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iv CONTENTS

2.7 Rates of Change in the Natural and Social Sciences 164

2.8 Related Rates 176
2.9 Linear Approximations and Differentials 183
Laboratory Project N
Taylor Polynomials 189

Review 190

Problems Plus 194

3 Applications of Differentiation 197

3.1 Maximum and Minimum Values 198

Applied Project N
The Calculus of Rainbows 206

3.2 The Mean Value Theorem 208

3.3 How Derivatives Affect the Shape of a Graph 213
3.4 Limits at Infinity; Horizontal Asymptotes 223
3.5 Summary of Curve Sketching 237
3.6 Graphing with Calculus and Calculators 244
3.7 Optimization Problems 250
Applied Project N
The Shape of a Can 262

3.8 Newton’s Method 263

3.9 Antiderivatives 269
Review 275

Problems Plus 279

4 Integrals 283

4.1 Areas and Distances 284

4.2 The Definite Integral 295
Discovery Project N
Area Functions 309

4.3 The Fundamental Theorem of Calculus 310

4.4 Indefinite Integrals and the Net Change Theorem 321
Writing Project N
Newton, Leibniz, and the Invention of Calculus 329

4.5 The Substitution Rule 330

Review 337

Problems Plus 341

 CONTENTS v

5 Applications of Integration 343

5.1 Areas Between Curves 344

Applied Project N
The Gini Index 351

5.2 Volumes 352

5.3 Volumes by Cylindrical Shells 363
5.4 Work 368
5.5 Average Value of a Function 373
Applied Project N
Calculus and Baseball 376

Review 378

Problems Plus 380

6 Inverse Functions: 383

Exponential, Logarithmic, and Inverse Trigonometric Functions

6.1 Inverse Functions 384

Instructors may cover either Sections 6.2–6.4 or Sections 6.2*–6.4*. See the Preface.

6.2 Exponential Functions and 6.2* The Natural Logarithmic

Their Derivatives 391 Function 421

6.3 Logarithmic 6.3* The Natural Exponential

Functions 404 Function 429

6.4 Derivatives of Logarithmic 6.4* General Logarithmic and

Functions 410 Exponential Functions 437

6.5 Exponential Growth and Decay 446

6.6 Inverse Trigonometric Functions 453
Applied Project N
Where to Sit at the Movies 461

6.7 Hyperbolic Functions 462

6.8 Indeterminate Forms and l’Hospital’s Rule 469
Writing Project N
The Origins of l’Hospital’s Rule 480

Review 480

Problems Plus 485

vi CONTENTS

7 Techniques of Integration 487

7.1 Integration by Parts 488

7.2 Trigonometric Integrals 495
7.3 Trigonometric Substitution 502
7.4 Integration of Rational Functions by Partial Fractions 508
7.5 Strategy for Integration 518
7.6 Integration Using Tables and Computer Algebra Systems 524
Discovery Project N
Patterns in Integrals 529

7.7 Approximate Integration 530

7.8 Improper Integrals 543
Review 553

Problems Plus 557

8 Further Applications of Integration 561

8.1 Arc Length 562

Discovery Project N
Arc Length Contest 569

8.2 Area of a Surface of Revolution 569

Discovery Project N
Rotating on a Slant 575

8.3 Applications to Physics and Engineering 576

Discovery Project N
Complementary Coffee Cups 586

8.4 Applications to Economics and Biology 587

8.5 Probability 592
Review 599

Problems Plus 601

9 Differential Equations 603

9.1 Modeling with Differential Equations 604

9.2 Direction Fields and Euler’s Method 609
9.3 Separable Equations 618
Applied Project N
How Fast Does a Tank Drain? 627

Applied Project N
Which Is Faster, Going Up or Coming Down? 628

9.4 Models for Population Growth 629

9.5 Linear Equations 640
 CONTENTS vii

9.6 Predator-Prey Systems 646

Review 653

Problems Plus 657

10 Parametric Equations and Polar Coordinates 659

10.1 Curves Defined by Parametric Equations 660

Laboratory Project N
Running Circles around Circles 668

10.2 Calculus with Parametric Curves 669

Laboratory Project N
Bézier Curves 677

10.3 Polar Coordinates 678

Laboratory Project N
Families of Polar Curves 688

10.4 Areas and Lengths in Polar Coordinates 689

10.5 Conic Sections 694
10.6 Conic Sections in Polar Coordinates 702
Review 709

Problems Plus 712

11 Infinite Sequences and Series 713

11.1 Sequences 714

Laboratory Project N
Logistic Sequences 727

11.2 Series 727

11.3 The Integral Test and Estimates of Sums 738
11.4 The Comparison Tests 746
11.5 Alternating Series 751
11.6 Absolute Convergence and the Ratio and Root Tests 756
11.7 Strategy for Testing Series 763
11.8 Power Series 765
11.9 Representations of Functions as Power Series 770
11.10 Taylor and Maclaurin Series 777
Laboratory Project N
An Elusive Limit 791

Writing Project N
How Newton Discovered the Binomial Series 791

11.11 Applications of Taylor Polynomials 792

Applied Project N
Radiation from the Stars 801

Review 802

Problems Plus 805

viii CONTENTS

12 Vectors and the Geometry of Space 809

12.1 Three-Dimensional Coordinate Systems 810

12.2 Vectors 815
12.3 The Dot Product 824
12.4 The Cross Product 832
Discovery Project N
The Geometry of a Tetrahedron 840

12.5 Equations of Lines and Planes 840

Laboratory Project N
Putting 3D in Perspective 850

12.6 Cylinders and Quadric Surfaces 851

Review 858

Problems Plus 861

13 Vector Functions 863

13.1 Vector Functions and Space Curves 864

13.2 Derivatives and Integrals of Vector Functions 871
13.3 Arc Length and Curvature 877
13.4 Motion in Space: Velocity and Acceleration 886
Applied Project N
Kepler’s Laws 896

Review 897

Problems Plus 900

14 Partial Derivatives 901

14.1 Functions of Several Variables 902

14.2 Limits and Continuity 916
14.3 Partial Derivatives 924
14.4 Tangent Planes and Linear Approximations 939
14.5 The Chain Rule 948
14.6 Directional Derivatives and the Gradient Vector 957
14.7 Maximum and Minimum Values 970
Applied Project N
Designing a Dumpster 980

Discovery Project N
Quadratic Approximations and Critical Points 980
 CONTENTS ix

14.8 Lagrange Multipliers 981

Applied Project N
Rocket Science 988

Applied Project N
Hydro-Turbine Optimization 990

Review 991

Problems Plus 995

15 Multiple Integrals 997

15.1 Double Integrals over Rectangles 998

15.2 Iterated Integrals 1006
15.3 Double Integrals over General Regions 1012
15.4 Double Integrals in Polar Coordinates 1021
15.5 Applications of Double Integrals 1027
15.6 Surface Area 1037
15.7 Triple Integrals 1041
Discovery Project N
Volumes of Hyperspheres 1051

15.8 Triple Integrals in Cylindrical Coordinates 1051

Discovery Project N
The Intersection of Three Cylinders 1056

15.9 Triple Integrals in Spherical Coordinates 1057

Applied Project N
Roller Derby 1063

15.10 Change of Variables in Multiple Integrals 1064

Review 1073

Problems Plus 1077

16 Vector Calculus 1079

16.1 Vector Fields 1080

16.2 Line Integrals 1087
16.3 The Fundamental Theorem for Line Integrals 1099
16.4 Green’s Theorem 1108
16.5 Curl and Divergence 1115
16.6 Parametric Surfaces and Their Areas 1123
16.7 Surface Integrals 1134
16.8 Stokes’ Theorem 1146
Writing Project N
Three Men and Two Theorems 1152
x CONTENTS

16.9 The Divergence Theorem 1152

16.10 Summary 1159
Review 1160

Problems Plus 1163

17 Second-Order Differential Equations 1165

17.1 Second-Order Linear Equations 1166

17.2 Nonhomogeneous Linear Equations 1172
17.3 Applications of Second-Order Differential Equations 1180
17.4 Series Solutions 1188
Review 1193

Appendixes A1

A Numbers, Inequalities, and Absolute Values A2

B Coordinate Geometry and Lines A10
C Graphs of Second-Degree Equations A16
D Trigonometry A24
E Sigma Notation A34
F Proofs of Theorems A39
G Graphing Calculators and Computers A48
H Complex Numbers A55
I Answers to Odd-Numbered Exercises A63

Index A135
Preface

A great discovery solves a great problem but there is a grain of discovery in the
solution of any problem. Your problem may be modest; but if it challenges your
curiosity and brings into play your inventive faculties, and if you solve it by your
own means, you may experience the tension and enjoy the triumph of discovery.
GEORGE POLYA

The art of teaching, Mark Van Doren said, is the art of assisting discovery. I have tried to
write a book that assists students in discovering calculus—both for its practical power and
its surprising beauty. In this edition, as in the first six editions, I aim to convey to the stu-
dent a sense of the utility of calculus and develop technical competence, but I also strive
to give some appreciation for the intrinsic beauty of the subject. Newton undoubtedly
experienced a sense of triumph when he made his great discoveries. I want students to
share some of that excitement.
The emphasis is on understanding concepts. I think that nearly everybody agrees that
this should be the primary goal of calculus instruction. In fact, the impetus for the current
calculus reform movement came from the Tulane Conference in 1986, which formulated
as their first recommendation:

Focus on conceptual understanding.

I have tried to implement this goal through the Rule of Three: “Topics should be presented
geometrically, numerically, and algebraically.” Visualization, numerical and graphical exper-
imentation, and other approaches have changed how we teach conceptual reasoning in fun-
damental ways. The Rule of Three has been expanded to become the Rule of Four by
emphasizing the verbal, or descriptive, point of view as well.
In writing the seventh edition my premise has been that it is possible to achieve con-
ceptual understanding and still retain the best traditions of traditional calculus. The book
contains elements of reform, but within the context of a traditional curriculum.

Alternative Versions

I have written several other calculus textbooks that might be preferable for some instruc-
tors. Most of them also come in single variable and multivariable versions.
■ Calculus, Seventh Edition, Hybrid Version, is similar to the present textbook in
content and coverage except that all end-of-section exercises are available only in
Enhanced WebAssign. The printed text includes all end-of-chapter review material.
■ Calculus: Early Transcendentals, Seventh Edition, is similar to the present textbook
except that the exponential, logarithmic, and inverse trigonometric functions are cov-
ered in the first semester.

xi
xii PREFACE

■ Calculus: Early Transcendentals, Seventh Edition, Hybrid Version, is similar to Cal-

culus: Early Transcendentals, Seventh Edition, in content and coverage except that all
end-of-section exercises are available only in Enhanced WebAssign. The printed text
includes all end-of-chapter review material.
■ Essential Calculus is a much briefer book (800 pages), though it contains almost all
of the topics in Calculus, Seventh Edition. The relative brevity is achieved through
briefer exposition of some topics and putting some features on the website.
■ Essential Calculus: Early Transcendentals resembles Essential Calculus, but the
exponential, logarithmic, and inverse trigonometric functions are covered in Chapter 3.
■ Calculus: Concepts and Contexts, Fourth Edition, emphasizes conceptual understand-
ing even more strongly than this book. The coverage of topics is not encyclopedic
and the material on transcendental functions and on parametric equations is woven
throughout the book instead of being treated in separate chapters.
■ Calculus: Early Vectors introduces vectors and vector functions in the first semester
and integrates them throughout the book. It is suitable for students taking Engineering
and Physics courses concurrently with calculus.
■ Brief Applied Calculus is intended for students in business, the social sciences, and
the life sciences.

What’s New in the Seventh Edition?

The changes have resulted from talking with my colleagues and students at the University
of Toronto and from reading journals, as well as suggestions from users and reviewers.
Here are some of the many improvements that I’ve incorporated into this edition:
■ Some material has been rewritten for greater clarity or for better motivation. See, for
instance, the introduction to maximum and minimum values on page 198, the intro-
duction to series on page 727, and the motivation for the cross product on page 832.
■ New examples have been added (see Example 4 on page 1045 for instance). And the
solutions to some of the existing examples have been amplified. A case in point: I
added details to the solution of Example 1.6.11 because when I taught Section 1.6
from the sixth edition I realized that students need more guidance when setting up
inequalities for the Squeeze Theorem.
■ Chapter 1, Functions and Limits, consists of most of the material from Chapters 1
and 2 of the sixth edition. The section on Graphing Calculators and Computers is
now Appendix G.
■ The art program has been revamped: New figures have been incorporated and a sub-
stantial percentage of the existing figures have been redrawn.
■ The data in examples and exercises have been updated to be more timely.
■ Three new projects have been added: The Gini Index (page 351) explores how to
measure income distribution among inhabitants of a given country and is a nice appli-
cation of areas between curves. (I thank Klaus Volpert for suggesting this project.)
Families of Implicit Curves (page 163) investigates the changing shapes of implicitly
defined curves as parameters in a family are varied. Families of Polar Curves (page
688) exhibits the fascinating shapes of polar curves and how they evolve within a
family.
 PREFACE xiii

■ The section on the surface area of the graph of a function of two variables has been
restored as Section 15.6 for the convenience of instructors who like to teach it after
double integrals, though the full treatment of surface area remains in Chapter 16.
■ I continue to seek out examples of how calculus applies to so many aspects of the
real world. On page 933 you will see beautiful images of the earth’s magnetic field
strength and its second vertical derivative as calculated from Laplace’s equation. I
thank Roger Watson for bringing to my attention how this is used in geophysics and
mineral exploration.
■ More than 25% of the exercises are new. Here are some of my favorites: 2.2.13–14,
2.4.56, 2.5.67, 2.6.53–56, 2.7.22, 3.3.70, 3.4.43, 4.2.51–53, 5.4.30, 6.3.58, 11.2.49–50,
11.10.71–72, 12.1.44, 12.4.43–44, and Problems 4, 5, and 8 on pages 861–62.

Technology Enhancements

■ The media and technology to support the text have been enhanced to give professors
greater control over their course, to provide extra help to deal with the varying levels
of student preparedness for the calculus course, and to improve support for conceptual
understanding. New Enhanced WebAssign features including a customizable Cengage
YouBook, Just in Time review, Show Your Work, Answer Evaluator, Personalized
Study Plan, Master Its, solution videos, lecture video clips (with associated questions),
and Visualizing Calculus (TEC animations with associated questions) have been
developed to facilitate improved student learning and flexible classroom teaching.
■ Tools for Enriching Calculus (TEC) has been completely redesigned and is accessible
in Enhanced WebAssign, CourseMate, and PowerLecture. Selected Visuals and
Modules are available at www.stewartcalculus.com.

Features

CONCEPTUAL EXERCISES The most important way to foster conceptual understanding is through the problems that
we assign. To that end I have devised various types of problems. Some exercise sets begin
with requests to explain the meanings of the basic concepts of the section. (See, for
instance, the first few exercises in Sections 1.5, 1.8, 11.2, 14.2, and 14.3.) Similarly, all the
review sections begin with a Concept Check and a True-False Quiz. Other exercises test
conceptual understanding through graphs or tables (see Exercises 2.1.17, 2.2.33–38,
2.2.41–44, 9.1.11–13, 10.1.24–27, 11.10.2, 13.2.1–2, 13.3.33–39, 14.1.1–2, 14.1.32–42,
14.3.3–10, 14.6.1–2, 14.7.3–4, 15.1.5–10, 16.1.11–18, 16.2.17–18, and 16.3.1–2).
Another type of exercise uses verbal description to test conceptual understanding (see
Exercises 1.8.10, 2.2.56, 3.3.51–52, and 7.8.67). I particularly value problems that com-
bine and compare graphical, numerical, and algebraic approaches (see Exercises 3.4.31–
32, 2.7.25, and 9.4.2).
GRADED EXERCISE SETS Each exercise set is carefully graded, progressing from basic conceptual exercises and skill-
development problems to more challenging problems involving applications and proofs.
REAL-WORLD DATA My assistants and I spent a great deal of time looking in libraries, contacting companies and
government agencies, and searching the Internet for interesting real-world data to intro-
duce, motivate, and illustrate the concepts of calculus. As a result, many of the examples
and exercises deal with functions defined by such numerical data or graphs. See, for
instance, Figure 1 in Section 1.1 (seismograms from the Northridge earthquake), Exercise
xiv PREFACE

PROJECTS
PROBLEM SOLVING
DUAL TREATMENT OF EXPONENTIAL
AND LOGARITHMIC FUNCTIONS
2.2.34 (percentage of the population under age 18), Exercise 4.1.16 (velocity of the space
shuttle Endeavour), and Figure 4 in Section 4.4 (San Francisco power consumption).
Functions of two variables are illustrated by a table of values of the wind-chill index as a
function of air temperature and wind speed (Example 2 in Section 14.1). Partial derivatives
are introduced in Section 14.3 by examining a column in a table of values of the heat index
(perceived air temperature) as a function of the actual temperature and the relative humid-
ity. This example is pursued further in connection with linear approximations (Example 3
in Section 14.4). Directional derivatives are introduced in Section 14.6 by using a temper-
ature contour map to estimate the rate of change of temperature at Reno in the direction of
Las Vegas. Double integrals are used to estimate the average snowfall in Colorado on
December 20–21, 2006 (Example 4 in Section 15.1). Vector fields are introduced in Sec-
tion 16.1 by depictions of actual velocity vector fields showing San Francisco Bay wind
patterns.
One way of involving students and making them active learners is to have them work (per-
haps in groups) on extended projects that give a feeling of substantial accomplishment
when completed. I have included four kinds of projects: Applied Projects involve applica-
tions that are designed to appeal to the imagination of students. The project after Section
9.3 asks whether a ball thrown upward takes longer to reach its maximum height or to fall
back to its original height. (The answer might surprise you.) The project after Section 14.8
uses Lagrange multipliers to determine the masses of the three stages of a rocket so as to
minimize the total mass while enabling the rocket to reach a desired velocity. Laboratory
Projects involve technology; the one following Section 10.2 shows how to use Bézier
curves to design shapes that represent letters for a laser printer. Writing Projects ask stu-
dents to compare present-day methods with those of the founders of calculus—Fermat’s
method for finding tangents, for instance. Suggested references are supplied. Discovery
Projects anticipate results to be discussed later or encourage discovery through pattern
recognition (see the one following Section 7.6). Others explore aspects of geometry: tetra-
hedra (after Section 12.4), hyperspheres (after Section 15.7), and intersections of three
cylinders (after Section 15.8). Additional projects can be found in the Instructor’s Guide
(see, for instance, Group Exercise 4.1: Position from Samples).
Students usually have difficulties with problems for which there is no single well-defined
procedure for obtaining the answer. I think nobody has improved very much on George
Polya’s four-stage problem-solving strategy and, accordingly, I have included a version of
his problem-solving principles following Chapter 1. They are applied, both explicitly and
implicitly, throughout the book. After the other chapters I have placed sections called
Problems Plus, which feature examples of how to tackle challenging calculus problems. In
selecting the varied problems for these sections I kept in mind the following advice from
David Hilbert: “A mathematical problem should be difficult in order to entice us, yet not
inaccessible lest it mock our efforts.” When I put these challenging problems on assign-
ments and tests I grade them in a different way. Here I reward a student significantly for
ideas toward a solution and for recognizing which problem-solving principles are relevant.
There are two possible ways of treating the exponential and logarithmic functions and each
method has its passionate advocates. Because one often finds advocates of both approaches
teaching the same course, I include full treatments of both methods. In Sections 6.2, 6.3,
and 6.4 the exponential function is defined first, followed by the logarithmic function as
its inverse. (Students have seen these functions introduced this way since high school.) In
the alternative approach, presented in Sections 6.2*, 6.3*, and 6.4*, the logarithm is
defined as an integral and the exponential function is its inverse. This latter method is, of
course, less intuitive but more elegant. You can use whichever treatment you prefer.
If the first approach is taken, then much of Chapter 6 can be covered before Chapters 4
and 5, if desired. To accommodate this choice of presentation there are specially identified
 PREFACE xv
problems involving integrals of exponential and logarithmic functions at the end of the
appropriate sections of Chapters 4 and 5. This order of presentation allows a faster-paced
course to teach the transcendental functions and the definite integral in the first semester
of the course.
For instructors who would like to go even further in this direction I have prepared an
alternate edition of this book, called Calculus, Early Transcendentals, Seventh Edition, in
which the exponential and logarithmic functions are introduced in the first chapter. Their
limits and derivatives are found in the second and third chapters at the same time as poly-
nomials and the other elementary functions.
TOOLS FOR TEC is a companion to the text and is intended to enrich and complement its contents. (It
ENRICHING™ CALCULUS is now accessible in Enhanced WebAssign, CourseMate, and PowerLecture. Selected
Visuals and Modules are available at www.stewartcalculus.com.) Developed by Harvey
Keynes, Dan Clegg, Hubert Hohn, and myself, TEC uses a discovery and exploratory
approach. In sections of the book where technology is particularly appropriate, marginal
icons direct students to TEC modules that provide a laboratory environment in which they
can explore the topic in different ways and at different levels. Visuals are animations of
figures in text; Modules are more elaborate activities and include exercises. Instruc-
tors can choose to become involved at several different levels, ranging from simply
encouraging students to use the Visuals and Modules for independent exploration, to
assigning specific exercises from those included with each Module, or to creating addi-
tional exercises, labs, and projects that make use of the Visuals and Modules.
HOMEWORK HINTS Homework Hints presented in the form of questions try to imitate an effective teaching
assistant by functioning as a silent tutor. Hints for representative exercises (usually odd-
numbered) are included in every section of the text, indicated by printing the exercise
number in red. They are constructed so as not to reveal any more of the actual solution than
is minimally necessary to make further progress, and are available to students at
stewartcalculus.com and in CourseMate and Enhanced WebAssign.
ENHANCED W E B A S S I G N Technology is having an impact on the way homework is assigned to students, particularly
in large classes. The use of online homework is growing and its appeal depends on ease of
use, grading precision, and reliability. With the seventh edition we have been working with
the calculus community and WebAssign to develop a more robust online homework sys-
tem. Up to 70% of the exercises in each section are assignable as online homework, includ-
ing free response, multiple choice, and multi-part formats.
The system also includes Active Examples, in which students are guided in step-by-step
tutorials through text examples, with links to the textbook and to video solutions. New
enhancements to the system include a customizable eBook, a Show Your Work feature,
Just in Time review of precalculus prerequisites, an improved Assignment Editor, and an
Answer Evaluator that accepts more mathematically equivalent answers and allows for
homework grading in much the same way that an instructor grades.
www.stewartcalculus.com This site includes the following.
■ Homework Hints
■ Algebra Review
■ Lies My Calculator and Computer Told Me
■ History of Mathematics, with links to the better historical websites
■ Additional Topics (complete with exercise sets): Fourier Series, Formulas for the
Remainder Term in Taylor Series, Rotation of Axes
■ Archived Problems (Drill exercises that appeared in previous editions, together with
their solutions)
■ Challenge Problems (some from the Problems Plus sections from prior editions)
xvi PREFACE
Diagnostic Tests
A Preview of Calculus
1 Functions and Limits
2 Derivatives
3 Applications of Differentiation
4 Integrals
5 Applications of Integration
6 Inverse Functions:
Exponential, Logarithmic, and
Inverse Trigonometric Functions
7 Techniques of Integration
8 Further Applications
of Integration
■ Links, for particular topics, to outside web resources
■ Selected Tools for Enriching Calculus (TEC) Modules and Visuals
Content
The book begins with four diagnostic tests, in Basic Algebra, Analytic Geometry, Func-
tions, and Trigonometry.
This is an overview of the subject and includes a list of questions to motivate the study of
calculus.
From the beginning, multiple representations of functions are stressed: verbal, numerical,
visual, and algebraic. A discussion of mathematical models leads to a review of the stan-
dard functions from these four points of view. The material on limits is motivated by a
prior discussion of the tangent and velocity problems. Limits are treated from descriptive,
graphical, numerical, and algebraic points of view. Section 1.7, on the precise epsilon-delta
definition of a limit, is an optional section.
The material on derivatives is covered in two sections in order to give students more time
to get used to the idea of a derivative as a function. The examples and exercises explore
the meanings of derivatives in various contexts. Higher derivatives are introduced in Sec-
tion 2.2.
The basic facts concerning extreme values and shapes of curves are deduced from the Mean
Value Theorem. Graphing with technology emphasizes the interaction between calculus and
calculators and the analysis of families of curves. Some substantial optimization problems
are provided, including an explanation of why you need to raise your head 42° to see the
top of a rainbow.
The area problem and the distance problem serve to motivate the definite integral, with
sigma notation introduced as needed. (Full coverage of sigma notation is provided in
Appendix E.) Emphasis is placed on explaining the meanings of integrals in various con-
texts and on estimating their values from graphs and tables.
Here I present the applications of integration—area, volume, work, average value—that
can reasonably be done without specialized techniques of integration. General methods are
emphasized. The goal is for students to be able to divide a quantity into small pieces, esti-
mate with Riemann sums, and recognize the limit as an integral.
As discussed more fully on page xiv, only one of the two treatments of these functions
need be covered. Exponential growth and decay are covered in this chapter.
All the standard methods are covered but, of course, the real challenge is to be able to
recognize which technique is best used in a given situation. Accordingly, in Section 7.5, I
present a strategy for integration. The use of computer algebra systems is discussed in
Section 7.6.
Here are the applications of integration—arc length and surface area—for which it is use-
ful to have available all the techniques of integration, as well as applications to biology,
economics, and physics (hydrostatic force and centers of mass). I have also included a sec-
tion on probability. There are more applications here than can realistically be covered in a
given course. Instructors should select applications suitable for their students and for
which they themselves have enthusiasm.
 PREFACE xvii

9 Differential Equations Modeling is the theme that unifies this introductory treatment of differential equations.
Direction fields and Euler’s method are studied before separable and linear equations are
solved explicitly, so that qualitative, numerical, and analytic approaches are given equal
consideration. These methods are applied to the exponential, logistic, and other models for
population growth. The first four or five sections of this chapter serve as a good introduc-
tion to first-order differential equations. An optional final section uses predator-prey mod-
els to illustrate systems of differential equations.

10 Parametric Equations This chapter introduces parametric and polar curves and applies the methods of calculus
and Polar Coordinates to them. Parametric curves are well suited to laboratory projects; the three presented here
involve families of curves and Bézier curves. A brief treatment of conic sections in polar
coordinates prepares the way for Kepler’s Laws in Chapter 13.

11 Infinite Sequences and Series The convergence tests have intuitive justifications (see page 738) as well as formal proofs.
Numerical estimates of sums of series are based on which test was used to prove conver-
gence. The emphasis is on Taylor series and polynomials and their applications to physics.
Error estimates include those from graphing devices.

12 Vectors and The material on three-dimensional analytic geometry and vectors is divided into two chap-
The Geometry of Space ters. Chapter 12 deals with vectors, the dot and cross products, lines, planes, and surfaces.

13 Vector Functions This chapter covers vector-valued functions, their derivatives and integrals, the length and
curvature of space curves, and velocity and acceleration along space curves, culminating
in Kepler’s laws.

14 Partial Derivatives Functions of two or more variables are studied from verbal, numerical, visual, and alge-
braic points of view. In particular, I introduce partial derivatives by looking at a specific
column in a table of values of the heat index (perceived air temperature) as a function of
the actual temperature and the relative humidity.

15 Multiple Integrals Contour maps and the Midpoint Rule are used to estimate the average snowfall and average
temperature in given regions. Double and triple integrals are used to compute probabilities,
surface areas, and (in projects) volumes of hyperspheres and volumes of intersections of
three cylinders. Cylindrical and spherical coordinates are introduced in the context of eval-
uating triple integrals.

16 Vector Calculus Vector fields are introduced through pictures of velocity fields showing San Francisco Bay
wind patterns. The similarities among the Fundamental Theorem for line integrals, Green’s
Theorem, Stokes’ Theorem, and the Divergence Theorem are emphasized.

17 Second-Order Since first-order differential equations are covered in Chapter 9, this final chapter deals
Differential Equations with second-order linear differential equations, their application to vibrating springs and
electric circuits, and series solutions.π

Ancillaries

Calculus, Seventh Edition, is supported by a complete set of ancillaries developed under

my direction. Each piece has been designed to enhance student understanding and to facil-
itate creative instruction. With this edition, new media and technologies have been devel-
oped that help students to visualize calculus and instructors to customize content to better
align with the way they teach their course. The tables on pages xxi–xxii describe each of
these ancillaries.
xviii PREFACE

0
Acknowledgments

The preparation of this and previous editions has involved much time spent reading the
reasoned (but sometimes contradictory) advice from a large number of astute reviewers.
I greatly appreciate the time they spent to understand my motivation for the approach taken.
I have learned something from each of them.

SEVENTH EDITION REVIEWERS Amy Austin, Texas A&M University

Anthony J. Bevelacqua, University of North Dakota
Zhen-Qing Chen, University of Washington—Seattle
Jenna Carpenter, Louisiana Tech University
Le Baron O. Ferguson, University of California—Riverside
Shari Harris, John Wood Community College
Amer Iqbal, University of Washington—Seattle
Akhtar Khan, Rochester Institute of Technology
Marianne Korten, Kansas State University
Joyce Longman, Villanova University
Richard Millspaugh, University of North Dakota
Lon H. Mitchell, Virginia Commonwealth University
Ho Kuen Ng, San Jose State University
Norma Ortiz-Robinson, Virginia Commonwealth University
Qin Sheng, Baylor University
Magdalena Toda, Texas Tech University
Ruth Trygstad, Salt Lake Community College
Klaus Volpert, Villanova University
Peiyong Wang, Wayne State University

TECHNOLOGY REVIEWERS
Maria Andersen, Muskegon Community College
Eric Aurand, Eastfield College
Joy Becker, University of Wisconsin–Stout
Przemyslaw Bogacki, Old Dominion University
Amy Elizabeth Bowman, University of Alabama in Huntsville
Monica Brown, University of Missouri–St. Louis
Roxanne Byrne, University of Colorado at Denver
and Health Sciences Center
Teri Christiansen, University of Missouri–Columbia
Bobby Dale Daniel, Lamar University
Jennifer Daniel, Lamar University
Andras Domokos, California State University, Sacramento
Timothy Flaherty, Carnegie Mellon University
Lee Gibson, University of Louisville
Jane Golden, Hillsborough Community College
Semion Gutman, University of Oklahoma
Diane Hoffoss, University of San Diego
Lorraine Hughes, Mississippi State University
Jay Jahangiri, Kent State University
John Jernigan, Community College of Philadelphia
Brian Karasek, South Mountain Community College
Jason Kozinski, University of Florida
Carole Krueger, The University of Texas at Arlington
Ken Kubota, University of Kentucky
John Mitchell, Clark College
Donald Paul, Tulsa Community College
Chad Pierson, University of Minnesota, Duluth
Lanita Presson, University of Alabama in Huntsville
Karin Reinhold, State University of New York at Albany
Thomas Riedel, University of Louisville
Christopher Schroeder, Morehead State University
Angela Sharp, University of Minnesota, Duluth
Patricia Shaw, Mississippi State University
Carl Spitznagel, John Carroll University
Mohammad Tabanjeh, Virginia State University
Capt. Koichi Takagi, United States Naval Academy
Lorna TenEyck, Chemeketa Community College
Roger Werbylo, Pima Community College
David Williams, Clayton State University
Zhuan Ye, Northern Illinois University

PREVIOUS EDITION REVIEWERS
B. D. Aggarwala, University of Calgary
John Alberghini, Manchester Community College
Michael Albert, Carnegie-Mellon University
Daniel Anderson, University of Iowa
Donna J. Bailey, Northeast Missouri State University
Wayne Barber, Chemeketa Community College
Marilyn Belkin, Villanova University
Neil Berger, University of Illinois, Chicago
David Berman, University of New Orleans
Richard Biggs, University of Western Ontario
Robert Blumenthal, Oglethorpe University
Martina Bode, Northwestern University
Barbara Bohannon, Hofstra University
Philip L. Bowers, Florida State University
Amy Elizabeth Bowman, University of Alabama in Huntsville
Jay Bourland, Colorado State University
Stephen W. Brady, Wichita State University
Michael Breen, Tennessee Technological University
Robert N. Bryan, University of Western Ontario
David Buchthal, University of Akron
Jorge Cassio, Miami-Dade Community College
Jack Ceder, University of California, Santa Barbara
Scott Chapman, Trinity University
James Choike, Oklahoma State University
Barbara Cortzen, DePaul University
Carl Cowen, Purdue University
Philip S. Crooke, Vanderbilt University
Charles N. Curtis, Missouri Southern State College
Daniel Cyphert, Armstrong State College
Robert Dahlin
M. Hilary Davies, University of Alaska Anchorage
Gregory J. Davis, University of Wisconsin–Green Bay
Elias Deeba, University of Houston–Downtown
Daniel DiMaria, Suffolk Community College
Seymour Ditor, University of Western Ontario
Greg Dresden, Washington and Lee University
Daniel Drucker, Wayne State University
Kenn Dunn, Dalhousie University
Dennis Dunninger, Michigan State University
Bruce Edwards, University of Florida
David Ellis, San Francisco State University
John Ellison, Grove City College
Martin Erickson, Truman State University
Garret Etgen, University of Houston
Theodore G. Faticoni, Fordham University
Laurene V. Fausett, Georgia Southern University
Norman Feldman, Sonoma State University
Newman Fisher, San Francisco State University
José D. Flores, The University of South Dakota
William Francis, Michigan Technological University
James T. Franklin, Valencia Community College, East
Stanley Friedlander, Bronx Community College
Patrick Gallagher, Columbia University–New York
Paul Garrett, University of Minnesota–Minneapolis
Frederick Gass, Miami University of Ohio
PREFACE xix
Bruce Gilligan, University of Regina
Matthias K. Gobbert, University of Maryland,
Baltimore County
Gerald Goff, Oklahoma State University
Stuart Goldenberg, California Polytechnic State University
John A. Graham, Buckingham Browne & Nichols School
Richard Grassl, University of New Mexico
Michael Gregory, University of North Dakota
Charles Groetsch, University of Cincinnati
Paul Triantafilos Hadavas, Armstrong Atlantic State University
Salim M. Haïdar, Grand Valley State University
D. W. Hall, Michigan State University
Robert L. Hall, University of Wisconsin–Milwaukee
Howard B. Hamilton, California State University, Sacramento
Darel Hardy, Colorado State University
Gary W. Harrison, College of Charleston
Melvin Hausner, New York University/Courant Institute
Curtis Herink, Mercer University
Russell Herman, University of North Carolina at Wilmington
Allen Hesse, Rochester Community College
Randall R. Holmes, Auburn University
James F. Hurley, University of Connecticut
Matthew A. Isom, Arizona State University
Gerald Janusz, University of Illinois at Urbana-Champaign
John H. Jenkins, Embry-Riddle Aeronautical University,
Prescott Campus
Clement Jeske, University of Wisconsin, Platteville
Carl Jockusch, University of Illinois at Urbana-Champaign
Jan E. H. Johansson, University of Vermont
Jerry Johnson, Oklahoma State University
Zsuzsanna M. Kadas, St. Michael’s College
Nets Katz, Indiana University Bloomington
Matt Kaufman
Matthias Kawski, Arizona State University
Frederick W. Keene, Pasadena City College
Robert L. Kelley, University of Miami
Virgil Kowalik, Texas A&I University
Kevin Kreider, University of Akron
Leonard Krop, DePaul University
Mark Krusemeyer, Carleton College
John C. Lawlor, University of Vermont
Christopher C. Leary, State University of New York
at Geneseo
David Leeming, University of Victoria
Sam Lesseig, Northeast Missouri State University
Phil Locke, University of Maine
Joan McCarter, Arizona State University
Phil McCartney, Northern Kentucky University
James McKinney, California State Polytechnic University, Pomona
Igor Malyshev, San Jose State University
Larry Mansfield, Queens College
Mary Martin, Colgate University
Nathaniel F. G. Martin, University of Virginia
Gerald Y. Matsumoto, American River College
Tom Metzger, University of Pittsburgh
xx PREFACE

Michael Montaño, Riverside Community College Wayne Skrapek, University of Saskatchewan

Teri Jo Murphy, University of Oklahoma
Martin Nakashima, California State Polytechnic University, Pomona
Richard Nowakowski, Dalhousie University
Hussain S. Nur, California State University, Fresno
Wayne N. Palmer, Utica College
Vincent Panico, University of the Pacific
F. J. Papp, University of Michigan–Dearborn
Mike Penna, Indiana University–Purdue University Indianapolis
Mark Pinsky, Northwestern University
Lothar Redlin, The Pennsylvania State University
Joel W. Robbin, University of Wisconsin–Madison
Lila Roberts, Georgia College and State University
E. Arthur Robinson, Jr., The George Washington University
Richard Rockwell, Pacific Union College
Rob Root, Lafayette College
Richard Ruedemann, Arizona State University
David Ryeburn, Simon Fraser University
Richard St. Andre, Central Michigan University
Ricardo Salinas, San Antonio College
Robert Schmidt, South Dakota State University
Eric Schreiner, Western Michigan University
Mihr J. Shah, Kent State University–Trumbull
Theodore Shifrin, University of Georgia
Larry Small, Los Angeles Pierce College
Teresa Morgan Smith, Blinn College
William Smith, University of North Carolina
Donald W. Solomon, University of Wisconsin–Milwaukee
Edward Spitznagel, Washington University
Joseph Stampfli, Indiana University
Kristin Stoley, Blinn College
M. B. Tavakoli, Chaffey College
Paul Xavier Uhlig, St. Mary’s University, San Antonio
Stan Ver Nooy, University of Oregon
Andrei Verona, California State University–Los Angeles
Russell C. Walker, Carnegie Mellon University
William L. Walton, McCallie School
Jack Weiner, University of Guelph
Alan Weinstein, University of California, Berkeley
Theodore W. Wilcox, Rochester Institute of Technology
Steven Willard, University of Alberta
Robert Wilson, University of Wisconsin–Madison
Jerome Wolbert, University of Michigan–Ann Arbor
Dennis H. Wortman, University of Massachusetts, Boston
Mary Wright, Southern Illinois University–Carbondale
Paul M. Wright, Austin Community College
Xian Wu, University of South Carolina

In addition, I would like to thank Jordan Bell, George Bergman, Leon Gerber, Mary
Pugh, and Simon Smith for their suggestions; Al Shenk and Dennis Zill for permission to
use exercises from their calculus texts; COMAP for permission to use project material;
George Bergman, David Bleecker, Dan Clegg, Victor Kaftal, Anthony Lam, Jamie Law-
son, Ira Rosenholtz, Paul Sally, Lowell Smylie, and Larry Wallen for ideas for exercises;
Dan Drucker for the roller derby project; Thomas Banchoff, Tom Farmer, Fred Gass, John
Ramsay, Larry Riddle, Philip Straffin, and Klaus Volpert for ideas for projects; Dan Ander-
son, Dan Clegg, Jeff Cole, Dan Drucker, and Barbara Frank for solving the new exercises
and suggesting ways to improve them; Marv Riedesel and Mary Johnson for accuracy in
proofreading; and Jeff Cole and Dan Clegg for their careful preparation and proofreading
of the answer manuscript.
In addition, I thank those who have contributed to past editions: Ed Barbeau, Fred
Brauer, Andy Bulman-Fleming, Bob Burton, David Cusick, Tom DiCiccio, Garret Etgen,
Chris Fisher, Stuart Goldenberg, Arnold Good, Gene Hecht, Harvey Keynes, E.L. Koh,
Zdislav Kovarik, Kevin Kreider, Emile LeBlanc, David Leep, Gerald Leibowitz, Larry
Peterson, Lothar Redlin, Carl Riehm, John Ringland, Peter Rosenthal, Doug Shaw, Dan
Silver, Norton Starr, Saleem Watson, Alan Weinstein, and Gail Wolkowicz.
I also thank Kathi Townes, Stephanie Kuhns, and Rebekah Million of TECHarts for
their production services and the following Brooks/Cole staff: Cheryll Linthicum, content
project manager; Liza Neustaetter, assistant editor; Maureen Ross, media editor; Sam
Subity, managing media editor; Jennifer Jones, marketing manager; and Vernon Boes, art
director. They have all done an outstanding job.
I have been very fortunate to have worked with some of the best mathematics editors
in the business over the past three decades: Ron Munro, Harry Campbell, Craig Barth,
Jeremy Hayhurst, Gary Ostedt, Bob Pirtle, Richard Stratton, and now Liz Covello. All of
them have contributed greatly to the success of this book.

JAMES STEWART
 Ancillaries for Instructors
PowerLecture
ISBN 0-8400-5414-9
This comprehensive DVD contains all art from the text in both
jpeg and PowerPoint formats, key equations and tables from the
text, complete pre-built PowerPoint lectures, an electronic ver-
sion of the Instructor’s Guide, Solution Builder, ExamView test-
ing software, Tools for Enriching Calculus, video instruction,
and JoinIn on TurningPoint clicker content.
Instructor’s Guide
by Douglas Shaw
ISBN 0-8400-5407-6
Each section of the text is discussed from several viewpoints.
The Instructor’s Guide contains suggested time to allot, points
to stress, text discussion topics, core materials for lecture, work-
shop/discussion suggestions, group work exercises in a form
suitable for handout, and suggested homework assignments. An
electronic version of the Instructor’s Guide is available on the
PowerLecture DVD.
Complete Solutions Manual
Single Variable
By Daniel Anderson, Jeffery A. Cole, and Daniel Drucker
ISBN 0-8400-5302-9
Multivariable
By Dan Clegg and Barbara Frank
ISBN 0-8400-4947-1
Includes worked-out solutions to all exercises in the text.
Solution Builder
www.cengage.com /solutionbuilder
This online instructor database offers complete worked out solu-
tions to all exercises in the text. Solution Builder allows you to
create customized, secure solutions printouts (in PDF format)
matched exactly to the problems you assign in class.
Printed Test Bank
By William Steven Harmon
ISBN 0-8400-5408-4
Contains text-specific multiple-choice and free response test
items.
ExamView Testing
Create, deliver, and customize tests in print and online formats
with ExamView, an easy-to-use assessment and tutorial software.
ExamView contains hundreds of multiple-choice and free
response test items. ExamView testing is available on the Power-
Lecture DVD.
■ Electronic items ■ Printed items
Ancillaries for Instructors and Students
Stewart Website
www.stewartcalculus.com
Contents: Homework Hints ■ Algebra Review ■ Additional
Topics ■ Drill exercises ■ Challenge Problems ■ Web Links ■
History of Mathematics ■ Tools for Enriching Calculus (TEC)
TEC Tools for Enriching™ Calculus
By James Stewart, Harvey Keynes, Dan Clegg, and
developer Hu Hohn
Tools for Enriching Calculus (TEC) functions as both a power-
ful tool for instructors, as well as a tutorial environment in
which students can explore and review selected topics. The
Flash simulation modules in TEC include instructions, writ-
ten and audio explanations of the concepts, and exercises.
TEC is accessible in CourseMate, WebAssign, and Power-
Lecture. Selected Visuals and Modules are available at
www.stewartcalculus.com.
Enhanced WebAssign
www.webassign.net
WebAssign’s homework delivery system lets instructors deliver,
collect, grade, and record assignments via the web. Enhanced
WebAssign for Stewart’s Calculus now includes opportunities
for students to review prerequisite skills and content both at the
start of the course and at the beginning of each section. In addi-
tion, for selected problems, students can get extra help in the
form of “enhanced feedback” (rejoinders) and video solutions.
Other key features include: thousands of problems from Stew-
art’s Calculus, a customizable Cengage YouBook, Personal
Study Plans, Show Your Work, Just in Time Review, Answer
Evaluator, Visualizing Calculus animations and modules,
quizzes, lecture videos (with associated questions), and more!
Cengage Customizable YouBook
YouBook is a Flash-based eBook that is interactive and cus-
tomizable! Containing all the content from Stewart’s Calculus,
YouBook features a text edit tool that allows instructors to mod-
ify the textbook narrative as needed. With YouBook, instructors
can quickly re-order entire sections and chapters or hide any
content they don’t teach to create an eBook that perfectly
matches their syllabus. Instructors can further customize the
text by adding instructor-created or YouTube video links.
Additional media assets include: animated figures, video clips,
highlighting, notes, and more! YouBook is available in
Enhanced WebAssign.
(Table continues on page xxii.)
xxi
Another random document with
no related content on Scribd:
To see these friends once again Hilary had no time to waste. As he
made his way along the sandy road with the stars palpitating whitely
in the sky above the heavy forest, which rose so high on either hand
as to seem almost to touch them, this deep, narrow passage looked
when the perspective held a straight line to rising ground, ending in
the sidereal coruscations, like the veritable way to the stars, sought
by every ambitious wight since the days of the Cæsars. Hilary had
never heard an allusion to that royal road, but as he walked along
with a buoyant, steady step, his hat in his hand that the breeze might
cool his hot brow and blow backward his long masses of fair hair, he
followed indeed an upward path in the sentiments that quickened his
pulses, for he was resolved upon duty and thinking high thoughts
that should materialize in fine deeds. He was to do and dare! He
would be useful and faithful and brave—brave! He had a reverence
for the quality of courage—not for the sake of its emulous display,
but for the spirit of all nobly valiant deeds. He had rejoiced in the
very expression of the captain’s eyes—so true and tried! He, too,
would meet the coming years fairly. The raw recruit could see his
way to the stars at the end of that mountain vista.
But it seemed a poor preparation for all this when he awoke the
inmates of the Noakes cabin, for it was past midnight, with the news
that he had “jined the cavalry” and was to march at peep of dawn
with Bertley’s squadron. It is true that the elders crowded around him
half dressed only, so hastily had they been roused, and expressed
surprise, congratulations, and regrets in one inconsistent breath, and
old Mrs. Dite, Delia’s grandmother, bestowed on him a woolen
comforter which she had knitted for him, and for which,
improvidently, it being now near summer, he cared less than for the
turmoil of excitement and interest they had manifested in his
preferment, for he felt every inch a man and a soldier, and they
respectfully seemed to defer to his new pretensions. Delia, however,
the most unaccountable of girls—and girls are always unaccountable
—put her arm over her eyes as she stood beside the mantelpiece,
beneath which the embers had been stirred into a blaze for light, and
turned her face to the wall and burst into tears. She wept with so
much vehemence that her long plait of black hair hanging down her
back swayed from side to side of her shoulders as she shook her
head to and fro in the extremity of her woe. When the elders
remonstrated with her, and declared this was no occasion for sorrow,
she only lifted her tear-stained face for a moment to say in
justification that she believed that bullets were too small to be
dodged with any success when they were flying round
promiscuously. And in the midst of the volley of laughter which this
evoked from the old people, Hilary’s voice rang out indignantly, “An’ I
ain’t no hand ter dodge bullets, nuther.”
“That’s jes’ what I am a-crying about,” replied Delia, to the
mischievous delight of the elders.
Thus the farewell to his old friends was not very exhilarating to
Hilary. Delia did not even at the last unveil her face or change her
attitude against the wall. To shake hands he was obliged to pull her
hand from her eyes by way of over her head, and in this maneuver
he was moved to notice how much taller he had lately grown. Her
hand was very limp and cold and wet with her tears—so wet that he
had to wipe these tears from his own hand on the brim of his hat on
his homeward way.
And when, as in sudden enchantment, darkness became light and
night developed into dawn, when color renewed the landscape, and
the dull sky grew red as if flushed with sudden triumph, and the black
mountains turned royally purple in the distance and tenderly green
nearer at hand, and the waters of the river leaped and flashed like a
live thing, as with an actual joy in existence, and the great fiery sun,
full of vital yellow flame, flared up over the eastern horizon, the
squadron, with jingling spurs and clanking sabers, with carbines and
canteens rattling, with the trumpet now and again sending forth
those elated, joyous martial strains, so sweet and yet so proud, rode
forth into a new day, and Hilary Knox, among the troopers and
gallantly mounted, rode forth into a new life.
The bivouac fires glowed for a while, then fell to smoldering and
died, leaving but a gray ash to tell of their presence here. Day by day
the eagles in the great bare pine tree on the high rock at the summit
of the mountain looked for Hilary to visit his point of observation and
stir their hearts with fear and wrath. Time and again the male bird
might have been seen to circle about at the usual hour for the boy’s
coming; first with apprehension lest his absence was too good to be
true, then, with the courage of immunity undisciplined by fear,
screaming and flouncing as if to challenge this apparition of
quondam terror. Now and then the pair seemed to argue and
collogue together upon the mystery of his non-appearance, and to
chuffily compare notes, and seek to classify their impressions of this
singular specimen of the animal kingdom. Perhaps, tabulated, their
conclusions might stand thus: Genus, boy; habits, noisy; diet,
omnivorous; element, mischief; uses, undiscovered and
undiscoverable.
Long, long after the eagles had forgotten the intruder, after their
brood, the two ill-feathered nestlings, had taken strongly to wing,
after their nest, a mass of loose, but well collocated sticks and grass,
had given way to the beat of the rain and the blasts of the wind, did
Hilary’s mother wearily gaze from the heights where the mountain
cabin was perched down upon the curves of the valley road along
which she had seen him riding away with that glittering train, and
sigh and let her knitting fall from her nerveless hands, and wonder
what would the manner of his home-coming be, or whether the future
held at all a home-coming for him.
And her many sighs kept her heart sick and turned her hair very
white.

CHAPTER II
It was a wonderful period of mental development for this wild young
creature of the woods, when Hilary received in his sudden transition
to the “valley kentry” his first adequate impressions of civilization. He
learned that the world is wide; he beheld the triumphs of military
science; he acquiesced in the fixed distinctions of rank, since he
must needs concede the finer grades of capacity. But courage, the
inherent, inimitable endowment, he recognized as the soul of
heroism, and in all the arrogance of elation he became conscious
that he possessed it. This it was that opened his stolid mind to the
allurements of ambition. He rejoiced in an aspiration.
He was brave. That was his identity—his essential vitality! Was he
ignorant, poor, the butt of the campfire jokes, because of his
simplicity in the wide world’s ways, slothful, slow, wild, and turbulent?
He took heed of none of this! He was the bravest of the brave—and
all the command knew it!
With an exultant heart he realized that Captain Bertley was aware of
the fact, and often took account of it in laying his plans. The regiment
of which this squadron was a part belonged to one of those brigades
of light cavalry whose utility was chiefly in quick movements, in
harassing an enemy’s march, in following up and hanging on his
retreat, and sometimes in making swift forced marches, appearing
unexpectedly in distant localities far from the main body and adding
the element of surprise to a sudden and furious onslaught. Often
Hilary was among a few picked men sent out to reconnoiter, or as
the rear-guard when the little band was retreating before a superior
force and it was necessary to fight and flee alternately. It was now
and again in these skirmishes that he had the opportunity to show
his pluck and his strength and his cool head and his ready hand.
More than once he had been the bearer of dispatches of great
importance sent by him alone, disguised in citizen’s dress and his
destination a long way off. Thus did the captain commanding the
squadron demonstrate his confidence in the boy’s fidelity and
courage and resource. For his ready wit in an emergency was hardly
less than his courage.
“What did you do, then, with the Colonel’s letter that you were to
deliver at brigade head-quarters?” asked the Captain in much
agitation, but with a voice like thunder and a flashing eye, when one
day Hilary returned from a fruitless expedition, with his finger in his
mouth, so to speak, and a tale of having encountered Federal
scouts, who had stopped and questioned him, and finally after
suspiciously searching him, had turned him loose, believing him
nothing more than he seemed—a peaceful, ignorant country boy.
Hilary glanced ruefully down at the hat that he swung in his hand,
then with anxious deprecation at the Captain, whose face as he
stood beside his horse, ready to mount, had flushed deeply red,
either because of the reflection of the sunset clouds massed in the
west or because of the recollection that he had earnestly
recommended the boy to his superior officer, for this dangerous
mission, and thus felt peculiarly responsible; for the letter had
contained details relating to the Colonel’s orders from brigade
headquarters, his numbers, and other matters, the knowledge of
which in the enemy’s hands might precipitate his capture, together
with all the detachment.
“It’s gone, sir,” mumbled Hilary, the picture of despair; “I never
knowed what ter do, so—”
“So you let them have that letter—when I had told you how important
it was!”
“I don’t see how it could have been helped, since the boy was
searched,” said Captain Blake, the junior captain of the squadron,
who was standing by. “I am glad he came back to let us know.”
“That’s why I done what I done,” eagerly explained Hilary. “I—I—eat
it.”
“All of it?” cried Captain Bertley, with a flash of relief.
“Yes, sir, I swallowed it all bodaciously—just ez soon ez I seen ’em
a-kemin’ dustin’ along the road.”
“Well done, Baby Bunting!” cried the senior officer, for thus was
Hilary distinguished among the troopers on account of his tender
years.
The gruff Captain Blake laughed delightedly, a hoarse, discordant
demonstration, much like the chuckling of a rusty old crow. He
seemed to think it a good joke, and Hilary knew that he, too, was
vastly relieved to have saved from the enemy such important
information.
“Pretty bitter pill, eh?”
“Naw, sir,” said Hilary, his eyes twinkling as he swung his hat in his
hand, for he could never be truly military out of his uniform; “it war
like eatin’ a yard medjure of mustard plaster, bein’ stiff ter swaller an’
somehow goin’ agin the grain.”
The senior captain gravely commended his presence of mind, and
said he would remember this and his many other good services. As
he dismissed the young trooper and still standing, holding a sheet of
paper against his saddle, began to write a report of the fate of the
letter that had so threatened the capture of the whole command,
Hilary overheard Captain Blake say in his bluff, extravagant way,
“That boy ought to be promoted.”
“What?” said Captain Bertley, glancing back over his shoulder with
the pencil in his hand. “Baby Bunting with a command!”
Despite the ridicule of the idea Hilary’s heart swelled within him as
he strolled away, for he cared only to deserve the promotion and the
confidence shown him, even if on account of his extreme youth and
presumable irresponsibility he was debarred from receiving it.
He could not have said why he was not resentful of being called
“Baby Bunting” by Captain Bertley. He felt it was in the nature of a
courteous condescension that the officer should comment on the
inadequacy of his age and the discrepancy between his limited
powers and his valuable deeds—almost as a jesting token of
affection, kindly meant and kindly received. But the name fell upon
his ear often with a far different significance; the camp cry “Bye, oh,
Baby Bunting,” was intended to goad him to such a degree of anger
as should make him the sport of the groups around the bivouac fire.
The chief instigator of this effort was a big, brutal cavalryman, by
name Jack Bixby. He had a long, red beard; long, reddish hair; small,
twinkling, dark eyes, and a powerfully built, sinewy, well-compacted
figure. He was superficially considered jolly and genial, for few of his
careless companions were observant enough of moral phenomena
or sufficiently students of human nature to take note of the fact that
there was always a spice of ill-humor in his mirth. Malice or jealousy
or grudging or a mean spirit of derision pervaded his merriment. He
found great joy in ridiculing a raw country boy, whose lack of
knowledge of the world’s ways laid him liable to many mistakes and
misconceptions, and at first Hilary’s credulity in the big lies told him
by Jack Bixby and his simplicity in acting upon them exposed him to
the laughter of the whole troop. This was checked in one instance,
however; having been instructed that it was an accepted detail of the
observances of a soldier, Hilary was induced to advance with great
ceremony one day, and duly saluting ask Captain Bertley how he
found his health. The officer was standing on ground somewhat
elevated above the site of the camp, in full gray uniform, a field-glass
in his hand, his splendid charger at his shoulder, the reins thrown
over his arm. The humble “Baby Bunting” approaching this august
military object, and presuming to ask after the commanding officer’s
health, was in full view of a hundred or more startled and amazed
veterans.
But Captain Bertley had seen and known much of this world and its
ways. He instantly recognized the incident as a bit of malicious play
upon the simplicity of the new recruit, and he took due note, too, of
his own dignity. He realized how to balk the one and to support the
other. He accepted the unusual and absurd demonstration
concerning his health by saying simply that he was quite well, and
then he kept the boy standing in conversation as to the state of a
certain ford some distance up the river, with which Hilary was
acquainted, having been of a scouting party which had been sent in
that direction the previous day. The staring military spectators, their
attention previously bespoken by Bixby, saw naught especial in the
interview, the boy apparently having been summoned thither by
order of the officer to make a report or give information, and thus the
joke, attenuated to microscopic proportions, failed of effect. It had,
however, very sufficient efficacy in recoil. Before dismissing Hilary
the Captain asked how he had chanced to accost him in the manner
with which he had approached him, and the boy in guilelessly
detailing the circumstance, before he was admonished as to his
credulous folly, betrayed Bixby as the perpetrator of the pleasantry at
his expense, and what was far more serious at the expense of the
officer. Jack Bixby, dull enough, as malicious people often are, or
they would not otherwise let their malice appear—for they are not
frank—did not see it in that light until he suddenly found himself
under arrest and then required to mount the “wooden horse” for
several weary hours.
“You’ll be hung up by the thumbs next time, my rooster,” said the
sergeant, as he carried the sentence into effect. “The Cap’n ain’t so
mighty partial to your record, no hows. He asked me if you hadn’t
served with Whingan’s rangers, ez be no better’n bushwhackers, an’
ye know he is mighty partic’lar ’bout keepin’ up the tone an’ spirit o’
the men.”
Hilary, contradictorily enough, lost all sense of injury and shame in
sorrow that he should have divulged Bixby’s agency in the matter
and brought this disaster upon the trooper, who perhaps had only
intended a little diversion, and had neither the good taste nor the
good sense to perceive its offensiveness to the officer. Bixby had
served in a band generally reputed bushwhackers, who did little
more than plunder both sides, and in which discipline was
necessarily slight. And thus after this episode they were better
friends than before. True, in the days of dearth, for these men must
needs starve as well as fight, when only rations of corn were served
out, which the soldiers parched and ate by the fire, and which were
so scanty that a strict watch was kept to prevent certain of them from
robbing their own horses, on the condition and speed of which their
very lives depended, Hilary, as in honor bound, being detailed for
this duty, reported his greedy comrade, but in view of the half-
famished condition of the troops Bixby’s punishment was light, and
the incident did not break off their outward semblance of friendship,
although one may be sure Bixby kept account of it.
So the years went—those wild years of hard riding and hard fighting;
sleeping on the ground under the open skies whether cloudy or clear
—it was months after it was all over before Hilary could accustom
himself to sleep in a bed; roused by the note of the trumpet,
sometimes while the stars were yet white in the dark heavens, with
no token of dawn save a great translucent, tremulous planet
heralding the morn, and that wild, sweet, exultant strain of reveille,
so romantic, so stirring, that it might seem as if it had floated down,
proclaiming the day, from that splendid vanguard of the sun. So they
went—those wild years, all at once over.
The end came on a hard-contested field, albeit only a thousand or so
were engaged on either side. The squadron, in one of those wild
reckless assaults of cavalry against artillery, for which the
Confederate horse were famous in this campaign, had gone to the
attack straight up a hill, while the muzzles of the big, black guns sent
forth smoke and roar, scarcely less frightful than the bombs which
were bursting among the horses and men riding directly at the
battery. It was hard to hold the horses. Often they swerved and
faltered, and sought to turn back. Each time Captain Bertley, with
drawn sword, reformed the line, encouraging the men and urging
them to the almost impossible task anew. At it they went once more,
in face of shot and shell. Now and again Hilary, riding in the rear
rank, with his saber at “the raise,” heard a sharp, singing sibilance,
which he knew was a minie-ball, whizzing close to his ear, and he
realized that infantry was there a little to one side supporting the
battery. The rush, the turmoil, the blare of the trumpets sounding “the
charge,” the clamor of galloping hoofs, of shouting men, the roar of
cannon, the swift panorama of moving objects before the eye, the
ever-quickening speed, and the tremendous sensation of flying
through the air like a projectile—it was all like some wild tempest,
some mad conflict of the elements. And suddenly Hilary became
aware that he was flying through the air without any will of his own.
The horse had taken the bit between his teeth, and maddened by the
noise, the frenzy of the fight, was rushing on he knew not whither, his
head stretched out, his eyes starting, straight up the hill unmindful of
the trumpet now sounding the recall and the heavy pull of the boy on
the curb. Hilary was far away in advance of the others when the line
wheeled. A few more impetuous bounds and plunges, and he was
carried in among the Federal guns, mechanically slashing at the
gunners with his saber, until one of the men, with a well-directed
blow, knocked him off his horse with the long, heavy sponge-staff.
So it was that Hilary was captured. He surrendered to the man with
the sponge-staff, for the others were busily limbering up the guns;
they were to take position on a new site—one less exposed to attack
and very commanding. They had more than they wanted in Hilary.
He realized that as he was on his way to the rear under guard. The
engagement was practically at an end, and the successful Federals
were keenly eager to pursue the retreating force and secure all the
fruits of victory. To be hampered with the disposition of prisoners at
such a moment was hardly wise, when an active pursuit might cut off
the whole command. Therefore the few already taken, who were
more or less wounded, were temporarily paroled in a neighboring
hamlet, and Hilary, the war in effect concluded for him—for the
parole was a pledge to remain within the lines and report at stated
intervals to the party granting it—found himself looking out over a
broad white turnpike in a flat country, down which a cloud of dust
was all that could be seen of the body of cavalry so lately contending
for every inch of ground.
Now and again a series of white puffs of smoke from amidst the
hillocks on the west told that the battery of the Federals was shelling
the woods which their enemy had succeeded in gaining, the shells
hurtling high above the heads of their own infantry marching forward
resolutely, secure in the fact of being too close for damage.
Presently the battery became silent. Their vanguard was getting
within range of their own guns, and a second move was in order. The
boy watched the flying artillery scurrying across the plain, as he
struck down a “dirt-road” which intersected the turnpike, and soon he
noticed the puffs of white smoke from another coign of vantage and
the bursting of shells still further away.
“Them dogs barkin’ again! Waal, I’m glad ter be wide o’ thar mark,”
said a familiar voice at his elbow; the speaker was Bixby, a paroled
prisoner, too, having been captured further down the hill during the
general retreat.
Hilary was not ill-pleased to see him at first, especially as something
presently happened which made him solicitous for the advice and
guidance of an older head than his own. By one of the vicissitudes of
war victory suddenly deserted the winning side, and presently here
was the erstwhile successful party in full retreat, swarming over the
flat country, the battery scurrying along the turnpike with two of its
guns missing, captured as they barked with their mouths wide open,
so to speak. The hurrying crash and noisy rout went past like the
phantasmagoria of a dream, and these two prisoners were presently
left quite outside the Federal lines by no act or volition of their own,
and yet apparently far enough from Bertley’s squadron, for the
pursuit was not pressed, both parties having had for the nonce
enough of each other. The first object of the two troopers was to
procure food of which they stood sadly in need. They set forth to find
the nearest farmhouse, Hilary on his own horse, which in the
confusion had not been taken from him when he was disarmed, and
Bixby easily caught and mounted a riderless steed that had been in
the engagement, but was now cropping the wayside grass.
A thousand times that day Hilary wished, as they went on their
journey together, that he had never seen this man again. All Jack
Bixby’s methods were false, and it revolted Hilary, educated to a
simple but strict code of morals, to seem to share in his lies and his
dubious devices to avoid giving a true account of themselves. In fact
their progress was menaced with some danger. Having little to
distinguish them as soldiers, for the gray cloth uniform in many
instances had given place to the butternut jeans, the habitual garb of
the poorer classes of the country, they could be mistaken for
citizens, peacefully pursuing some rustic vocation, and this
impression Bixby sought to impose on every party who questioned
them. He feared to meet the Federals, because of their paroles,
which showed them to be prisoners and yet out of the lines, and he
thought this broken pledge might subject them to the penalty of
being strung up by the neck.
“That air tale ’bout our bein’ in the lines an’ the lines shrinkin’ till we
got out o’ ’em ain’t goin’ ter go down with no sech brash fellers,” he
argued with some reason, for the probabilities seemed against them.
And now he dreaded an encounter with Union men, non-combatants,
for the same reason. He slipped off his boot at one time and hid the
paper under the sole of his foot. “Ef we-uns war ter be sarched they
wouldn’t look thar, mos’ likely.” And finally when they reached the
house of an aged farmer, who with partisan cordiality welcomed and
fed them, declaring that although he was too old to fight he could
thus help on the southern cause, Bixby took advantage of his host’s
short absence from the dining-room to strike a match which he
discovered in a candlestick on the mantel piece, for the season was
too warm for fires, and lighting the candle he held the parole in the
flame till the paper was reduced to a cinder; then he hastily
extinguished the candle.
When once more on the road, however, Bixby regretted his decision.
For aught he knew they were still within the Federal lines. The Union
troops had doubtless been reinforced, for they were making a point
of holding this region at all hazards. He was a fool he said to have
burnt his parole—it was his protection. If he were taken now by
troops not in the extreme activities of resisting a spirited cavalry
attack, who had time to make his capture good, and means of
transportation handy, he would be sent off to Camp Chase or some
other prison, and shut up there till the crack of doom, whereas his
parole rendered him for the time practically free.
“Why didn’t you keep me from doin’ it, Hil’ry?”
“Why, I baiged an’ baiged an’ besought ye ’fore we went in the house
ter do nothin’ ter the paper,” said Hilary, wearied and excited and
even alarmed by his companion’s vacillations, so wild with fear had
Bixby become. “I wunk at ye when the old man’s back was turned. I
even tried ter snatch the paper whenst ye put yer boot-toe on the
aidge of a piece of it on the ha’thstone an’ helt it down till it war
bu’nt.”
“I war a fool,” said Bixby, gloomily. “I wish I hed it hyar now.”
“I tole ye,” said Hilary, for he had spent the day in urging the fair and
open policy, let come what might of it, “I tole ye ez I war a-goin’ ter
show my parole ter the fust man ez halts me, an’ ef I be out’n the
lines, an’ he won’t believe my tale, let him take it out on me
howsumdever the law o’ sech doin’s ’pears. Nobody could expec’ me
ter set an’ starve on that hillside till sech time ez the Fed’rals throw
out thar line agin.”
“I wisht I hed my parole agin,” said Bixby, more moodily still.
Down the road before them suddenly they saw a dust, and a steely
glitter—not so strong a reflection, however, as marching infantry
throws out. A squad of cavalry was approaching at a steady pace.
Jack Bixby’s first idea was flight; this the condition of the jaded horse
rendered impolitic. Then he thought of concealment—in vain. On
either hand the level, plowed fields afforded not the slightest bush as
a shield. The only thicket in sight was alongside the road and now in
line with the approaching party whom it so shadowed that it was
impossible to judge by uniform or accoutrements to which army they
belonged.
“Hil’ry,” said Jack Bixby, “let’s stick ter the country-jake story; I’ll say
that I be a farmer round hyar somewhar, an’ pretend that you air my
son. That’ll go down with any party.”
“I be goin’ ter tell the truth myself, an’ show my parole, whoever they
be; that’s the right thing,” said Hilary, stoutly.
“But I ain’t got no parole,” quavered Bixby.
“Tell the truth an’ I’ll bear ye out,” said Hilary. “Tell ’em that thar be so
many parties—Feds an’ Confeds an’ Union men an’ bushwhackers,
an’ we-uns got by accident out’n the lines an’ ye took alarm an’
deestroyed yer parole. I’ll bear ye out an’ take my oath on it; an’ ye
know the old man war remarkin’ on them cinders on the aidge o’ the
mantel shelf an’ ha’thstone ez we left the house.”
“Hil’ry,” said Bixby, as with a sudden bright idea—anything but the
truth seemed hopeful to him—“I’ll tell ye. I’ll take yer parole an’ claim
it ez mine, an’ pretend that ye air my son—non-combatant, jes’ a
boy, ez ye air.”
“But it’s got my name on it. It’s a-parolin’ of me,” said Hilary, “an’ I
ain’t no non-combatant.”
“But I’ll claim your name; I’ll be Hil’ry Knox, an’ tall ez ye air, yer face
shows ye ain’t nuthin’ but a boy. Nobody wouldn’t disbelieve it.”
“I won’t do it! I won’t put off a lie on ’em! I hev fought an’ fought an’
I’ll take the consekences o’ what I done—all the consekences o’
hevin’ fought. I am Hilary Knox, an’ I be plumb pledged by my word
of honor. But I’ll bear ye out in the fac’s, an’ thar’s nuthin’ ter doubt in
the fac’s—they air full reasonable.”
He had taken the paper out of his ragged breast-pocket to have it in
readiness to present to the advance guard, who had perceived them
and had quickened the pace for the purpose of halting them.
Perhaps Bixby had no intention, save, by sleight-of-hand, to possess
himself of the paper. Perhaps he thought that having it in his power
the boy would hardly dare to contradict the story he had sketched
and the name he intended to claim as the owner of the parole; if
Hilary should protest he could say his son was weak-minded, an
imbecile, a lunatic. He made a sudden lunge from the saddle and a
more sudden snatch at the paper. But the boy’s strong hand held it
fast. Jack Bixby hardly noted the surprise, the indignation, the
reproach in Hilary’s face—almost an expression of grief—as he
turned it toward him. With the determination that had seized him to
possess the paper, Bixby struck the boy’s wrist and knuckles a
series of sharp, brutal blows with the back of a strong bowie-knife,
which had been concealed in his boot-leg at the surrender. They
palsied the clutch of the boy’s left hand. But as the quivering fingers
opened, Hilary caught the falling paper with his right hand.
“Let go, let go!” cried Jack Bixby in a frenzy; “else I’ll let you hev the
blade—there, then!—take the aidge—ez keen ez a razor!”
The steel descended again and again, and as the boy was half
dragged out of the saddle the blood poured down upon the parole. It
would have been hard to say then what name was there!
A sudden shout rang out from down the road. The approaching men
had observed the altercation, and mending their pace, came on at a
swift gallop.
With not a glance at them, Jack Bixby turned his horse short around
and fled as fast as the animal could go, striking out of the road and
into the woods as soon as he reached the timbered land.
Poor “Baby Bunting,” dragged out of his saddle, fell down in the road
beneath his horse’s hoofs, and all covered with white dust and red
blood there he lay very still till the cavalrymen came up and found
him.
For this was what they called him—“Poor Baby Bunting!” They were
a small reconnoitering party of his own comrades, and it was with a
hearty good will that they pursued Jack Bixby who fled, as from his
enemies, through the brush. Perhaps his enemies would have been
gentler with him than his quondam friends could they only have laid
hands on him, for they all loved “Baby Bunting” for his brave spirit
and his little simplicities and his hearty good-comradeship. Hilary
recognized none of them. He only had a vague idea of Captain
Bertley’s face with a grave anxiety and a deep pity upon it as the
officer gazed down at him when he was borne past on the stretcher
to the field hospital where his right arm was taken off by the surgeon.
He was treated as kindly as possible, for the remembrance of his
gallant spirit as well as humanity’s sake, and when at last he was
discharged from the more permanent hospital to which he had been
removed he realized that he had indeed done with war and fine
deeds of valiance, and he set out to return home, tramping the weary
way to the mountain and his mother.
After that fateful day, when maimed and wan and woebegone he
came forth from the hospital and journeyed out from among the
camps and flags and big guns and all the armaments of war, thrice
splendid to his backward gaze, it seemed to him that he had left
there more than was visible—that noble identity of valor for which he
had revered himself.
For he found as he went a strange quaking in his heart. It was an
alien thing, and he strove to repudiate it, and ached with helpless
despair. When he came into unfamiliar regions, and a sudden clatter
upon the lonely country road would herald the approach of mounted
strangers, halting him, the convulsive start of his maimed right arm
with the instinct to seize his weapons and the sense of being
defenseless utterly would so unnerve him that he would give a
disjointed account of himself, with hang-dog look and faltering words.
And more than once he was seized and roughly handled and
dragged to headquarters to show his papers and be at last passed
on by the authorities.
He began to say to himself that his courage was in his cavalry pistol.
“Before God!” he cried, “me an’ my right arm an’ my weepon air like
saltpetre an’ charcoal an’ sulphur—no ’count apart. An’ tergether
they mean gunpowder!”
And doubly bereaved, he had come in sight of home.
But his mother fell upon his neck with joy, and the neighbors
gathered to meet him. The splendors of the Indian summer were
deepening upon the mountains, with gorgeous fantasies of color,
with errant winds harping æolian numbers in the pines, with a
translucent purple haze and a great red sun, and the hunter’s moon,
most luminous. The solemnity and peace stole in upon his heart, and
revived within him that cherished sense of home, so potent with the
mountaineer, and in some wise he was consoled.
Yet he hardly paused. In this lighter mood he went on to the
settlement, eager that the news of his coming should not precede
him.
There was the bridge to cross and the rocky ascent, and at the
summit stood the first log cabin of the scattered little hamlet. From
the porch, overgrown with hop vines, he heard the whir of a spinning
wheel. He saw the girl who stood beside it before she noticed the
sound of his step. Then she turned, staring at him with startled
recognition, despite all the changes wrought in the past two years. “It
air me,” he said, jocosely.
From his hollow eyes and sunken cheeks and wan smile her gaze
fell upon his empty sleeve. She suddenly threw her arm across her
face. “I—I—can’t abide ter look at ye!” she faltered, with a gush of
tears.
He stood dumfounded for a moment.
“Durn it!” he cried. “I can’t abide ter look at myself!”
And with a bitter laugh he turned on his heel.
He would not be reconciled later. The wound she had unintentionally
dealt him rankled long. He said Delia Noakes was a sensible girl.
Plenty of brave fellows would come home from the war, hale and
hearty and with two good arms, better men in every way, in mind and
body and heart and soul, for the stern experiences they were
enduring so stanchly. The crop of sweethearts promised to be
indeed particularly fine, and there was no use in wasting politeness
on a fellow with whom she used to play before either of them could
walk, but whose arm was gone now, through no glorious deed
wrought for his country, for which he had intended to do all such
service as a man’s right arm might compass, but because he was a
fool, and had made a friend of a malevolent scoundrel, who had
nearly taken his life, but had only—worse luck—taken his right arm!
And besides he had seen enough of the world in his wanderings to
know that it behooves people to look to the future and means of
support. He had learned what it was to be hungry, he had learned
what it was to lack. He was no longer the brave and warlike man-at-
arms, “Baby Bunting.” He had no vocation, no possibility of a future
of usefulness; he could not hold a gun or a plow or an ax, and Delia
doubtless thought he would not be able to provide for her. And “dead
shot” though he had been he could not now defend himself, he
declared bitterly, much less her.
 CHAPTER III
It was the last month of the year, and the month was waning. The
winds had rifled the woods and the sere leaves all had fallen. Yet still
a bright after-thought of the autumnal sunshine glowed along the
mountain spurs, for the tardy winter loitered on the way, and the
silver rime that lay on the black frost-grapes melted at a beam.
“The weather hev been powerful onseasonable an’ onreasonable, ter
my mind,” said old Jonas Scruggs, accepting a rickety chair in his
neighbor’s porch. “’Tain’t healthy.”
“Waal, ’tain’t goin’ ter last,” rejoined Mrs. Knox, from the doorway,
where she sat with her knitting. “’Twar jes’ ter-day I seen my old gray
cat run up that thar saplin’ an’ hang by her claws with her head
down’ards. An’ I hev always knowed ez that air a sure sign of a
change.”
Presently she added, “The fire air treadin’ snow now.”
She glanced over her shoulder at the deep chimney-place, where a
dull wood fire was sputtering fitfully with a sound that suggested
footfalls crunching on a crust of snow.
“I dunno ez I need be a-hankerin’ fur a change in the weather,
cornsiderin’ the rheumatiz in my shoulder ez I kerried around with
me ez a constancy las’ winter,” remarked Jonas Scruggs, pre-
empting a grievance in any event.
“Thar’s the wild geese a-sailin’ south,” Hilary said, in a low,
melancholy drawl, as he smoked his pipe, lounging idly on the step
of the porch.
His mother laid her knitting in her lap and gazed over her spectacles
into the concave vault of the sky, so vast as seen from the vantage
ground of the little log cabin on the mountain’s brow. Bending to the
dark, wooded ranges encircling the horizon, it seemed of a
crystalline transparency and of wonderful gradations of color. The
broad blue stretches overhead merged into a delicate green of
exquisite purity, and thence issued a suffusion of the faintest saffron
in which flakes of orange burned like living fire. A jutting spur
intercepted the sight of the sinking sun, and with its dazzling disk
thus screened, upon the brilliant west might be descried the familiar
microscopic angle speeding toward the south. A vague clamor
floated downward.
“Them fowels, sure enough!” she said. “Sence I war a gal I hev
knowed ’em by thar flyin’ always in that thar peaked p’int.”
“They keep thar alignment ez reg’lar,” said her son suddenly, “jes’
like we-uns hev ter do in the army. They hev actially got thar
markers. Look at ’em dress thar ranks! An’ thar’s even a sergeant-
major standin’ out ez stiff an’ percise—see him! Thar! Column
forward! Guide left! March!” he cried delightedly.
“I ’lowed, Hilary, ez ye bed in an’ about bed enough o’ the army,” said
the guest, bluntly.
Hilary’s face changed. But for some such reminder he sometimes
forgot that missing right hand. He made no answer, his moody eyes
fastened on that aërial marshaling along the vast plain of the sunset.
His right arm was gone, and the stump dangled helplessly with its
superfluity of brown jeans sleeve bound about it.
“Now that air a true word!” exclaimed Mrs. Knox, “only Hil’ry won’t
hev it so. I ’lows ter him ez he los’ his arm through jinin’ the Confed’
army, an’ he ’lows ’twar gittin’ in a fight with one o’ his own
comrades.”
Jonas Scruggs glanced keenly at her from under his bushy, grizzled
eyebrows, his lips solemnly puckered, and his stubbly pointed chin
resting on his knotty hands, which were clasped upon his stout stick.
He had the dispassionate, pondering aspect of an umpire, which
seemed to invite the cheerful submission of differences.
“Ye knows I war fur the Union, an’ so war his dad,” she continued.
“My old man had been ailin’ ennyhows, but this hyar talk o’ bustin’ up
the Union—why, it jes’ fairly harried him inter his grave. An’ I ’lowed
ez Hil’ry would be fur the Union, too, like everybody in the mountings
ez hed good sense. But when a critter-company o’ Confeds rid up
the mounting one day Hil’ry he talked with some of ’em, an’ he war
stubborn ever after. An’ so he jined the critter-company.”
She fell suddenly silent, and taking up her needles knitted a row or
two, her absorbed eyes, kindling with retrospection, fixed on the far
horizon, for Mrs. Knox was in a position to enjoy the melancholy
pleasures of a true prophet of evil, and although she had never
specifically forewarned Hilary of the precise nature of the disaster
that had ensued upon his enlistment, she had sought to defer and
prevent it, and at last had consented only because she felt she must.
She had her own secret satisfaction that the result was no worse; it
lacked much of the ghastly horrors that she had foreboded—death
itself, or the terrible uncertainty of hoping against hope, and fearing
the uttermost dread that must needs abide with those to whom the
“missing” are dear. Never now could the fact be worse, and thus she
could reconcile herself, and talk of it with a certain relish of finality, as
of a chapter of intense and painful interest but closed forever.
The old man nodded his head with deliberative gravity until she
recommenced, when he relapsed into motionless attention.
“An’ Hil’ry fought in a heap o’ battles, and got shot a time or two, an’
war laid up in the horspital, an’ kem out cured, an’ fought agin. An’
one day he got inter a quar’l with one o’ his bes’ frien’s. They war jes’
funnin’ afust, an’ Hil’ry hit him harder’n he liked, an’ he got mad, an’
bein’ a horseback he kicked Hil’ry. An’ Hil’ry jumped on him ez
suddint ez a painter, ter pull him out’n his saddle an’ drub him. Hil’ry
never drawed no shootin’ irons nor nuthin’, an’ warn’t expectin’ ter
hurt him serious. But this hyar Jack Bixby he war full o’ liquor an’
fury; he started his horse a-gallopin’, an’ ez Hil’ry hung on ter the
saddle he drawed his bowie-knife an’ slashed Hil’ry’s arm ez war
holdin’ ter him agin an’ agin, till they war both soakin’ in blood, an’ at
last Hil’ry drapped. An’ the arm fevered, an’ the surgeon tuk it off. An’
so Hil’ry hed his discharge gin him, sence the Confeds hed no mo’
use fur him. An’ he walked home, two hunderd mile, he say.”