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CONTENT S
Preface ix
To the Student xvi
Diagnostic Tests xvii
1 FUNCTIONS AND LIMITS 1
1.1 Functions and Their Representations 1

1.2 A Catalog of Essential Functions 11
1.3 The Limit of a Function 24
1.4 Calculating Limits 35
1.5 Continuity 46
1.6 Limits Involving Infinity 56
Review 70
2 DERIVATIVES 73
2.1 Derivatives and Rates of Change 73

2.2 The Derivative as a Function 84
2.3 Basic Differentiation Formulas 95
2.4 The Product and Quotient Rules 107
2.5 The Chain Rule 114
2.6 Implicit Differentiation 123
2.7 Related Rates 128
2.8 Linear Approximations and Differentials 135
Review 140
3 INVERSE FUNCTIONS: Exponential, Logarithmic, and

Inverse Trigonometric Functions 145
3.1 Exponential Functions 145

3.2 Inverse Functions and Logarithms 151
3.3 Derivatives of Logarithmic and Exponential Functions 163
Unless otherwise noted, all content on this page is © Cengage Learning. iii
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
iv CONTENTS
3.4 Exponential Growth and Decay 171

3.5 Inverse Trigonometric Functions 179
3.6 Hyperbolic Functions 184
3.7 Indeterminate Forms and l’Hospital’s Rule 191
Review 199
4 APPLICATIONS OF DIFFERENTIATION 203
4.1 Maximum and Minimum Values 203

4.2 The Mean Value Theorem 210
4.3 Derivatives and the Shapes of Graphs 216
4.4 Curve Sketching 225
4.5 Optimization Problems 231
4.6 Newton’s Method 242
4.7 Antiderivatives 247
Review 253
5 INTEGRALS 257
5.1 Areas and Distances 257

5.2 The Definite Integral 268
5.3 Evaluating Definite Integrals 281
5.4 The Fundamental Theorem of Calculus 291
5.5 The Substitution Rule 300
Review 308
6 TECHNIQUES OF INTEGRATION 311
6.1 Integration by Parts 311

6.2 Trigonometric Integrals and Substitutions 317
6.3 Partial Fractions 327
6.4 Integration with Tables and Computer Algebra Systems 335
6.5 Approximate Integration 341
6.6 Improper Integrals 353
Review 362
Unless otherwise noted, all content on this page is © Cengage Learning.
CONTENTS v
7 APPLICATIONS OF INTEGRATION 365
7.1 Areas Between Curves 365

7.2 Volumes 370
7.3 Volumes by Cylindrical Shells 381
7.4 Arc Length 386
7.5 Area of a Surface of Revolution 393
7.6 Applications to Physics and Engineering 398
7.7 Differential Equations 412
Review 421
8 SERIES 425
8.1 Sequences 425

8.2 Series 436
8.3 The Integral and Comparison Tests 446
8.4 Other Convergence Tests 454
8.5 Power Series 464
8.6 Representing Functions as Power Series 470
8.7 Taylor and Maclaurin Series 476
8.8 Applications of Taylor Polynomials 489
Review 497
9 PARAMETRIC EQUATIONS AND POLAR COORDINATES 501
9.1 Parametric Curves 501

9.2 Calculus with Parametric Curves 508
9.3 Polar Coordinates 515
9.4 Areas and Lengths in Polar Coordinates 524
9.5 Conic Sections in Polar Coordinates 529
Review 535
vi CONTENTS
10 VECTORS AND THE GEOMETRY OF SPACE 537
10.1 Three-Dimensional Coordinate Systems 537

10.2 Vectors 542
10.3 The Dot Product 551
10.4 The Cross Product 558
10.5 Equations of Lines and Planes 566
10.6 Cylinders and Quadric Surfaces 574
10.7 Vector Functions and Space Curves 580
10.8 Arc Length and Curvature 591
10.9 Motion in Space: Velocity and Acceleration 600
Review 610
11 PARTIAL DERIVATIVES 615
11.1 Functions of Several Variables 615

11.2 Limits and Continuity 626
11.3 Partial Derivatives 633
11.4 Tangent Planes and Linear Approximations 641
11.5 The Chain Rule 649
11.6 Directional Derivatives and the Gradient Vector 658
11.7 Maximum and Minimum Values 669
11.8 Lagrange Multipliers 677
Review 685
12 MULTIPLE INTEGRALS 689
12.1 Double Integrals over Rectangles 689

12.2 Double Integrals over General Regions 700
12.3 Double Integrals in Polar Coordinates 709
12.4 Applications of Double Integrals 715
12.5 Triple Integrals 720
12.6 Triple Integrals in Cylindrical Coordinates 731
12.7 Triple Integrals in Spherical Coordinates 735
12.8 Change of Variables in Multiple Integrals 742
Review 751
CONTENTS vii
13 VECTOR CALCULUS 755
13.1 Vector Fields 755

13.2 Line Integrals 761
13.3 The Fundamental Theorem for Line Integrals 773
13.4 Green’s Theorem 782
13.5 Curl and Divergence 789
13.6 Parametric Surfaces and Their Areas 797
13.7 Surface Integrals 807
13.8 Stokes’ Theorem 818
13.9 The Divergence Theorem 823
Review 830
APPENDIXES A1
A Trigonometry A1
B Sigma Notation A10
C The Logarithm Defined as an Integral A15
D Proofs A22
E Answers to Odd-Numbered Exercises A39
INDEX A89
PREFACE
This book is a response to those instructors who feel that calculus textbooks are too
big. In writing the book I asked myself: What is essential for a three-semester calcu-
lus course for scientists and engineers?
The book is about two-thirds the size of my other calculus books (Calculus, Seventh
Edition and Calculus, Early Transcendentals, Seventh Edition) and yet it contains
almost all of the same topics. I have achieved relative brevity mainly by condensing
the exposition and by putting some of the features on the website www.stewartcal-
culus.com. Here, in more detail are some of the ways I have reduced the bulk:
■ I have organized topics in an efficient way and rewritten some sections
with briefer exposition.
■ The design saves space. In particular, chapter opening spreads and photo-
graphs have been eliminated.
■ The number of examples is slightly reduced. Additional examples are
provided online.
■ The number of exercises is somewhat reduced, though most instructors
will find that there are plenty. In addition, instructors have access to the
archived problems on the website.
■ Although I think projects can be a very valuable experience for students,
I have removed them from the book and placed them on the website.
■ A discussion of the principles of problem solving and a collection of
challenging problems for each chapter have been moved to the website.
Despite the reduced size of the book, there is still a modern flavor: Conceptual
understanding and technology are not neglected, though they are not as prominent as
in my other books.
ALTERNATE VERSIONS
I have written several other calculus textbooks that might be preferable for some
instructors. Most of them also come in single variable and multivariable versions.
■ Essential Calculus, Second Edition, is similar to the present textbook except
that the logarithm is defined as an integral and so the exponential, logarith-
mic, and inverse trigonometric functions are covered later than in the present
book.
■ Calculus: Early Transcendentals, Seventh Edition, has more complete cover-
age of calculus than the present book, with somewhat more examples and
exercises.
■ Calculus: Early Transcendentals, Seventh Edition, Hybrid Version, is similar
to Calculus: Early Transcendentals, Seventh Edition, in content and coverage
except that all of the end-of-section exercises are available only in Enhanced
WebAssign. The printed text includes all end-of-chapter review material.
■ Calculus, Seventh Edition, is similar to Calculus: Early Transcendentals,
Seventh Edition, except that the exponential, logarithmic, and inverse trig-
onometric functions are covered in the second semester. It is also available
in a Hybrid Version.
Unless otherwise noted, all content on this page is © Cengage Learning. ix
x PREFACE
■ Calculus: Concepts and Contexts, Fourth Edition, emphasizes conceptual

understanding. 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. It is also available in a
Hybrid Version.
■ 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. It is also available in a Hybrid Version.
WHAT’S NEW IN THE SECOND EDITION?

The changes have resulted from talking with my colleagues and students at the Uni-
versity 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:
■ At the beginning of the book there are four diagnostic tests, in Basic Algebra,
Analytic Geometry, Functions, and Trigonometry. Answers are given and students
who don’t do well are referred to where they should seek help (Appendixes,
review sections of Chapter 1, and the website).
■ Section 7.5 (Area of a Surface of Revolution) is new. I had asked reviewers if
there was any topic missing from the first edition that they regarded as essential.
This was the only topic that was mentioned by more than one reviewer.
■ Some material has been rewritten for greater clarity or for better motivation. See,
for instance, the introduction to maximum and minimum values on pages 203–04
and the introduction to series on page 436.
■ New examples have been added (see Example 4 on page 725 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 1.4.9 because when I taught
Section 1.4 from the first edition I realized that students need more guidance
when setting up inequalities for the Squeeze Theorem.
■ The data in examples and exercises have been updated to be more timely.
■ Several new historical margin notes have been added.
■ About 40% of the exercises are new. Here are some of my favorites: 1.6.43,
2.2.13–14, 2.5.59, 2.6.39– 40, 3.2.70, 4.3.66, 5.3.44–45, 7.6.24, 8.2.29–30,
8.7.67–68, 10.1.38, 10.4.43– 44
■ The animations in Tools for Enriching Calculus (TEC) have been completely
redesigned and are accessible in Enhanced WebAssign, CourseMate, and
PowerLecture. Selected Visuals and Modules are available at
www.stewartcalculus.com.
CONTENT
DIAGNOSTIC TESTS The book begins with four diagnostic tests, in Basic Algebra,
■
Analytic Geometry, Functions, and Trigonometry.

CHAPTER 1 FUNCTIONS AND LIMITS After a brief review of the basic functions,
■
limits and continuity are introduced, including limits of trigonometric functions, lim-
its involving infinity, and precise definitions.
PREFACE xi
CHAPTER 2 DERIVATIVES The material on derivatives is covered in two sections in

■
order to give students time to get used to the idea of a derivative as a function. The
formulas for the derivatives of the sine and cosine functions are derived in the section
on basic differentiation formulas. Exercises explore the meanings of derivatives in
various contexts.
CHAPTER 3 ■ INVERSE FUNCTIONS: EXPONENTIAL, LOGARITHMIC, AND INVERSE TRIGONO-
METRIC FUNCTIONS Exponential functions are defined first and the number e is defined
as a limit. Logarithms are then defined as inverse functions. Applications to exponen-
tial growth and decay follow. Inverse trigonometric functions and hyperbolic func-
tions are also covered here. L’Hospital’s Rule is included in this chapter because limits
of transcendental functions so often require it.
CHAPTER 4 APPLICATIONS OF DIFFERENTIATION The basic facts concerning
■
extreme values and shapes of curves are deduced from the Mean Value Theorem. The
section on curve sketching includes a brief treatment of graphing with technology. The
section on optimization problems contains a brief discussion of applications to busi-
ness and economics.
CHAPTER 5 INTEGRALS The area problem and the distance problem serve to moti-
■
vate the definite integral, with sigma notation introduced as needed. (Full coverage of
sigma notation is provided in Appendix B.) A quite general definition of the definite
integral (with unequal subintervals) is given initially before regular partitions are
employed. Emphasis is placed on explaining the meanings of integrals in various con-
texts and on estimating their values from graphs and tables.
CHAPTER 6 TECHNIQUES OF INTEGRATION All the standard methods are covered,
■
as well as computer algebra systems, numerical methods, and improper integrals.

CHAPTER 7 APPLICATIONS OF INTEGRATION General methods are emphasized.
■
The goal is for students to be able to divide a quantity into small pieces, estimate with
Riemann sums, and recognize the limit as an integral. The chapter concludes with an
introduction to differential equations, including separable equations and direction
fields.
CHAPTER 8 SERIES The convergence tests have intuitive justifications as well as
■
formal proofs. The emphasis is on Taylor series and polynomials and their applica-
tions to physics. Error estimates include those based on Taylor’s Formula (with
Lagrange’s form of the remainder term) and those from graphing devices.
CHAPTER 9 PARAMETRIC EQUATIONS AND POLAR COORDINATES This chapter
■
introduces parametric and polar curves and applies the methods of calculus to them.
A brief treatment of conic sections in polar coordinates prepares the way for Kepler’s
Laws in Chapter 10.
CHAPTER 10 VECTORS AND THE GEOMETRY OF SPACE In addition to the material
■
on vectors, dot and cross products, lines, planes, and surfaces, this chapter covers vector-
valued functions, length and curvature of space curves, and velocity and acceleration
along space curves, culminating in Kepler’s laws.
CHAPTER 11 PARTIAL DERIVATIVES In view of the fact that many students have dif-
■
ficulty forming mental pictures of the concepts of this chapter, I’ve placed a special
emphasis on graphics to elucidate such ideas as graphs, contour maps, directional
derivatives, gradients, and Lagrange multipliers.
xii PREFACE
CHAPTER 12 MULTIPLE INTEGRALS Cylindrical and spherical coordinates are intro-

■
duced in the context of evaluating triple integrals.

CHAPTER 13 VECTOR CALCULUS The similarities among the Fundamental Theorem
■
for line integrals, Green’s Theorem, Stokes’ Theorem, and the Divergence Theorem
are emphasized.
WEBSITE
The web site www.stewartcalulus.com includes the following.
■ Review of Algebra, Trigonometry, Analytic Geometry, and Conic Sections
■ Homework Hints
■ Additional Examples
■ Projects
■ Archived Problems (drill exercises that were in previous editions of my
other books), together with their solutions
■ Challenge Problems
■ Lies My Calculator and Computer Told Me
■ Additional Topics (complete with exercise sets): Principles of Problem
Solving, Strategy for Integration, Strategy for Testing Series, Fourier Series,
Linear Differential Equations, Second Order Linear Differential Equations,
Nonhomogeneous Linear Equations, Applications of Second Order Differ-
ential Equations, Using Series to Solve Differential Equations, Complex
Numbers, Rotation of Axes
■ Links, for particular topics, to outside Web resources
■ History of Mathematics, with links to the better historical websites
■ TEC animations for Chapters 2 and 5
ACKNOWLEDGMENTS
I thank the following reviewers for their thoughtful comments:
SECOND EDITION REVIEWERS Allison Arnold, University of Georgia
Rachel Belinsky, Georgia State University
Geoffrey D. Birky, Georgetown University
Przemyslaw Bogacki, Old Dominion University
Mark Brittenham, University of Nebraska at Lincoln
Katrina K. A. Cunningham, Southern University and A&M College
Morley Davidson, Kent State University
M. Hilary Davies, University of Alaska Anchorage
Shelby J. Kilmer, Missouri State University
Ilya Kofman, College of Staten Island, CUNY
Ramendra Krishna Bose, University of Texas–Pan American
PREFACE xiii
Melvin Lax, California State University Long Beach

Derek Martinez, Central New Mexico Community College
Alex M. McAllister, Centre College
Michael McAsey, Bradley University
Humberto Munoz, Southern University and A&M College
Charlotte Newsom, Tidewater Community College
Michael Price, University of Oregon
Joe Rody, Arizona State University
Vicki Sealey, West Virginia University
David Shannon, Transylvania University
FIRST EDITION REVIEWERS Ulrich Albrecht, Auburn University

Christopher Butler, Case Western Reserve University
Joe Fisher, University of Cincinnati
John Goulet, Worchester Polytechnic Institute
Irvin Hentzel, Iowa State University
Joel Irish, University of Southern Maine
Mary Nelson, University of Colorado, Boulder
Ed Slaminka, Auburn University
Li (Jason) Zhongshan, Georgia State University
I also thank Jim Propp of the University of Massachusetts–Lowell for a number of

suggestions resulting from his teaching from the first edition.
In addition, I thank Kathi Townes and Stephanie Kuhns for their production serv-
ices and the following Brooks/Cole staff: Cheryll Linthicum, editorial content project
manager; Vernon Boes, art director; Jennifer Jones and Mary Anne Payumo, market-
ing team; Maureen Ross, media editor; Carolyn Crockett, development editor; Eliza-
beth Neustaetter, assistant editor; Jennifer Staller, editorial assistant; Roberta Broyer,
rights acquisitions specialist; Becky Cross, manufacturing planner; and Denise David-
son, cover designer. They have all done an outstanding job.
The idea for this book came from my former editor Bob Pirtle, who had been hear-
ing of the desire for a much shorter calculus text from numerous instructors. I thank
my present editor Liz Covello for sustaining and supporting this idea in the second
edition.
JAMES STEWART
xiv PREFACE
Additional Examples ■ Projects ■ Archived Problems ■

ANCILLARIES FOR INSTRUCTORS Challenge Problems ■ Lies My Calculator and Computer
Told Me ■ Principles of Problem Solving ■ Additional
PowerLecture
Topics ■ Web Links ■ History of Mathematics
ISBN 1-133-52566-0
This comprehensive DVD contains all art from the text in both
TEC Tools for Enriching™ Calculus
jpeg and PowerPoint formats, complete pre-built PowerPoint
lectures, an electronic version of the Instructor’s Guide, By James Stewart, Harvey Keynes, Dan Clegg, and
Solution Builder, ExamView algorithmic testing software, developer Hu Hohn
Tools for Enriching Calculus, and video instruction. Tools for Enriching Calculus (TEC) functions as both a power-
ful tool for instructors, as well as a tutorial environment in
Instructor’s Guide which students can explore and review selected topics. The
Flash simulation modules in TEC include instructions, written
By Douglas Shaw
and audio explanations, and exercises. TEC modules are
ISBN 1-133-52510-5
assignable in Enhanced WebAssign. TEC is also available at
Each section of the text is discussed from several viewpoints. www.stewartcalculus.com, as well as in the YouBook and
The Instructor’s Guide contains suggested time to allot, points CourseMate.
to stress, text discussion topics, core materials for lecture,
work-show/discussion suggestions, group work exercises in a
form suitable for handout, and suggested homework assign- Enhanced WebAssign
ments. An electronic version of the Instructor’s Guide is avail- www.webassign.net
able on the PowerLecture DVD. WebAssign’s homework system lets instructors deliver, collect,
and record assignments via the Web. Enhanced WebAssign for
Complete Solutions Manual Stewart’s Essential Calculus: Early Transcendentals now
ISBN 1-133-36444-6 includes opportunities for students to review prerequisite skills
Includes worked-out solutions to all exercises in the text. and content both at the start of the course and at the beginning
of each section. In addition, for selected problems, students can
Solution Builder get extra help in the form of “enhanced feedback” (rejoinders)
and video solutions. Other key features include: thousands of
www.cengage.com/solutionbuilder
problems from Stewart’s Essential Calculus: Early Transcen-
This online instructor database offers complete worked-out dentals, a QuickPrep for Calculus review, a customizable
solutions to all exercises in the text. Solution Builder allows Cengage YouBook, Just In Time Review questions, a Show My
you to create customized, secure solution printouts (in PDF Work feature, assignable Tools for Enriching Calculus mod-
format) matched exactly to the problems you assign in class. ules, quizzes, lecture videos (with associated questions), and
more!
ExamView Algorithmic Testing
Create, deliver, and customize tests in print and online formats Cengage Customizable YouBook
with ExamView, an easy-to-use assessment and tutorial soft-
YouBook is an eBook that is both interactive and custom-
ware. ExamView contains hundreds of multiple-choice,
izable! Containing all the content from Stewart’s Essential
numerical response, and short answer test items. ExamView
Calculus: Early Transcendentals, YouBook features a text edit
algorithmic testing is available on the PowerLecture DVD.
tool that allows instructors to modify the textbook narrative as
needed. With YouBook, instructors can quickly reorder entire
sections and chapters or hide any content they don’t teach to
ANCILLARIES FOR INSTRUCTORS AND STUDENTS create an eBook that perfectly matches their syllabus. Instructors
can further customize the text by adding instructor-created or
Stewart Website YouTube video links. Additional media assets include: Tools
www.stewartcalculus.com for Enriching Calculus visuals and modules, Wolfram anima-
Contents: Review of Algebra, Trigonometry, Analytic tions, video clips, highlighting, notes, and more! YouBook is
Geometry, and Conic Sections ■ Homework Hints ■ available in Enhanced WebAssign.
PREFACE xv
CalcLabs with Maple

CourseMate
SINGLE VARIABLE By Robert J. Lopez and Philip B. Yasskin
www.cengagebrain.com
ISBN 0-8400-5811-X
CourseMate is a perfect self-study tool for students, and
requires no set-up from instructors. CourseMate brings MULTIVARIABLE By Robert J. Lopez and Philip B. Yasskin
course concepts to life with interactive learning, study, and ISBN 0-8400-5812-8
exam preparation tools that support the printed textbook.
CourseMate for Stewart’s Essential Calculus: Early Trans- CalcLabs with Mathematica
cendentals includes: an interactive eBook, Tools for Enriching
Calculus, videos, quizzes, flashcards, and more! For instruc- SINGLE VARIABLE By Selwyn Hollis
tors, CourseMate includes engagement tracker, a first-of-its ISBN 0-8400-5814-4
kind tool that monitors student engagement. MULTIVARIABLE By Selwyn Hollis
ISBN 0-8400-5813-6
Maple
Maple™ is an essential tool that allows you to explore, visual- Each of these comprehensive lab manuals will help students
ize, and solve even the most complex mathematical problems, learn to use the technology tools available to them. CalcLabs
reducing errors and providing greater insight into the math. contain clearly explained exercises and a variety of labs and
Maple’s world-leading computation engine offers the breadth, projects.
depth, and performance to handle every type of mathematics.
With Maple, teachers can bring complex problems to life and A Companion to Calculus
students can focus on concepts rather than the mechanics of By Dennis Ebersole, Doris Schattschneider, Alicia Sevilla,
solutions. Maple’s intuitive interface supports multiple styles and Kay Somers
of interaction, from Clickable Math™ tools to a sophisticated ISBN 0-495-01124-X
programming language.
Written to improve algebra and problem-solving skills of stu-
CengageBrain.com dents taking a calculus course, every chapter in this companion
is keyed to a calculus topic, providing conceptual background
To access additional course materials and companion
and specific algebra techniques needed to understand and solve
resources, please visit www.cengagebrain.com. At the
calculus problems related to that topic. It is designed for calcu-
CengageBrain.com home page, search for the ISBN of your
lus courses that integrate the review of precalculus concepts or
title (from the back cover of your book) using the search box
for individual use.
at the top of the page. This will take you to the product page
where free companion resources can be found.
Linear Algebra for Calculus
By Konrad J. Heuvers, William P. Francis, John H. Kuisti,
ANCILLARIES FOR STUDENTS Deborah F. Lockhart, Daniel S. Moak, and Gene M. Ortner
ISBN 0-534-25248-6
Student Solutions Manual
This comprehensive book, designed to supplement the calculus
ISBN 1-133-49097-2
course, provides an introduction to and review of the basic
Provides completely worked-out solutions to all odd- ideas of linear algebra.
numbered exercises in the text, giving students a chance to
check their answers and ensure they took the correct steps to
arrive at an answer.
TO THE STUDENT
Reading a calculus textbook is different from reading a Tools for Enriching Calculus, which is a companion to
newspaper or a novel, or even a physics book. Don’t be dis- this text, is referred to by means of the symbol TEC and
couraged if you have to read a passage more than once in can be accessed in Enhanced WebAssign and CourseMate
order to understand it. You should have pencil and paper and (selected Visuals and Modules are available at www.stewart-
calculator at hand to sketch a diagram or make a calculation. calculus.com). It directs you to modules in which you can
Some students start by trying their homework problems explore aspects of calculus for which the computer is partic-
and read the text only if they get stuck on an exercise. I sug- ularly useful.
gest that a far better plan is to read and understand a section There is a lot of useful information on the website
of the text before attempting the exercises. In particular, you stewartcalculus.com. There you will find a review of pre-
should look at the definitions to see the exact meanings of calculus topics (in case your algebraic skills are rusty), as
the terms. And before you read each example, I suggest that well as Homework Hints (see the following paragraph),
you cover up the solution and try solving the problem your- Additional Examples (see below), Challenge Problems,
self. You’ll get a lot more from looking at the solution if you Projects, Lies My Calculator and Computer Told Me,
do so. (explaining why calculators sometimes give the wrong
Part of the aim of this course is to train you to think logi- answer), Additional Topics, and links to outside resources.
cally. Learn to write the solutions of the exercises in a con- Homework Hints for representative exercises are indi-
nected, step-by-step fashion with explanatory sentences— cated by printing the exercise number in blue: 5. These hints
not just a string of disconnected equations or formulas. can be found on stewartcalculus.com as well as Enhanced
The answers to the odd-numbered exercises appear at the WebAssign and CourseMate. The homework hints ask you
back of the book, in Appendix E. Some exercises ask for a questions that allow you to make progress toward a solution
verbal explanation or interpretation or description. In such without actually giving you the answer. You need to pursue
cases there is no single correct way of expressing the each hint in an active manner with pencil and paper to work
answer, so don’t worry that you haven’t found the definitive out the details. If a particular hint doesn’t enable you to
answer. In addition, there are often several different forms in solve the problem, you can click to reveal the next hint.
which to express a numerical or algebraic answer, so if your You will see margin notes in some sections directing
answer differs from mine, don’t immediately assume you’re you to Additional Examples on the website. You will also
wrong. For example, if the answer given in the back of the see the symbol V beside two or three of the examples in
book is s2 1 and you obtain 1兾(1 s2 ), then you’re every section of the text. This means that there are videos
right and rationalizing the denominator will show that the (in Enhanced WebAssign and CourseMate) of instructors
answers are equivalent. explaining those examples in greater detail.
The icon ; indicates an exercise that definitely requires I recommend that you keep this book for reference pur-
the use of either a graphing calculator or a computer with poses after you finish the course. Because you will likely
graphing software. (The use of these graphing devices and forget some of the specific details of calculus, the book will
some of the pitfalls that you may encounter are discussed on serve as a useful reminder when you need to use calculus in
stewartcalculus.com. Go to Additional Topics and click on subsequent courses. And, because this book contains more
Graphing Calculators and Computers.) But that doesn’t material than can be covered in any one course, it can also
mean that graphing devices can’t be used to check your serve as a valuable resource for a working scientist or
work on the other exercises as well. The symbol CAS is engineer.
reserved for problems in which the full resources of a com- Calculus is an exciting subject, justly considered to be
puter algebra system (like Derive, Maple, Mathematica, or one of the greatest achievements of the human intellect. I
the TI-89/92) are required. hope you will discover that it is not only useful but also
You will also encounter the symbol |, which warns you intrinsically beautiful.
against committing an error. I have placed this symbol in the
margin in situations where I have observed that a large pro-
portion of my students tend to make the same mistake. JAMES STEWART
xvi
DIAGNOSTIC TEST S
Success in calculus depends to a large extent on knowledge of the mathematics that precedes calculus:
algebra, analytic geometry, functions, and trigonometry. The following tests are intended to diagnose
weaknesses that you might have in these areas. After taking each test you can check your answers
against the given answers and, if necessary, refresh your skills by referring to the review materials that
are provided.
A DIAGNOSTIC TEST: ALGEBRA

1. Evaluate each expression without using a calculator.
(a) 共3兲4 (b) 34 (c) 34
(d)
5 23
5 21
(e) 冉冊 2
3
2
(f ) 16 3兾4
2. Simplify each expression. Write your answer without negative exponents.

(a) s200 s32
(b) 共3a 3b 3 兲共4ab 2 兲 2
(c) 冉 3x 3兾2 y 3
x 2 y1兾2
冊 2
3. Expand and simplify.

(a) 3共x 6兲 4共2x 5兲 (b) 共x 3兲共4x 5兲
(c) (sa sb )(sa sb ) (d) 共2x 3兲2
(e) 共x 2兲3
4. Factor each expression.

(a) 4x 2 25 (b) 2x 2 5x 12
(c) x 3 3x 2 4x 12 (d) x 4 27x
(e) 3x 3兾2 9x 1兾2 6x 1兾2 (f ) x 3 y 4xy
5. Simplify the rational expression.

x 2 3x 2 2x 2 x 1 x3
(a) (b) ⴢ
x2 x 2 x2 9 2x 1
y x

x2 x1 x y
(c) (d)
x2 4 x2 1 1

y x
6. Rationalize the expression and simplify.
s10 s4 h 2
(a) (b)
s5 2 h
7. Rewrite by completing the square.

(a) x 2 x 1 (b) 2x 2 12x 11
Unless otherwise noted, all content on this page is © Cengage Learning. xvii
xviii DIAGNOSTIC TESTS
8. Solve the equation. (Find only the real solutions.)

2x 2x 1
(a) x 5 苷 14 2 x 苷
1
(b)
x1 x
(c) x2 x 12 苷 0 (d) 2x 2 4x 1 苷 0
(e) x 4 3x 2 2 苷 0 ⱍ
(f ) 3 x 4 苷 10 ⱍ
(g) 2x共4 x兲1兾2 3 s4 x 苷 0
9. Solve each inequality. Write your answer using interval notation.

(a) 4 5 3x 17 (b) x 2 2x 8
(c) x共x 1兲共x 2兲 0 ⱍ
(d) x 4 3 ⱍ
2x 3
(e) 1
x1
10. State whether each equation is true or false.

(a) 共 p q兲2 苷 p 2 q 2 (b) sab 苷 sa sb
1 TC
(c) sa 2 b 2 苷 a b (d) 苷1T
C
1 1 1 1兾x 1
(e) 苷 (f ) 苷
xy x y a兾x b兾x ab
A ANSWERS TO DIAGNOSTIC TEST A: ALGEBRA

1. (a) 81 (b) 81 (c) 1 1
81 6. (a) 5s2 2s10 (b)
(d) 25 (e)
9
(f )
1 s4 h 2
4 8
x 1 2
2. (a) 6s2 (b) 48a 5b7 (c) 7. (a) ( x 2 ) 34 (b) 2共x 3兲2 7
9y7
3. (a) 11x 2 (b) 4x 2 7x 15 8. (a) 6 (b) 1 (c) 3, 4
(c) a b (d) 4x 2 12x 9
(d) 1 s2 (e) 1, s2
1 2 22
(f ) 3 , 3
(e) x 6x 12x 8
3 2
12
2
(g) 5
4. (a) 共2x 5兲共2x 5兲 (b) 共2x 3兲共x 4兲

(c) 共x 3兲共x 2兲共x 2兲 (d) x共x 3兲共x 2 3x 9兲 9. (a) 关4, 3兲 (b) 共2, 4兲
(e) 3x1兾2共x 1兲共x 2兲 (f ) xy共x 2兲共x 2兲 (c) 共2, 0兲傼共1, 兲 (d) 共1, 7兲
(e) 共1, 4兴
x2 x1
5. (a) (b)
x2 x3
10. (a) False (b) True (c) False
1
(c) (d) 共x y兲 (d) False (e) False (f ) True
x2
If you have had difficulty with these problems, you may wish to consult
the Review of Algebra on the website www.stewartcalculus.com.
DIAGNOSTIC TESTS xix
B DIAGNOSTIC TEST: ANALYTIC GEOMETRY

1. Find an equation for the line that passes through the point 共2, 5兲 and
(a) has slope 3
(b) is parallel to the x-axis
(c) is parallel to the y-axis
(d) is parallel to the line 2x 4y 苷 3
2. Find an equation for the circle that has center 共1, 4兲 and passes through the point
共3, 2兲.
3. Find the center and radius of the circle with equation x 2 y2 6x 10y 9 苷 0.
4. Let A共7, 4兲 and B共5, 12兲 be points in the plane.

(a) Find the slope of the line that contains A and B.
(b) Find an equation of the line that passes through A and B. What are the intercepts?
(c) Find the midpoint of the segment AB.
(d) Find the length of the segment AB.
(e) Find an equation of the perpendicular bisector of AB.
(f ) Find an equation of the circle for which AB is a diameter.
5. Sketch the region in the xy-plane defined by the equation or inequalities.

(a) 1 y 3 (b) ⱍ x ⱍ 4 and ⱍ y ⱍ 2
(c) y 1 x x2 1
1
2 (d) y
(e) x 2 y 2 4 (f ) 9x 2 16y 2 苷 144
B ANSWERS TO DIAGNOSTIC TEST B: ANALYTIC GEOMETRY

1. (a) y 苷 3x 1 (b) y 苷 5 5. (a) y (b) y (c) y
(c) x 苷 2 (d) y 苷 2 x 6
1 3 1
2 y=1- 2 x
1
2. 共x 1兲共 y 4兲苷 52
2 2
0
x _4 0 4x 0 2 x
3. Center 共3, 5兲, radius 5 _1
_2
4. (a) 3
4
(b) 4x 3y 16 苷 0; x-intercept 4, y-intercept 163 (d) y (e) y (f) y

(c) 共1, 4兲 3
2
≈+¥=4
(d) 20
(e) 3x 4y 苷 13 0
1 x 0 2 x 0 4 x
(f ) 共x 1兲2 共 y 4兲2 苷 100 _1
y=≈-1
If you have had difficulty with these problems, you may wish to consult the
review of analytic geometry on the website www.stewartcalculus.com.
Another random document with
no related content on Scribd:
in her case meant more than mere liking, and not "really to
like" meant profound indifference.
Springing over her fourth stile, on the way homeward, she

was arrested by an exclamation:
"Jean! That's jolly!"
"Cyril! You here!"
"I'm come to meet you—by accident."
"How did you know where I was?"
"Intuition."
"Nonsense."
"Madame Collier told me you'd gone to Dutton, so of course

I knew you'd come this way. I say!—Give me that basket."
"No. Cyril, let it alone. I like to carry something."
"So do I!"—dexterously twisting the handle off her arm.
"How you bother!"
"Yes, I know. It's only for your good. What's inside the
basket?"
"Nothing that concerns you."
"Hanks of darning cotton, I do believe. I say, Jean, you

must use an uncommon lot of old socks at the Rectory.
Madame Collier's one earthly occupation is turning them
over. I never find her at anything else; unless it is grubbing
up stones in the garden."
"Stockings, you mean; not socks."
"Two varieties of the same genus. What are you hurrying

for, now?"
"Aunt Marie will want me."
"Let her! I want you more."
"I can't wait, really. She will be vexed."
"Have you got to darn? I'll come and read to you, then."
Cyril had scarcely yet overtaken Jean in height. While

actually almost a year her senior, he was commonly
supposed to be the younger of the two. His make was so
slight as to give an appearance of fragility, not inconsistent
with a certain wiry vigour, but heightened by the girlish
hands and pale complexion, not to speak of a face hatchet-
like in thinness. Breadth of brow gave force to the latter,
but the dark hair clustered still in thick waves; and the
long-lashed violet eyes, though redeemed from insipidity by
any amount of fun, lent him so soft and "pretty" an
expression, that it was no wonder he had earned at school
the nickname of "Missy."
This did not imply contempt or unpopularity. More than five

years back, on first leaving Ripley Brow, with its enervating
influences and unlimited petting, for the rougher world of
school, Cyril had suffered much, and had had a hard battle
to fight. Miss Devereux little guessed how much of real
distress had been entailed upon the timid child by her
previous policy, or how he might justly have blamed her for
long months of misery. Happily, the check of a more
invigorating atmosphere came in time to prevent life-long
enfeeblement.
He had struggled through the worst long ago. He had now
been for years a boy among boys; to all appearance as
spirited and careless as any of them, when at school. If to
some extent he suffered still from want of nerve, the fact
was usually veiled. But it was odd how, immediately he
came home for the holidays, he would relapse more or less
into his old ways, responding to Sybella's petting. As of
yore, his affectionate and clinging disposition, together with
an easy sweetness of temper, made him malleable; and also
as of yore, the chief bracing element in his Dulveriford life
was—Jean.
Jean had not yet lost the impulse to take care of him, to
lead, and to expect that he should follow. Growth thus far
had been faster with her than with him. There was marked
promise of intellectual power in Cyril, but in almost all
respects he was still behind his age. Jean remained the
stronger, the swifter, the more fearless, the keener in
perception, the quicker in understanding, actually the elder,
so far.
It was a singular friendship between the two. Each cared

greatly for the other, but not after the same mode. While
Cyril's happiness was bound up in Jean, Jean's happiness
was bound up in Oswald. Cyril cared for no human being as
he cared for Jean. Love for her had grown with his growth,
winding itself in and out with the very strands of his being.
Jean was fond of Cyril, and she missed his companionship
when he was away, but she gave him no passionate
affection. That was reserved for Oswald.
"Why are you not at Dutton Park this afternoon?" asked

Jean.
"Because I'm here."

"Mrs. Villiers must want you."
"Mrs. Villiers isn't Jean, and I'm not Oswald. Why don't you
call her 'Evelyn'?"
"I don't know. When did you go last?"
"When? Oh, to-day's Friday. Monday evening I was there—

and Wednesday. Tuesday she came to us. Often enough,
surely. She's got a lot to do, settling in. I'll go again soon, of
course; perhaps to-morrow morning."
"It ought to be to-day."
"I'll see. What a lot you do think of Evelyn, to be sure!"
"Anyone would! If I had such a sister—"
"Well! If you had?"
"I would—Cyril, what's that?"
"Where? What are you looking at?"
"There! Don't you see?"
They had reached the next stile, and Jean stood not far
from it, gazing across a wide muddy ditch upon the bank
below the hedge.
"A bird—look! It's a robin. I can see its red breast. It has
been hurt."
"It's not a nestling. Too big."
"Then some horrid boy has thrown a stone. Hark! You can
hear it 'peep.' Poor little thing! It is almost too weak to
move. I must get it."
"You can't; just look at that slush."
"Slush! I'm not afraid of wet feet."
The touch of scorn was enough. Before Jean could move,

Cyril was down, ankle-deep, in the very middle of the wet
slush, which indeed proved to be of the nature of thick
watery mud.
"Cyril! How absurd! I didn't mean you to go. I meant to do

it myself. I should have gone to the stile, and climbed along
the bank."
"You couldn't. It's all brambles."
Jean nearly said, "I don't mind scratches," but forbore. Had
she uttered the words, he would certainly have charged the
brambles, to gain scars honourable in her eyes.
"I'll come too." Jean loved a scramble.
"No, don't. Stop! It's no use. Such a mess! Wait a moment.

Here he is—poor little chap! There, don't peck! What do you
mean to do with him? I believe his leg's broken."
"Oh, bring him to me."
"All right, I'm coming."
Jean bent over to receive the fluttering bundle of feathers,

and examined it tenderly, while Cyril sprang up on terra
firma. Furtively, he endeavoured to wipe his boots on the
grass; not openly, for fear Jean should count him
effeminate. He had not yet learned that a love of cleanliness
is not in essence unmasculine.
"Where's the basket? I'll make a soft bed of grass. Yes,
please gather some. You poor little thing! Fancy if we had
not found you! It's certainly a broken leg. We must get
home as fast as possible, and aunt Marie will know what to
do."
"You'll have to tie up the leg in a splint."
"Yes. I'll see. A bit of match, perhaps. Aunt Marie is so

clever at that sort of thing. Cyril, your boots are soaking!
You ought to go straight home and change them."
"Fudge!"
"What would Miss Devereux say?"
"Anything she likes."
"And you may catch cold."
"I'm not going!"
Such an opportunity to assert his manliness was not to be

lost. Jean might think it her duty to uphold Miss Devereux,
but he knew that if he went, she would—well, perhaps not
despise, but undoubtedly she would pity him. To be pitied
by Jean was more than Cyril could stand.
"If you catch cold—"
"I shan't catch cold."
"Well, I have warned you."
"All right."
In two minutes Jean forgot all about his boots, in attention

to her feathered invalid. Cyril by no means forgot, for their
soaked condition and outward muddiness both meant
discomfort, but he never thought of giving way.
As they reached the Rectory door, Mr. Trevelyan came out.
"Jean, just back? What are you after?" This question did not
mean displeasure. It only meant that he always expected
everybody to be "after" some definite object, and that he
wished to hear specified the precise end and aim of Jean's
existence at that moment.
"I'm going in to see if aunt Marie wants me. And this bird—"
"A robin—broken leg," said Mr. Trevelyan, touching the little

creature with kind fingers. "No, your aunt doesn't want you.
Give over the bird to her, and come with me to Dutton
Park."
"Now?"
"I met the General, and he mentioned that Mrs. Villiers

particularly asks an early call."
"Wouldn't aunt Marie like to go?"
"No, she prefers that I should take you."
Jean's eyes shone: her usual sign of pleasure. She never

thought of telling her father that she had already walked to
Dutton and back. The fact would have made no difference,
if he counted it her duty to go now.
"I've not seen Evelyn for a day or two," remarked Cyril, the
wistful look which always strengthened his likeness to
Evelyn creeping into his eyes.
Its effect upon Mr. Trevelyan was to bring the question,
"Would you like to go with us?"
Cyril's answer, if short, was unequivocal. He had not entirely

lost a certain boyish fear of Mr. Trevelyan, but Jean was a
more than counterbalancing attraction.
They went by the road this time—a somewhat shorter route

than by the fields. Mr. Trevelyan walked fast and steadily,
with long swinging strides, and the other two kept pace with
him as best they might: Jean easily, from long practice;
Cyril less easily, though he would on no account have
admitted the fact. He was better at fast running than at fast
walking; and the weight of his soaked boots pulled him
back.
Outside Dutton they saw the "Brow" carriage approaching,

Sybella seated therein with state and dignity.
"I say!" muttered Cyril in foreboding accents.
The carriage drew up, and Sybella bent forward to shake

hands with Mr. Trevelyan, whom she did not exactly
recognise as her Pastor, although she lived in his Parish,
since their views differed on certain points. A puckered
forehead showed discontent. She was never pleased to see
Cyril with the Trevelyans; and, considering how Cyril
haunted Jean, it was remarkable that her eyes should be so
seldom vexed with the vision. Perhaps an explanation lay in
the fact that Miss Devereux loved high roads and shops,
while Jean detested both; wherefore their orbits were
seldom entangled.
"How do you do? A very fine day. I hope Madame Collier is

well. Really I must call upon her one day soon—but so
many engagements, you know—always something turning
up. Cyril, my dear boy, I could not imagine where you were.
I was so anxious to take you to the Park. I have had really
quite to apologise. Two whole days since you went; and you
know it must seem strange. Where can you have been?"
"I am going to Evelyn now."
"But I could have saved you the long walk. Such a hot day!
I am not sure whether I had not better turn back—" Sybella
hesitated, debating with herself whether, in that case, it
would not be needful to give the Trevelyans a lift also.
She could hardly pick up her nephew, and leave them

trudging in the dust. But Mr. Trevelyan was not approved of
by some of her friends, and to be seen by certain of them
driving through Dutton side by side with him—by old Lady
Lucas, for example, or by Colonel Atherstone—such a
juxtaposition of representative individuals was not to be
thought of!
"I am afraid, though, that I cannot well spare the time. My

dear boy, you had really better put off till another day, and
come back with me. I am sure you are fatigued. This hot
sun is enough to give anybody a headache. Quite too much
for him," she added reproachfully to the Rector.
"Is it hot?" asked Mr. Trevelyan. He looked down and up,

and around, as if studying Nature for a reply.
"Exceedingly hot! Most oppressive! Surely you—But people

are so differently constituted," sighed Sybella, with an
audible little puff of exhaustion. "Now I feel to-day quite
incapable—really quite feeble and spiritless. I assure you, I
could not walk a mile to save my life."
"That might prove a potent incentive," suggested Mr.

Trevelyan, with another look at the tree-tops.
His irony was lost upon Sybella.
"Robust people do not suffer in the same way, I believe. So

fortunate for them! But dear Cyril is always so very easily
knocked up—and his poor head, you know—"
Cyril grew furiously red at having to endure this, with Jean

standing by.
"My dear boy, you are quite flushed, you are indeed—quite
overheated. It makes me so anxious. I really cannot
possibly allow this sort of thing to go on. I am sure you
have a headache."
"No, aunt!" Cyril's voice was seldom so gruff.
"No? But you are tired—fatigued. I am certain you will be

overdone. If I—Cyril!!"
Mr. Trevelyan lifted his eyebrows, and Jean's lips twitched.

Miss Devereux pointed with an agonised forefinger at Cyril's
feet.
"Oh, I just got a little muddy. I'm all right."
"It's my fault," Jean said promptly.
"Boys don't mind a trifle of mud," quoth Mr. Trevelyan, with

a solemn smile, perhaps not realising the extent to which
the "trifle of mud" went.
"Mud! His boots are wet through and through! I can see it
for myself. Boys in general are different. Cyril is not like
other boys. He must take care. It is absolutely necessary.
To go about with wet feet—I shall have him laid up all the
holidays. Another attack on his chest like the last would—I
assure you, the Brighton doctor told me, he could not
answer for the consequences," gasped the agitated lady.
"My dear boy, get at once into the carriage. I must drive
you home as fast as possible. As fast as possible,
Grimshaw!" raising her voice.
And Grimshaw touched his hat.
"You must change your boots and stockings the very

moment we arrive, and I must give you something hot to
drink."
Had the Trevelyans not been there, Cyril would no doubt

have yielded without resistance. He might have felt a
certain boyish dislike to the fuss—a dislike which had for
some time been growing upon him; yet mere force of habit
would have won the day. To be petted and coddled by his
aunt was so much a matter of course, that hitherto he had
submitted.
Jean's presence made all the difference. Cyril was fond of

his aunt, and he liked to please her; indeed, he liked to
please everybody, whether or no fondness came into the
question. But his love for Jean, his desire to stand well in
Jean's eyes, his dread of being pitied by Jean, were
overwhelming motives. To step into the carriage, and be
driven home for the purpose of changing his boots, while
Jean stood looking on, was too much. For almost the first
time, Sybella's petted darling refused to answer to the pull
of her rein.
"Nonsense, aunt. I'm all right. I'm going on to see Evelyn."
"If I may advise, I should not recommend a drive with

damp boots," said Mr. Trevelyan. "Exercise is safer than
sitting still; and he can dry them, if needful, at the Park."
This was reasonable. But to expect Sybella to hear reason
from Mr. Trevelyan would mean a dire ignorance of human
nature.
"I beg your pardon. I think I am the best judge as to that,"

she said, reddening. "Cyril, my dear boy—No, I could not
possibly run the risk!" to Mr. Trevelyan. "Cyril, my dear boy,
you really must—Cyril, I insist! You must come home with
me at once. Evelyn will understand. I will explain to her. I
could not allow you to go on with your feet in such a
condition. My dear boy, it is only for your own good—Pray
make haste, and get in! Every moment's delay increases
the risk. My dear boy, I assure you—Really, Cyril, I am very
much surprised—this is not like you! I am afraid it is the
consequence of—Cyril, if you do not come at once, I shall
have—Not of course that I expect you to prefer to be with
me, rather than with—It is only for your own sake! Cyril,
this is really too much! I insist upon obedience!"
Cyril held resolutely back, thus far.
Mr. Trevelyan moved a step nearer.
"My boy, the more manly part will be to yield," he said very
low; not too low for Jean as well as Cyril to hear.
The lad grow white, and looked at Jean.
"Yes, do go!" she said gently, pityingly.
Cyril could better have done without the pity: but Mr.
Trevelyan's words took effect.
"I must beg of you, Cyril, not to delay. For your own sake as
well as mine. I cannot wait any longer, and I insist upon
your coming," Miss Devereux went on with querulous
repetition.
"Good-bye," said Mr. Trevelyan.
He took Cyril's hand, with a warm grasp which spoke

volumes: and from that hour, he had a hold upon the young
baronet. "Come and see us again soon."
Cyril crimsoned to the roots of his hair, and stepped in.
"Poor boy: it is hard upon him," muttered the clergyman, as

they drove off, Sybella talking still.
CHAPTER III.
HUSBAND AND WIFE.
"Thus each retains his notions, every one."

JANE TAYLOR.
DUTTON PARK stood on sufficiently high ground to

command a view of the town, and of the surrounding
country. In one direction Ripley Brow might be seen, the
Brow standing up boldly, more than two miles away.
Between, the river wound in curves among low green banks
and meadows, after its rush through the gorge.
On a fine day, such as this, anyone walking in the Park
grounds could see the "S-like" windings shine here and
there with the brightness of burnished metal in the
sunshine; grey spaces of water intervening.
There were two ways of reaching the house from the main
road. One was by a shady drive, well bowered, the trees
meeting overhead in a continuous arch. The other lay
through open park-like fields, ending in two large ponds,
one on either side of the garden entrance. Following the
latter road, Mr. Trevelyan and Jean lingered three or four
minutes to watch the swans; then they crossed the wide
lawn of the garden, which was sprinkled with pines and
yews. Beds of massed colouring, closely packed, showed
rich and artistic arrangements of tints. The house was
extensive, white and low, guiltless of creepers, and on one
side, sheltered by a group of mighty elms.
The great drawing-room, over forty-five feet long, was used

only on state occasions. Evelyn's favourite resort for
ordinary purposes was the library, a long four-windowed
room, well lined with books. General Villiers had his private
study besides, and Evelyn had her boudoir; but when at
home, she was usually to be found in the library.
On this particular afternoon, she stood in the end window, a

large bow, gazing somewhat pensively upon the outer view:
not as if she very much cared for it.
At twenty-five, Evelyn well fulfilled the promise of her

girlhood, so far as actual beauty was concerned. The
delicacy of form and feature, the perfection of colouring, the
grace of movement, were unchanged. They had only
ripened into a fuller loveliness, with the addition of a
finished repose and graciousness of manner, an exquisite
high-bred ease, which no mere girl can show.
She wore a cream-coloured dress of India muslin,
handsome in make and rich in embroidery. There was about
her every appearance of a life of ease, of luxury, of
affectionate care, every token of a sheltered existence.
Looking upon her from without, it might seem that she had
not a want ungratified.
Yet those who studied Evelyn Villiers with observant eyes

were conscious of something lacking. They knew that life to
this fair creature had not thus far been all that it might have
been. The delicate cheek had already a slight inward curve,
marring its perfect oval; a curve which in such a face could
only have come from illness or from wear and tear. The
graceful bearing had about it a touch of weariness, of
listless indifference, like one tired of her surroundings. The
closed lips had gained a faintly satirical set; and the violet
eyes contained a look of forlornness, as if she thirsted
perpetually after something unattainable. It had been said
that the expression of those eyes was as of a captive
creature, chained down, and hopeless of escape.
But these were the views of those only who could see a
little below the surface. People in general said how pretty
and sweet and charming she was—only rather too exclusive,
rather difficult to know! And what an enviable life she led!
To be sure, one might wish that the husband were a few
years younger: but then he was rich and gentlemanly,
delightful in his manners, and such a good man too! What
mattered a little discrepancy in age? Mrs. Villiers was a
happy woman: she had everything she could possibly
desire!
"Mr. Trevelyan! How good of him! And Jean!"
Evelyn did not stir till the callers were announced. Then she
went forward, in her soft restrained fashion, holding out two
hands, a rare gesture with Mrs. Villiers.
"I am so glad to see you both. This is kind. It is just what I

wanted, treating me like an old friend! Somehow I have
always had the feeling that my most real friends were at
Dulveriford Rectory; though I have seen so little of you
since my marriage. I hope to see more now. We have come
back to settle down for a time. My husband is tired of
travelling."
"General Villiers was so good as to say that we might call at

once, not waiting till after Sunday."
"Did he? That was kind. He knew I wished it. And this is
Jean! The old look, I see—hardly changed."
She kissed Jean's cheek in her winning way—for Evelyn

could be irresistibly winning when she chose, though she
did not always choose.
"Do I know you well enough?" she asked.
"Jean is a child still," promptly asserted Mr. Trevelyan, while

Jean breathed a "Yes" of unlimited meaning.
Evelyn smiled. She knew in a moment her power over the

girl, and she was glad to know it. Jean interested her: not
only for the sake of Mr. Trevelyan, whom Evelyn had always
liked. Jean herself was so uncommon: not exactly good-
looking, but so very uncommon. There was a trenchant
attractiveness about the aristocratic pose of Jean's head,
and the straightforward earnestness of her singular eyes,
combined with an abnormal simplicity of dress and manner.
Evelyn's glance travelled over her, taking in all particulars:

then she sat down on a sofa, making Jean do the same.
"I want to know this child well," she said, with her sweet
graciousness. "Yes, I suppose she is a child still—compared
with me. But I have a fancy that we shall be friends some
day. Will you come and see me, Jean, when I am alone,
now and then?"
Jean's eyes brightened into a golden glow like sunshine. "If

I may," she said.
"The oftener the better," quoth Mr. Trevelyan, who was

under the power of Evelyn's magic wand, though not to
such an extent as to lose his own individuality.
"Thanks! Then come often, Jean—as often as you can be

spared. I must introduce you to my little boudoir. Only
think, that naughty brother of mine has not been near me
since Wednesday morning."
Explanations had to be given. Jean left them to her father,

and Mr. Trevelyan said no more than was needful, but
Evelyn drew certain particulars from him by skilful
questioning.
"The old story," she said. "My aunt will do her best to spoil
him. After all, the only hope lies in school."
"Cyril doesn't want to be a coddle," spoke up Jean in his

defence.
"You and he are great friends, are you not?"
"I don't know. Yes; I suppose so," Jean answered slowly, as

if anxious to be exact.
Presently, with an abrupt change of subject—only, nothing

that Evelyn did ever had an abrupt effect—Mrs. Villiers
asked—
"What of Dutton parties and politics?"
"I am not a man of Dutton," was the answer.
"The better able, perhaps, to take a dispassionate outside

view."
"That may be," cautiously, "but I am very busy in my own

work. Not much time to watch other people."
"I wish 'other people' could say the same. It seems to me

that the normal occupation of Dutton generally is to sit and
look at its neighbours—not with approving eyes."
"A common result of too little to do."
"And looking at them means talking about them. Things

have always been so, I suppose; but after years away, one
notices more. I have been in the thick of it all this week.
Everybody does not wait, like you and Jean, for leave to call
before Sunday. Perhaps I should not have given leave in
some cases—" with a slight curl of her lip. "I have had any
number of callers: and they all seem convinced that the one
object of my coming home is to hear how badly the world
has gone on in my absence. The Dutton world I mean."
"So long as they keep to generalities—" and a pause.
"They do not. It is all about individuals."
"Such remarks may be checked, if one is resolved."
Evelyn's face wore a curious look, as if she were conscious

of certain elements in the question which he had failed to
grasp.
"Perhaps—" she said gently. And then—

"St. John's is unchanged, I hear. The shabby little boys still
in full force!"
Mr. Trevelyan smiled, and drew cabalistic signs on the

carpet with his walking-stick, while Jean listened and learnt.
"I imagine that a good many elderly people would be
distressed at changes in St. John's," he said.
"People who believe in the infallibility of sixty years ago: I

never do understand that view of matters. Why must all
that is done at a certain date in one's life be right, and
every after deviation be wrong? Shall I come to the same
way of thinking when I am old?"
"It is a not unusual result of age with ordinary minds."
"But may not people go on and learn more, instead of

standing still? And don't the needs of different generations
differ? Doesn't human nature take fresh developments from
time to time, wanting varieties of help? I don't often talk
like this—" and a restless caged look came into her beautiful
eyes. "People would not understand. But surely truth as a
whole is wider than it is made out by some such good
people."
"Truth as a whole is wide as Him who is the Truth: and He is

wider than the Universe which He has made. Our views of
Truth may be narrow, but Truth itself is never narrow." Mr.
Trevelyan spoke in a brief incisive style, and she smiled.
"Yes: that is what I meant. You understand. One gets a

glimpse of how things really are sometimes—and then to
come down to the little circles of good people, saying hard
things of each other—But I shall be as bad as they, if I go
on! We had better talk of something else. Tell me about
your sister. Is she well? Busy as ever, I suppose. I want to
see her the first day I can. Ah—here is my husband."
A nameless change crept over Evelyn, noted at once by the
observant Jean. She looked up with a kind expression, a
species of polite wifely welcome; but the smile vanished,
and with it, her engaging sweetness. In a moment, the
violet eyes grew weary, the lips satirical, the whole manner
dignified and listless.
General Villiers came in quickly, with his military step and

carriage; handsome still, though his grey hair had become
white, and he was older in appearance by many years than
the number of his summers warranted. Chronic ill-health is
apt to age a man: and he had suffered much at times from
rheumatism. He might have been easily taken for past
seventy: and it was quite true, as Mrs. Kennedy had said,
that he looked like Evelyn's grandfather. He had even begun
to stoop a little. At the moment of his entrance, a distinct
frown was stamped upon his brow, as if something had
vexed him: but it cleared away at the sight of callers, and
he came forward to greet them, with his air of polished
courtesy.
The Trevelyans did not belong to that "St. John set" which
formed his own chosen environment when at home. As he
would perhaps have said, they did not "suit him." He knew,
however, that Evelyn liked them: and he was too
affectionate a husband not to be pleased with what gave
her pleasure, even though he might be just a little uneasy
at the prospect of an intimacy in that quarter.
He was somewhat in bondage to the opinions of others; not

of "others" generally, but of certain leading individuals in his
own clique; Miss Devereux, for instance, and Lady Lucas,
and Colonel Atherstone, none of whom liked or approved of
Mr. Trevelyan. Where his own kindliness of heart would have
carried him on, he was often pulled back by a recollection of
what others—these particular "others—" might say. Still, he

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1 FUNCTIONS AND LIMITS 1

1.1 Functions and Their Representations 1

2.1 Derivatives and Rates of Change 73

3 INVERSE FUNCTIONS: Exponential, Logarithmic, and

3.1 Exponential Functions 145

3.4 Exponential Growth and Decay 171

4 APPLICATIONS OF DIFFERENTIATION 203

4.1 Maximum and Minimum Values 203

5.1 Areas and Distances 257

6 TECHNIQUES OF INTEGRATION 311

6.1 Integration by Parts 311

Unless otherwise noted, all content on this page is © Cengage Learning.

7 APPLICATIONS OF INTEGRATION 365

7.1 Areas Between Curves 365

8.1 Sequences 425

9 PARAMETRIC EQUATIONS AND POLAR COORDINATES 501

9.1 Parametric Curves 501

Unless otherwise noted, all content on this page is © Cengage Learning.

10 VECTORS AND THE GEOMETRY OF SPACE 537

10.1 Three-Dimensional Coordinate Systems 537

11 PARTIAL DERIVATIVES 615

11.1 Functions of Several Variables 615

12 MULTIPLE INTEGRALS 689

12.1 Double Integrals over Rectangles 689

Unless otherwise noted, all content on this page is © Cengage Learning.

13 VECTOR CALCULUS 755

13.1 Vector Fields 755

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■ Calculus: Concepts and Contexts, Fourth Edition, emphasizes conceptual

WHAT’S NEW IN THE SECOND EDITION?

Analytic Geometry, Functions, and Trigonometry.

CHAPTER 2 DERIVATIVES The material on derivatives is covered in two sections in

as well as computer algebra systems, numerical methods, and improper integrals.

CHAPTER 12 MULTIPLE INTEGRALS Cylindrical and spherical coordinates are intro-

duced in the context of evaluating triple integrals.

Unless otherwise noted, all content on this page is © Cengage Learning.

Melvin Lax, California State University Long Beach

FIRST EDITION REVIEWERS Ulrich Albrecht, Auburn University

I also thank Jim Propp of the University of Massachusetts–Lowell for a number of

Unless otherwise noted, all content on this page is © Cengage Learning.

Additional Examples ■ Projects ■ Archived Problems ■

Unless otherwise noted, all content on this page is © Cengage Learning.

CalcLabs with Maple

Unless otherwise noted, all content on this page is © Cengage Learning.

A DIAGNOSTIC TEST: ALGEBRA

2. Simplify each expression. Write your answer without negative exponents.

3. Expand and simplify.

4. Factor each expression.

5. Simplify the rational expression.

7. Rewrite by completing the square.

8. Solve the equation. (Find only the real solutions.)

9. Solve each inequality. Write your answer using interval notation.

10. State whether each equation is true or false.

A ANSWERS TO DIAGNOSTIC TEST A: ALGEBRA