace is any subset that constitutes a vector space in its own right.
 EXAMPLE 1.2.1

For the usual matrix operation rules, answer the following questions.
Q: Is the set of all square matrices a vector space?
A: No, the operation of addition, at least as originally defined, does
not allow two of these objects to be added together if the “squares”
have different sizes.
Q: Is the set of all matrices, such that the third row is twice the
second row, a vector space?
A: Yes, all the operations are defined, and the new matrix obtained via
such an operation continues to be a matrix in which the third
row is twice the second row.
Q: Is the set of all matrices, such that the third row consists of
entries that add up to 4, a vector space?
A: No. Although all of the operations are defined, the new matrices
obtained do not always satisfy the defining rule that the third row
consists of entries that add up to 4. Equivalently, the defining rule
does not allow the existence of a zero vector.
Q: Is the set of all matrices, such that the third row consists of
entries that add up to 0, a vector space?
A: Yes, all the operations are defined, and the new matrices obtained
continue to satisfy the defining rule that the third-row entries add up
to 0.

With this as our background, we shall often work in the standard vector
space of column vectors. This vector space, called , consists of
objects x of the form
 (1.1)

The zero vector is one whose each entry is zero ( ).

Vectors of the form (1.1) exist in an n-dimensional “space” which,
regrettably, is difficult to visualize for a “space” of greater than three
dimensions. A one-dimensional space might be called “lineland,” a two-
dimensional space “flatland,” and a three-dimensional space “spaceland.”3
After that, we are bereft of the comforts of visualization and must make do
with the logical extension of ideas gathered from our encounters with
lineland, flatland, and spaceland.
The essential feature of vectors is the ability to combine them into new
vectors via linear combination. Let { } be a set of k vectors in ,
none of which is the zero vector. A linear combination is any vector of the
form using multiplication by scalars . The
original set of k vectors { , , …, } are said to be either linearly
dependent or linearly independent depending on how the equation

(1.2)

can be satisfied via the choice of the scalars , … , . Clearly taking all of
the scalars equal to zero, i.e., , , …, , will cause Eq. (1.2) to
be true. If this is the only way in which Eq. (1.2) can be satisfied, then we
say that the set { , , …, } is linearly independent. Conversely, if there is
any solution to Eq. (1.2) with at least one of the scalars nonzero, say
for some fixed i, then we say that the set { , } is linearly dependent.
In this case we can write the vector (the one we have identified to have
the nonzero ) as a linear combination of the others (because we can divide
by there is no problem solving Eq. (1.2) for ). In contrast, if the set is
linearly independent, then no vector in the set can be expressed as a linear
combination of the others.
EXAMPLE 1.2.2

Determine whether the two vectors

in a four-dimensional space ( ) are linearly dependent or linearly

independent.

Solution: In this case Eq. (1.2) becomes

which has the four component equations

The first component equation is trivially true ( ), and the

remaining three can be gathered together in the following matrix
form:

The augmented matrix and its row echelon form are

 (1.3)

The latter form allows us to read off and , which has

the unique solution . Because this is also the only solution
to (1.2) for this problem, it follows that the vectors and are
linearly independent.

The case of two vectors is rather trivial because two vectors are linearly
dependent if and only if they are multiples of each other (which and
were not in the above example). Let us now modify the example by asking
the same question for the set of three vectors consisting of the same and
along with another vector .
EXAMPLE 1.2.3

Determine whether the three vectors

are linearly dependent or linearly independent.

Solution: In view of Eq. (1.2) we consider

(1.4)

The first of the four component equations is again trivial. By

consolidating steps compared with the previous example, we observe
that the remaining three component equations in (1.4) generate the
following: system, augmented matrix, and row echelon form,
respectively:

We have here used the symbol to denote “the result of row

operations.” The row echelon form allows us to read off
and . Thus the possibilities for are
summarized as
 Taking gives and , whereupon (1.4) becomes

Thus the three vectors , , and are linearly dependent. In this

case, because all of the coefficients , , and are nonzero, we can
write any one of the three vectors as a linear combination of the other
two.

Thinking about these examples leads us to an efficient means for

determining whether a collection of vectors is linearly dependent or linearly
independent. For both examples we observe the following.

The final column in the augmented matrix in each of the two examples
consisted only of zeros. It therefore remained zero during all of the
row operations, merely being carried along. This column, in other
words, was inessential to the solution procedure.

The other columns in the augmented matrix consisted of the vectors

that were under consideration. In both examples we first discarded the
zero top entries that appeared throughout since these consistently
generated a trivial equation ( ); however, more generally we might
assemble the vectors as columns in the augmented matrix.

In Example 1.2.2 there were two vectors in the collection under

consideration. The rank of the augmented matrix was two (two
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Title: Őszi csillagok

Author: Knut Hamsun

Translator: Géza Ács

Release date: January 10, 2024 [eBook #72674]

Language: Hungarian

Original publication: Budapest: Anonymus, 1923

Credits: Albert László from page images generously made available

by the Hungarian Electronic Library

*** START OF THE PROJECT GUTENBERG EBOOK ŐSZI

CSILLAGOK ***
 KNUT HAMSUN

Őszi csillagok
NORVÉG EREDETIBŐL FORDITOTTA

ÁCS GÉZA

ANONYMUS KÖNYVKIADÓ, BUDAPEST

„Világosság“-könyvnyomda rt. Budapest, VIII, Conti-u. 4. Müszaki igazgató:
Deutsch D.
 I.

Tükörsimán ragyogott tegnap a tenger és tükörsimán ragyog ma

is. Vénasszonyok nyara van a szigeten – ó, milyen enyheség és
melegség ez! –, de a nap már nem süt.
Sok-sok éve nem volt ilyen békesség a lelkemben, talán már
husz vagy harminc esztendeje is van annak. De valamikor régen,
talán valamelyik előző életemben éreztem már ezt a nyugalmat.
Valami kis nótát dudolok, boldog vagyok és minden követ, minden
füszálat szeretek s ugy látszik, ők is szeretnek engem. Ismerősök
vagyunk.
Ha a fücsomókkal benőtt erdei ösvényen sétálok, földöntuli
boldogság dobogtatja szivemet. Eszembe jut egy bizonyos hely
képe, a Kaspi-tenger keleti partján, ahol valamikor voltam. Olyan volt
ott is, mint itt, acélszürkén, csöndesen és komoran terült el a tenger.
Az erdőt jártam, könnyekig meghatódtam és egyre mondogattam:
Istenem, bár még egyszer idekerülhetnék!
Mintha már jártam volna itt valaha.
De akkor bizonyára valami más országból jöttem, ahol csak az
erdők és az ösvények ugyanilyenek. Talán virág voltam az erdőben,
talán bogár, mely egy akácfán éldegélt.
És most itt vagyok. Meglehet, hogy madár voltam és messzi
tájakról röpültem ide. Vagy valami oly gyümölcsnek a magva, melyet
egy perzsa kereskedő küldött…
Lám, most messze mögöttem maradt a város minden nyüzsgése,
lármája, ujságai, emberei. Elmenekültem tőlük, mert hivott megint a
magányosság, hivott az erdő, amelytől elszakadtam. Meglátod,
milyen jó lesz, gondolom magamban és tele vagyok a legszebb
reményekkel. Ó, hiszen már menekültem igy egyszer a városból és
visszatértem megint. Azután ujból megszöktem.
De most szilárdan elhatároztam, hogy mindenáron kivivom
magamnak a nyugalmat. Egyelőre beszállásoltam magam egy
szobácskába és az öreg Gunhild a gazdaasszonyom.
Köröskörül a fenyőerdőben nemes kőrisfák ringatják
biborgyümölcseiket. Ebben az időtájban éppen hullatják bogyóikat s
a nehéz fürtök koppanva ütődnek a földhöz. Ezek a fürtök
önmagukat aratják és önmagukat vetik ujból. Hatalmas bőség
pazarlódik el minden esztendőben. Egyetlen fa alatt háromszáznál
több fürtöt számláltam meg. És a dombokon köröskörül makacsul
ragaszkodik az élethez néhány csupaszszáru virág. Sehogy sem
akarnak meghalni, bár virágzásuk ideje már rég elmult.
De hiszen az öreg Gunhild ideje is régen elmult már és lám, ő
sem akar meghalni. Ugy tesz, mintha semmi köze sem volna a
halálhoz. Mikor apály idején a halászok javitgatják hálóikat, majd
szurokkal kenegetik csónakjuk fenekét, az öreg Gunhild lesétál
hozzájuk. Szemei kifejezéstelenül révedeznek, de agyában ravasz
üzleti szellem lappang.
– Hogy a makrella, emberek? – kérdi.
– Annyi, mint tegnap! – hangzik a válasz.
– Akkor tartsátok meg!
És Gunhild sarkonfordul.
De a halászok jól tudják, hogy az öreg valóban elmenne, hiszen
már többször faképnél hagyta őket anélkül, hogy hátranézett volna.
Halló, megállj! – kiáltják utána és fölajánlják neki, hogy hét halat
adnak egy féltucatra, csak azért, mert olyan régi jó vevőjük.
Igy vesz Gunhild halat…
A száritóköteleken piros szoknyák, kék ingek és szörnyen vastag
alsóruhák lógnak. Mindezeket a szigetről való öregasszonyok
szőtték és fonták. De finom ujjatlan ingek is száradnak a kötélen,
olyanok, amelyekben kékre fagyhat az ember és finom gyapju
ujjasok, amiket hosszu, vékony kötéllé lehet csavarni. Honnan
pottyantak ezek ide? Hja, ezeket a leányok szerezték a városban.
Ha ritkán és óvatosan mossák őket, talán egy egész hónapig
eltartanak. És ha a lyukak nagyobbak lesznek, nagyszerüen érzik
bennük a test meztelenségét.
Ezzel szemben Gunhild cipője éppenséggel nem előkelő.
Bizonyos megfelelő időközökben egy vele egykoru és hasonló
gondolkozásu halászhoz fordul, aki azután valami erős kenőccsel
átitatja a felsőbőrt és a talpat ugy, hogy semmiféle nedvesség át
nem szivároghat rajta. Nézem, amint ezt a kenőcsöt kotyvasztják a
parton. Szurok, faggyu meg gyanta van benne.
Mikor tegnap apálykor a parton lődörögtem, az árban himbálózó
fatörmelékek és kavicsok között egy picinyke tükörüveget találtam.
Nem tudom elképzelni, hogyan kerülhetett ide, de olyan ebben a
környezetben, mint valami tévedés vagy hazugság. Nem valószinü,
hogy egy halász evezett vele ide, letette és megint távozott!
Otthagytam, ahol feküdt. Közönséges, vastag üvegdarab volt, talán
valamelyik villamoskocsi ablakából tört le. Régesrégen csak
zöldszinü üveget csináltak és akkor ritkaság volt az üveg. Boldog
idők, amikor még ritkaság volt valami.
A sziget déli csucsán füstfelhő bodorodik a halászkunyhók
kéményéből. Este van, a kása a tüzhelyen sistereg. És ha
elfogyasztották a vacsorát, sietve lefeküsznek a derék emberek,
hogy hajnalhasadtával ismét fölkelhessenek. Csak a gondtalan
fiatalok szaladgálnak egyik szobából a másikba és nem tudják,
mihez fogjanak.
 II.

Ma reggel egy férfi érkezett csónakján hozzánk, hogy bemázolja

a házat. De mivel Gunhild már nagyon öreg és a köszvény is
kinozza, előbb néhány napra való tüzelőfát aprittat vele. Én már
fölajánlottam neki néhányszor, hogy fölapritom a fáját, de ő ugy
vélte, hogy a ruhám tulságosan finom és sehogysem akarta ideadni
a baltát.
Az idegen mázoló vöröshaju, simaarcu, alacsony, zömök
emberke. Mialatt dolgozik a fán, az ablakból nézem, hogy hogyan
végzi munkáját. Amikor pedig észreveszem, hogy közben magában
beszél, odalopódzom és hallgatózom. Egyáltalán nem veszti el a
türelmét, ha véletlenül mellé vág a baltával, de ha megüti a
könyökét, dühös lesz és az ördögöt emlegeti. Az ördög vigye el! –
mondja, de azután gyorsan körülnéz s halkan dudolni kezd, mintha
mitsem mondott volna.
Óh, most már megismerem ezt a mázolót. Hiszen ez nem is
mázoló, hanem Grindhusen, egyik volt bajtársam a skreiai
utépitésnél.
Odalépek hozzá, megmondom ki vagyok és beszélgetni kezdünk.
Sok, nagyon sok év mult el azóta, hogy Grindhusen meg én
utépitőmunkások voltunk. A legzöldebb ifjak voltunk még, amikor
szakadt cipőinkben az utat tapostuk és mindent megettünk, amihez
csak hozzájutottunk, ha valami pénz csörgött a zsebünkben. De ha
néha még ezenfölül is maradt valami fölösleges pénzünk, akkor az
egész szombatéjszakát végigtáncoltuk a lányokkal. Utépitő
munkástársaink körénk sereglettek és a ház tulajdonosnője annyi
kávét fizettetett velünk, hogy meggazdagodott belőle. Azután egész
héten megint vidáman és jókedvvel dolgoztunk és epedve vártuk a
szombatot. De ez a Grindhusen ugy kergette a lányokat, mint valami
vörös farkas.
Megkérdezem, hogy emlékszik-e még a skreiai szép napokra.
Rámpillant, néz, néz, hosszu ideig tart, amig közös emlékeink
fölsorolásával le tudom győzni tartózkodását.
Óh igen, most már emlékszik Skreiára.
– És emlékszel-e még Anders Filára és a Spirálra? Hát Petrára?
– Melyikre?
– Arra, amelyik a szeretőd volt.
– Hogyne emlékezném, a végén is rajta ragadtam.
És tovább apritja a hasábokat.
– Ugy, hát megmaradtál mellette?
– No igen, nem lehetett máskép. De mit is akartam mondani! Ugy
látom, neked fölvitte az Isten a dolgodat.
– Honnan gondolod? A ruháimról? Hát neked nincsenek
vasárnapi ruháid?
– Mit fizettél ezekért?
– Már nem emlékszem rá, de nem sokat. Nem tudnám pontosan
megmondani.
Grindhusen csodálkozva néz rám és nevetni kezd.
– Már nem tudod, hogy mit fizettél a ruháidért? – de aztán megint
elkomolyodik, a fejét csóválja és igy szól: – hát az bizony meglehet.
Igy van ez, ha az embernek sok pénze van.
Gunhild kijön a házból és amikor látja, hogy munka helyett
elfecsegjük az időt, megparancsolja Grindhusennek, hogy fogjon a
mázoláshoz.
 – Szóval, te most festő lettél? – kérdezem.
De Grindhusen nem felel és ugy látom, hogy az öreg Gunhild
jelenlétében ostobaság is volt ez a kérdés.
 III.

Grindhusen bekeni a falat és néhány óra hosszat mázolja. A

házikó csakhamar diszesen büszkélkedik és a tengerre néző északi
fala pirosan virit. Ugy déltájban kiviszem Grindhusennek a pálinkás
butykosomat, leheveredünk a földre, pipázunk és beszélgetünk.
– Hogy én mázoló volnék? Dehogyis vagyok az – mondja –, de
ha valaki megkérdezi tőlem, hogy be tudok-e mázolni egy házat, hát
persze, hogy be tudom és ha azt kérdezi, hogy tudom-e ezt vagy
azt, hát én mindent tudok. De te, ez a pálinka nagyszerü ital ám.
Felesége és két gyereke talán egy mérföldnyire laknak innét,
minden szombaton hazamegy hozzájuk. Két nagy lánya közül az
egyik már férjnél van. Grindhusen már nagyapa. Ha Gunhild
házának festését befejezte, meséli, akkor a paphoz kell mennie,
akinek a kertjében kutat ás. A falukban köröskörül mindig akad
valami munka. Ha pedig jön a tél és a föld keményre fagy, akkor fát
vág az erdőn vagy a sutba fekszik és várja a jószerencsét. Most már
kisebb lett a családja és majd csak lesz valahogy.
– Bár rendes ember volnék, vennék magamnak
kőmüvesszerszámokat – mondja.
– Hát te ehhez is értesz?
– Nem, nem vagyok tanult kőmüves, de ha a kut meg lesz ásva,
ki is kell falazni és az már nem nehéz dolog…
Szokásom szerint céltalanul kóborolok a szigeten és közben sok
minden eszembe jut. Béke, béke, az erdő minden fájából árad az
isteni béke. Lám, a kis madarak elköltöztek, csak egy csapat holló
röpdös némán és telepszik le egyik helyről a másikra. És a bogyók
piros fürtjei hullanak hangos koppanással a földre és elsüppednek a
mohába.
Talán igaza van Grindhusennek, majd csak kialakul valahogy
minden. Most már két hete nem olvastam ujságot és lám, kitünően
érzem magam, lelkem nyugalma egyre gyarapszik, énekelek,
nyujtózkodom és esténként födetlen fővel szemlélem a csillagos
eget.
A legutolsó tizennyolc esztendőben kávéházakban éltem és a
villát visszaadtam a pincérnek, ha nem volt egészen tiszta. Láttad,
Grindhusent? mondom magamnak, amikor pipára gyujtott, csonkig
égette a gyufaszálat és mégsem égette el megkeményedett ujjait.
Azt is észrevettem, hogy amikor egy légy mászik a kezefején, nem
törődik vele, talán nem is érzi. Igy kell viselkednie egy férfinak a
legyekkel…
Este azután eloldja csónakját Grindhusen és elevez. Én a parton
kóborolok és énekelek, kavicsokat hajigálok a tengerbe vagy partra
vonszolom a himbálódzó faroncsokat. A hold süt, csillagos az ég.
Pár óra mulva visszatér Grindhusen és vadonatuj
kőmüvesszerszámokat hoz magával. Ezeket biztosan lopta,
gondolom magamban. Hátunkra vesszük a szerszámokat és elrejtjük
az erdőben.
Azután éjszaka lesz és mi lefekszünk, ki-ki a maga helyére.
Másnap kész a ház tarka köntöse, de hogy a nap kiteljen,
Grindhusen vállalkozik rá, hogy este hatig fát vág. Én beülök Gunhild
csónakjába és halászni megyek, nehogy itt legyek, mikor
Grindhusen elmegy. Halat ugyan nem fogok, de fázom és gyakran
előhuzom az órámat. No, most már biztosan elment, gondolom
magamban és ugy hét óra tájban hazaevezek. Grindhusen már ott
áll a parton és onnan int bucsut.
Mintha napsugár melegitette volna föl egyszerre a szivemet,
mintha a mult, az ifjuság hivott volna, egy elmult emberöltő, a skreiai
napok. Odaevezek hozzá és megkérdem:
 – Ki tudod ásni egyedül azt a kutat?
– Nem, magammal viszek egy embert.
– Vigyél el engem – mondom. – Várj meg itt, csak visszamegyek
és fölszedelőzködöm.
Mikor feleuton vagyok, Grindhusen utánam kiált:
– Nem… mindjárt éjszaka lesz. Meg aztán, ugy-e, nem is
gondoltad komolyan?
– Várj csak egy percig, mindjárt itt leszek.
És Grindhusen leül a parton. Eszébe jut, hogy milyen nagyszerü
pálinka kotyog a butykosomban.
 IV.

Szombati napon érkeztünk a pap házához. Hosszu habozás után

Grindhusen mégis fölfogadott segédmunkásnak. Elláttam magam
élelmiszerrel és munkásruhával. Zubbonyban és hosszuszáru
csizmában vártam a munka kezdetét. Szabad voltam, senki sem
ismert, igyekeztem keményen lépkedni, a proletárkülső már amugy
is megvolt régtől fogva az arcomon és a kezeimen. A paplakban
kaptunk szállást és ebédünket is megfőzhettük a konyhában.
Azután hozzáfogtunk az ásáshoz.
Alaposan hozzáláttam és Grindhusen meg volt velem elégedve.
Kemény fickó vagy te! – mondta.
Rövid idő multán a pap is kijött és mi köszöntünk. Idősebb,
barátságos ember volt, megfontoltan beszélt és szemei körül sürün
legyezősködtek a ráncok, az örökös szivélyes mosolygástól.
Bocsánatot kért, hogy megzavar munkánkban, de a tyukok minden
esztendőben tönkreteszik a kertet; nem javitanók ki legelőször is a
kertfal egyik beomlott részét?
Grindhusen bólogatott, hogy majd rendbehozzuk.
Odamentünk és fölépitettük a düledező faldarabot. Miközben
javában dolgoztunk, egy fiatal hölgy jött oda és nézte a munkát.
Megint köszöntünk. Nagyon csinos volt. Egy fiatal fiu is jött, az is
bámult és mindenféléről faggatott. Valószinüleg testvérek voltak. A
munka csak ugy égett a kezünk alatt, mig a fiatalok figyeltek
bennünket.
Azután beesteledett. Grindhusen hazament, én azonban
ittmaradtam. A csürben aludtam.
 Másnap vasárnap volt. Nem mertem fölvenni városi ruháimat,
tulfinomak voltak és nem illettek volna hozzám, de alaposan
kitisztitottam munkásruhámat. Tétlenül lődörögtem az enyhe napban
az udvaron, szóbaelegyedtem a béresekkel és tréfálkoztam a
cselédlányokkal. Mikor a templomharang megkondult, beküldtem
valakit és egy zsoltáros könyvet kérettem, amit a pap fia azonnal ki
is hozott. A legnagyobb béreslegény kölcsönadta a kabátját, melyet,
bár nem volt elég nagy, de mikor mellényemet és zubbonyomat
levetettem, mégis csak föl tudtam huzni valahogy. Igy mentem
templomba.
És ekkor kiderült, hogy az a lelkinyugalom, amit a szigeten
szereztem, mégsem elég nagy. Mikor ugyanis az orgona bugását
meghallottam, elvesztettem lelki egyensulyomat és csak
nagynehezen tudtam visszafojtani kikivánkozó könnyeimet. Fogd be
a szád, ez csak neuraszténia! – mondtam magamban. Teljesen
külön ültem és amennyire lehetett, elrejtettem fölindulásomat. De
azért örültem, mikor vége volt az istentiszteletnek.
Mikor megfőztem a hust és megettem az ebédet, feketekávéra
invitáltak a konyhába. Miközben ott üldögéltem, bejött a tegnapi
kisasszony, fölálltam, tiszteletteljesen üdvözöltem és ő viszonozta
köszöntésemet. Nagyon csinos volt, mert fiatal volt és a kezei is
szépek voltak. Mikor már menni készültem, megfeledkeztem
magamról és igy szóltam:
– Ezer köszönet a kedvességéért, szép hölgy.
Meglepetten pillantott rám, szemöldökeit összeráncolta és arca
lassan-lassan biborvörösre gyulladt. Azután hátravetette a fejét és
kiment a konyhából. Még nagyon fiatal volt.
No, itt ugyan szépen elrontottam a dolgomat.
Rosszkedvüen osontam el onnét, be az erdőbe és elrejtőztem. Ó,
én fecsegő bolond, miért is járt el a szám!?
A papház mögött erdővel födött, laposhátu dombocska
emelkedett. Mezőkkel, rétekkel tarkitott erdőség huzódott a messzi
láthatár felé. Egyszerre csak eszembe jutott, hogy a kutat
tulajdonképen a dombháton kellett volna ásnunk és a vizet
csövekkel bevezetnünk a házba. Szemügyre veszem a dombot és
meg vagyok győződve, hogy a lejtő esése éppen kedvező volna.
Hazafelé menet lemérem a távolságot is, körülbelül harmadfélszáz
lépés.
Különben, mi közöm van nekem a kuthoz? Nem akarok
mégegyszer abba a hibába esni, hogy müveltnek mutatkozzam és
helyzetemhez nem illő dolgot mondva, megsértsek valakit.
 V.

Hétfőn reggel visszajött Grindhusen és megint hozzáfogtunk az

ásáshoz. Az öreg pap is odajött megint és megkérdezte, nem
vernénk-e be egy cölöpöt a templom felé vezető uton. Szüksége van
erre a cölöpre, mely, mielőtt a vihar ledöntötte, már régen ott állott,
hogy plakátokat és hirdetményeket szögezzenek rája.
Fölállitottunk tehát egy vadonatuj cölöpöt, vigyáztunk, hogy
gyertyaegyenesen álljon. Végül egy cinksipkát nyomtunk a tetejébe.
Miközben ezzel a sipkával bajlódtam, elküldtem Grindhusent,
kérdezze meg, ne mázoljuk-e vörösre az oszlopot. Még maradt
valami vörös festéke Gunhild házikójától. De mikor a pap
mindenáron azt kivánta, hogy fehérre mázoljuk az oszlopot és
Grindhusen is ezen a véleményen volt, közbevetettem, hogy a fehér
plakátok és hirdetések jobban kiemelkednének a piros háttérből, a
pap elnevette magát, szemei körül összefutottak a ráncok és igy
szólt:
– Igazad van, fiam.
Nekem több se kellett. Ez a mosoly és ez a helyeslés
boldogsággal töltöttek el.
A kisasszony is odajött, néhány szót váltott Grindhusennel, sőt
tréfálkozva meg is kérdezte, hogy micsoda vöröskardinálist állit ide
az ut szélére. Énhozzám nem szólt, sőt, amikor köszöntem, rám se
nézett.
Az ebéd nagyon kemény dió volt számomra. Nem mintha az étel
nem lett volna elég jó. Ó, dehogy. De Grindhusen olyan csunyán
kanalazta a levest és a szája köröskörül fénylett a zsirtól. Vajjon a
kását hogyan fogja enni, gondoltam ingerülten.
És amikor Grindhusen éppen ilyen zsiros szájjal végigdőlt a
padon, hogy egy kicsit szunditson, akaratlanul is rákiáltottam:
– De ember, legalább a szádat töröld meg.
– A számat? – mondta, azután rám nézett és a kezével letörölte
a száját.
Valahogyan el kellett ütnöm a dolgot:
– Haha, jól becsaptalak, komám.
Azért mégis nagyon elégedetlen voltam önmagammal és gyorsan
kimentem a konyhából.
No majd megtanitom a kisasszonyt, hogy illendően köszönjön,
gondoltam magamban. Rövidesen értésére adom, hogy müvelt
emberrel van dolga. A vizvezetékre gondoltam. Mi volna, ha
egészen kész tervet csinálnék? Csak egy magasságmérő hiányzott,
hogy megállapithassam a lejtő emelkedését. Hozzáláttam ennek a
müszernek az összetákolásához. Egy facsővel segitek magamon,
amire két közönséges lámpaüveget ragasztok és az egészet
megtöltöm vizzel.
Az apró javitások, amelyeket a gazdaságban el kellett
végeznünk, egyre szaporodtak. A kőlépcső egyik fokát ki kellett
javitani, azután meg kellett vizsgálni a pince egyik falát. Amikor
pedig a csürre került a sor, alaposan rendbe kellett hozni a favázat.
A tisztelendő mindent ki akart javittatni és mivel mi napszámban
dolgoztunk, nekünk mindegy volt. De minél tovább tartott a dolog,
annál kellemetlenebb lett a társammal való együttlét. Például nagyon
kinos volt nekem, hogy a kenyerét egy mocskos kendőbe
csavargatta, majd az inge elejébe dugta és a zsiros bicskáját, mielőtt
kenyeret vágott, lenyalta. És emellett egész héten – egyik
vasárnaptól a másikig – nem mosakodott. És reggeltől estig egy
fényes csöpp lógott az orrahegyén. És milyen körmei voltak, szent
isten, azután milyen csunyák voltak a fülei!