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Calculus
Concepts and Co ntex t s
Fifth Edition
James Stewart
McMaster University
and
University of Toronto
Stephen Kokoska
Bloomsburg University
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States
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Calculus: Concepts and Contexts, © 2023, 2010 Cengage Learning, Inc.
Fifth Edition Unless otherwise noted, all content is © Cengage.
James Stewart, Stephen Kokoska
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Production Service: Lumina Datamatics Ltd. Student Edition:

ISBN: 978-0-357-63249-9
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Printed in the United States of America

Print Number: 01 Print Year: 2022
Contents
Preface ix
To the Student xx
Diagnostic Tests xxii
A Preview of Calculus 1
1 Functions and Models 9

1.1 Four Ways to Represent a Function 10
1.2 Mathematical Models: A Catalog of Essential Functions 25
1.3 New Functions from Old Functions 40
1.4 Exponential Functions 51
1.5 Inverse Functions and Logarithms 60
1.6 Parametric Curves 71
Laboratory Project • Motion of a Point on a Circle 80
Review 81
Principles of Problem Solving 85
2 Limits 91
2.1 The Tangent and Velocity Problems 92
2.2 The Limit of a Function 99
2.3 Calculating Limits Using the Limit Laws 110
2.4 Continuity 122
2.5 Limits Involving Infinity 136
2.6 Derivatives and Rates of Change 152
Writing Project • Early Methods for Finding Tangents 164
2.7 The Derivative as a Function 164
Review 180
Focus on Problem Solving 185
iii
iv Contents
3 Differentiation Rules 189

3.1 Derivatives of Polynomials and Exponential Functions 190
Applied Project • Building a Better Roller Coaster 203
3.2 The Product and Quotient Rules 204
3.3 Derivatives of Trigonometric Functions 213
3.4 The Chain Rule 222
Laboratory Project • Bézier Curves 236
Applied Project • Where Should a Pilot Start Descent? 237
3.5 Implicit Differentiation 237
3.6 Inverse Trigonometric Functions and Their Derivatives 246
3.7 Derivatives of Logarithmic Functions 251
Discovery Project • Hyperbolic Functions 259
3.8 Rates of Change in the Natural and Social Sciences 260
3.9 Linear Approximations and Differentials 274
Laboratory Project • Taylor Polynomials 281
Review 283
4 Applications of Differentiation 293

4.1 Related Rates 294
4.2 Maximum and Minimum Values 302
Applied Project • The Calculus of Rainbows 313
4.3 Derivatives and the Shapes of Curves 315
4.4 Graphing with Calculus and Technology 335
4.5 Indeterminate Forms and L’Hospital’s Rule 343
Writing Project • The Origins of L’Hospital’s Rule 356
4.6 Optimization Problems 356
Applied Project • Tin Can Shape 372
4.7 Newton’s Method 373
4.8 Antiderivatives 379
Review 389
5 Integrals 399
5.1 Areas and Distances 400
5.2 The Definite Integral 413
Contents v
5.3 Evaluating Definite Integrals 429

Discovery Project • Area Functions 442
5.4 The Fundamental Theorem of Calculus 443
Writing Project • Newton, Leibniz, and the Invention of Calculus 453
5.5 The Substitution Rule
454
5.6 Integration by Parts 466
5.7 Additional Techniques of Integration 474
5.8 Integration Using Tables and Computer Algebra Systems 481
Discovery Project • Patterns in Integrals 487
5.9 Approximate Integration 488
5.10 Improper Integrals 502
Review 516
6 Applications of Integration 525

6.1 More About Areas 526
6.2 Volumes 536
Discovery Project • Rotating on a Slant 551
6.3 Volumes by Cylindrical Shells 552
6.4 Arc Length 561
Discovery Project • Arc Length Contest 568
6.5 Average Value of a Function 568
Applied Project • The Best Seat at the Movies 574
6.6 Applications to Physics and Engineering 575
Discovery Project • Complementary Coffee Cups 588
6.7 Applications to Economics and Biology 589
6.8 Probability 594
Review 605
7 Differential Equations 613

7.1 Modeling with Differential Equations 614
7.2 Slope Fields and Euler’s Method 620
7.3 Separable Equations 631
Applied Project • How Fast Does a Tank Drain? 641
Applied Project • Which Is Faster, Going Up or Coming Down? 643
7.4 Exponential Growth and Decay 644
Applied Project • Calculus and Baseball 653
vi Contents
7.5 The Logistic Equation 654

7.6 Predator-Prey Systems 664
Review 671
8 Infinite Sequences and Series 677

8.1 Sequences 678
Laboratory Project • Logistic Sequences 690
8.2 Series 691
8.3 The Integral and Comparison Tests; Estimating Sums 704
8.4 Other Convergence Tests 716
8.5 Power Series 726
8.6 Representations of Functions as Power Series 733
8.7 Taylor and Maclaurin Series 741
Laboratory Project • An Elusive Limit 758
Writing Project • How Newton Discovered the Binomial Series 759
8.8 Applications of Taylor Polynomials 759
Applied Project • Radiation from the Stars 769
Review 771
9 Vectors and the Geometry of Space 779

9.1 Three-Dimensional Coordinate Systems 780
9.2 Vectors 787
9.3 The Dot Product 798
9.4 The Cross Product 805
Discovery Project • The Geometry of a Tetrahedron 814
9.5 Equations of Lines and Planes 814
Discovery Project • Putting 3D in Perspective 825
9.6 Functions and Surfaces 826
9.7 Cylindrical and Spherical Coordinates 836
Laboratory Project • Families of Surfaces 842
Review 843
Contents vii
10 Vector Functions 849

10.1 Vector Functions and Space Curves 850
10.2 Derivatives and Integrals of Vector Functions 858
10.3 Arc Length and Curvature 866
10.4 Motion in Space: Velocity and Acceleration 876
Applied Project • Kepler’s Laws 886
10.5 Parametric Surfaces 887
Review 894
11 Partial Derivatives 899

11.1 Functions of Several Variables 900
11.2 Limits and Continuity 913
11.3 Partial Derivatives 921
11.4 Tangent Planes and Linear Approximations 936
11.5 The Chain Rule 948
11.6 Directional Derivatives and the Gradient Vector 958
11.7 Maximum and Minimum Values 973
Applied Project • Designing a Dumpster 984
Laboratory Project • Quadratic Approximations and Critical Points 984
11.8 Lagrange Multipliers 985
Applied Project • Rocket Science 993
Applied Project • Hydro-Turbine Optimization 994
Review 996
12 Multiple Integrals 1003

12.1 Double Integrals over Rectangles 1004
12.2 Iterated Integrals 1013
12.3 Double Integrals over General Regions 1019
12.4 Double Integrals in Polar Coordinates 1030
12.5 Applications of Double Integrals 1037
12.6 Surface Area 1047
12.7 Triple Integrals 1052
Discovery Project • Volumes of Hyperspheres 1063
viii Contents
12.8 Triple Integrals in Cylindrical and Spherical Coordinates 1064

Applied Project • Roller Derby 1070
Discovery Project • The Intersection of Three Cylinders 1071
12.9 Change of Variables in Multiple Integrals 1072
Review 1081
13 Vector Calculus 1087

13.1 Vector Fields 1088
13.2 Line Integrals 1096
13.3 The Fundamental Theorem for Line Integrals 1108
13.4 Green’s Theorem 1119
13.5 Curl and Divergence 1128
13.6 Surface Integrals 1136
13.7 Stokes’ Theorem 1148
13.8 The Divergence Theorem 1154
13.9 Summary 1162
Review 1163
Appendixes A1
A Intervals, Inequalities, and Absolute Values A2
B Coordinate Geometry A7
C Trigonometry A17
D Precise Definitions of Limits A26
E A Few Proofs A36
F Sigma Notation A41
G Integration of Rational Functions by Partial Fractions A47
H Polar Coordinates A55
Discovery Project • Conic Sections in Polar Coordinates A70
I Complex Numbers A71
J Answers to Odd-Numbered Exercises A80
Index A193
Preface
When the first edition of this book appeared over 20 years ago, there was a lot of
discussion centered on calculus reform. Many mathematics departments were divided
on issues including the use of technology, conceptual understanding versus procedural
practice, and the role of discovery learning. Since then, the Advanced Placement ®
Calculus program has embraced calculus reform, and reformers and traditionalists have
realized that they have a common goal: to enable students to understand and appreciate
calculus.
The first four editions were intended to be a synthesis of reform and traditional
approaches to calculus instruction. In the fifth edition, we continue this approach by
emphasizing conceptual understanding through graphical, verbal, numerical, and alge-
braic approaches. We would like students to learn important problem-solving skills, and
to see both the practical power of calculus and the intrinsic beauty of the subject.
The principal way in which this book differs from the more traditional calculus
textbooks is that it is more streamlined. For example, there is no complete chapter on
techniques of integration; we do not prove as many theorems; and the material on tran-
scendental functions and on parametric equations is interwoven throughout the book
instead of being treated in separate chapters. Instructors who prefer a more complete
coverage of traditional calculus topics should consider Calculus, Ninth Edition, and
Calculus: Early Transcendentals, Ninth Edition.
What’s New in the Fifth Edition?
The changes in the fifth edition include a more conversational tone with an uncluttered
presentation, all focused on conceptual understanding through the development
of problem-solving skills. Here are some of the specific improvements that we have
incorporated into this edition:
• A Closer Look feature provides straightforward itemized explanations of important
concepts. Students will find these easy to read and to connect with the relevant
theory.
• Marginal notes titled Common Error remind students of common errors and rein-
force the proper solution technique.
• More detailed, guided solutions to examples include explanations for most steps
(easy to read, in a different color, right justified with the appropriate step). This
makes it easier for the student to follow the logical steps to a solution and to apply
problem-solving skills to exercises.
• Wherever possible, sections are divided into appropriate subsections, smaller pieces,
to accommodate the way students read and learn today.
• All graphs have been redrawn to include more detail and every figure has an appro-
priate caption to easily link with the appropriate idea.
ix
x Preface
• Each chapter begins with a real-world situation that introduces the material.
• The data in examples and exercises have been updated to be more timely.
• Section 1.4, “Graphing Calculators and Computers,” has been eliminated.
• Former Section 2.8, “What Does f 9 Say About f, ” has been incorporated into
Section 4.3, “Derivatives and the Shapes of Curves.”
• New WebAssign problem types and learning resources build student problem-
solving skills and conceptual understanding. These include automatically graded
proof problems, Expanded Problems, Explore It interactive learning modules, and
an eTextbook with Media Index and Student Solutions Manual.
Features
■ Conceptual Exercises
The exercises include various types of problems to foster conceptual understanding.
Some exercises sets begin with questions that ask for an explanation of some of the basic
concepts presented in the section. See, for example, the first few exercises in Sections 2.2,
2.4, 2.5, 5.3, 8.2, 11.2, and 11.3. These problems might be used as a basis for classroom
discussions. Similarly, review sections begin with a Concepts and Vocabulary section
and a True-False Quiz. Other Exercises test conceptual understanding through graphs
and tables. See, for example, Exercises 1.7.22–25, 2.6.19, 2.7.39–42; 45–48, 3.8.5–6,
5.2.65–67, 7.1.12–14, 8.7.2, 10.2.1, 10.3.37–41, 11.1.1–2, 11.1.12–22, 11.3.3–10,
11.6.1–3, 11.7.3–4, 12.1.7–12, 13.1.13–22, 13.2.18–19, and 13.3.1, 2, 13.
Another type of exercise uses verbal description to test conceptual understanding.
See, for example, Exercises 2.4.11, 2.7.75, 4.3.80, 4.3.84–85, and 5.10.69. Other
exercises combine and compare graphical, numerical, and algebraic approaches; see
Exercises 2.5.54–55, 2.5.63, 3.8.27, and 7.5.4.
■ 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
Everyone involved with this writing project has spent a great deal of time looking in
libraries, contacting companies and government agencies, and searching the Internet for
interesting real-world data to introduce, motivate, and illustrate the concepts of calculus.
As a result, many of the examples and exercises are associated with functions defined
by numerical data given in a table or graphically. See, for example, Figure 1.1 in Section
1.1 (the rate of water usage in New York City during the 2018 Super Bowl), Exercise
5.1.16 (the velocity of a car racing at the Daytona International Speedway), Exercise
5.1.18 (the velocity of a pod in the SpaceX Hyperloop), Figure 5.40 (San Francisco
power consumption), Example 5.9.5 (data traffic on Internet links), and Example 9.6.3
(wave heights).
Functions of two variables are illustrated by a table of values of the wind-chill
index as a function of the wind speed and the air temperature (Example 11.1.1). Partial
Preface xi
derivatives are introduced in Section 11.3 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 humidity. This example is considered again in connection with linear approx-
imations (Example 11.4.3). Directional derivatives are introduced in Section 11.6 by
using a temperature contour map to estimate the rate of change of temperature at Boston
in a northwest direction. Double integrals are used to estimate the average snowfall in
Colorado during the 2020–2021 winter (Example 12.1.4). Vector fields are introduced
in Section 13.1 by depictions of actual velocity vector fields showing wind patterns and
ocean currents.
■ Projects
One way to involve students and to help make them active learners is to have them work
(perhaps in groups) on extended projects that lead to a feeling of substantial accomplish-
ment when completed. Applied Projects involve applications that are designed to appeal
to the imagination of students. The project after Section 3.1 asks students to design the
first ascent and drop for a roller coaster. The project after Section 11.8 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 project following Section 3.4 shows how to use Bezier curves
to design shapes that represent letters for a laser printer. Writing Projects ask students 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 cover optional topics (hyperbolic functions)
or encourage discovery through pattern recognition (see the project following Section
5.8). Others explore aspects of geometry: tetrahedra (after Section 9.4), hyperspheres
(after Section 12.7), and intersections of three cylinders (after Section 12.8). Additional
projects can be found in the Instructor’s Guide (see, for instance, Group Exercise 5.1:
Position from Samples) and also in the CalcLabs supplements.
■ Rigor
There are fewer proofs included in this text as compared with more traditional calculus
books. However, it is still worthwhile to expose students to the idea of proof and to
make a clear distinction between a proof and a plausibility argument using, for example,
technology (a graph or a table of values). The important thing is to show how to reach
a conclusion that seems less obvious from something that seems more obvious. A good
example is the use of the Mean Value Theorem to prove the Evaluation Theorem (Part 2
of the Fundamental Theorem of Calculus). Note that we have chosen not to prove the
convergence tests but rather present intuitive arguments that they are true.
■ Problem Solving
Problem solving is perhaps the most difficult concept to teach and learn. Students fre-
quently have difficulty solving problems in which there is no single well-defined pro-
cedure or technique for obtaining the final answer. It seems that no one has improved
very much on George Polya’s four-stage problem-solving strategy and, accordingly, a
version of his problem-solving principles is included at the end of Chapter 1. These
principles are applied, both explicitly and implicitly, throughout the book. At the end
of other chapters, there are sections called Focus on Problem Solving, which feature
examples of how to approach challenging calculus problems. The varied problems in
xii Preface
these sections are selected using the following advice from David Hilbert: “A math-
ematical problem should be difficult in order to entice us, yet not inaccessible lest it
mock our efforts.” These challenging problems might be used on assignments and tests,
but consider grading them in a different way. One might reward a student significantly
for presenting ideas toward a solution and for recognizing which problem-solving prin-
ciples are relevant.
■ Technology
Graphing calculators and computers are powerful tools that allow us to explore prob-
lems, discover concepts, and confirm solutions. However, it is even more important to
understand clearly the concepts that underlie the results and images on the screen. We
assume that the student has access to either a graphing calculator or a computer algebra
system. But technology doesn’t make pencil and paper obsolete. Hand calculations and
sketches are often preferable to technology for illustrating and reinforcing some con-
cepts. Both instructors and students need to develop the ability to decide where the use
of technology is appropriate.
■ WebAssign: webassign.com
This Fifth Edition is available with WebAssign, a fully customizable online solution for
STEM disciplines from Cengage. WebAssign includes homework, an interactive mobile
eBook, videos, tutorials, and Explore It interactive learning modules. Instructors can
decide what type of help students can access, and when, while working on assignments.
The patented grading engine provides unparalleled answer evaluation, giving students
instant feedback, and insightful analytics highlight exactly where students are strug-
gling. For more information, visit webassign.com.
■ Stewart Website
Visit StewartCalculus.com for these additional materials:
• Homework Hints
• Algebra and Analytic Geometry Review
• Lies My Calculator and Computer Told Me
• History of Mathematics, with links to recommended historical websites
• Additional Topics (complete with exercise sets): Fourier Series, Rotation of Axes,
Formulas for the Remainder Theorem in Taylor Series, Second-Order Differential
Equations
• Challenge Problems (some from the Problems Plus sections from prior editions)
• Links, for particular topics, to outside Web resources
Content
■ Diagnostic Tests
The book begins with four diagnostic tests, in Basic Algebra, Analytic Geometry, Func-
tions, and Trigonometry.
Preface xiii
■ A Preview of Calculus
This is an overview of the subject and includes a list of questions to motivate the study
of calculus.
■ 1 • Functions and Models

Multiple representations of functions are emphasized throughout the text: verbal,
numerical, graphical, and algebraic. A discussion of mathematical models leads to a
review of the standard functions, including exponential and logarithmic functions, from
these four points of view. Parametric curves are introduced in the first chapter, partly, so
that curves can be drawn easily, with technology, whenever needed throughout the text.
This early placement also enables tangents to parametric curves to be treated in Section
3.4 and graphing such curves to be covered in Section 4.4.
■ 2 • Limits
The material on limits is motivated by a discussion of the tangent line and instantaneous
velocity problems. Limits are treated from descriptive, graphical, numerical, and alge-
braic points of view. Note that the precise definition of a limit is provided in Appendix D
for those who wish to cover this concept. It is important to carefully consider Sections
2.6 and 2.7, which deal with derivatives and rates of change, before the differentiation
rules are covered in Chapter 3. The examples and exercises in these sections explore the
meanings of derivatives in various contexts.
■ 3 • Differentiation Rules
All of the rules for differentiating basic functions are presented in this chapter. There
are many applied examples and exercises in which students are asked to explain the
meaning of the derivative in the context of the problem. Optional topics (hyperbolic
functions, an early introduction to Taylor polynomials) are explored in Discovery and
Laboratory Projects. A full treatment of hyperbolic functions is available to instructors
on the website.
■ 4 • Applications of Differentiation
This chapter begins with a section on related rates. Then, the basic facts concerning
extreme values and shapes of curves are derived using the Mean Value Theorem as the
starting point. The interaction between technology and calculus is discussed and illus-
trated, and there are a wide variety of optimization problems presented. Indeterminate
forms are addressed, Newton’s method is presented, and a discussion of antiderivatives
prepares students for Chapter 5.
■ 5 • Integrals
The area problem and the distance problem serve to motivate the definite integral. Sub-
intervals of equal width are used in order to make the definition of a definite integral
easier to understand. Emphasis is placed on explaining the meanings of integrals in vari-
ous contexts and on estimating their values from graphs and tables. There is no separate
chapter on techniques of integration, but substitution and integration by parts are cov-
ered here and other methods are treated briefly. Partial fractions are given full treatment
in Appendix G. The use of computer algebra systems is discussed in Section 5.8.
xiv Preface
■ 6 • Applications of Integration
General methods, not formulas, 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. There are lots of applications in this chapter, probably too many to
cover in any one course. We hope you will select applications that you and your students
enjoy. Some instructors like to cover polar coordinates, in Appendix H, here. Others pre-
fer to defer this topic until it is needed in a third semester calculus course, with Section
9.7 or just before Section 12.4.
■ 7 • Differential Equations
Modeling is the theme that unifies this introductory treatment of differential equations.
Slope fields and Euler’s method are presented before separable equations are solved
explicitly, so that qualitative, numerical, and analytic approaches are given equal con-
sideration. These methods are applied to the exponential, logistic, and other models for
population growth. Predator-prey models are used to illustrate systems of differential
equations.
■ 8 • Infinite Sequences and Series

Tests for the convergence of series are considered briefly, with intuitive rather than for-
mal justifications. Numerical estimates of sums of series are based on the test used to
prove convergence. The emphasis is on Taylor series and polynomials, their applications
to physics, and error estimates.
■ 9 • Vectors and the Geometry of Space

The dot product and cross product of vectors are given geometric definitions, motivated
by work and torque, before the algebraic expressions are derived. To facilitate the dis-
cussion of surfaces, functions of two variables and their graphs are introduced here.
■ 10 • Vector Functions
The calculus of vector functions is used to prove Kepler’s First Law of planetary motion,
with the proofs of the other laws left as a project. Since parametric curves were intro-
duced in Chapter 1, parametric surfaces are introduced as soon as possible, namely, in
this chapter. We think an early familiarity with such surfaces is desirable, especially
with the capability of computers to produce their graphs. Then tangent planes and areas
of parametric surfaces can be discussed in Sections 11.4 and 12.6.
■ 11 • Partial Derivatives
Functions of two or more variables are studied from verbal, numerical, visual, and
algebraic points of view. In particular, partial derivatives are introduced 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. Directional derivatives are
estimated from contour maps of temperature, pressure, and elevation.
■ 12 • 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
Preface xv
probabilities, areas of parametric surfaces, volumes of hyperspheres, and the volume of

intersection of three cylinders.
■ 13 • Vector Fields
Vector fields are introduced through pictures of velocity fields showing wind patterns
and ocean currents. The similarities among the Fundamental Theorem for line integrals,
Green’s Theorem, Stokes’ Theorem, and the Divergence Theorem are emphasized.
Acknowledgments
We are grateful to the following reviews for sharing their knowledge, teaching experi-
ence, and constructive comments. We have learned something from each of them.
■ Fifth Edition Reviewers

Robert Andersen, Stony Brook Mako Haruta, University of Hartford
Adam Boocher, University of San Diego David Kahn, Stony Brook
Austina Fong, PCC Rock Creek Leanne Merrill, Western Oregon University
Marcus McDuff, Austin Community College
■ Previous Edition Reviewers

Irfan Altas, Charles Sturt University Susan Dean, DeAnza College
William Ardis, Collin County Community College Richard DiDio, LaSalle University
Jennifer Bailey, Colorado School of Mines Robert Dieffenbach, Miami University—Middletown
Barbara Bath, Colorado School of Mines Fred Dodd, University of South Alabama
Neil Berger, University of Illinois at Chicago Helmut Doll, Bloomsburg University
Jean H. Bevis, Georgia State University William Dunham, Muhlenberg College
Lewis Blake, Duke University David A. Edwards, The University of Georgia
Martina Bode, Northwestern University John Ellison, Grove City College
Jay Bourland, Colorado State University Joseph R. Fiedler, California State University—Bakersfield
Paul Wayne Britt, Louisiana State University Barbara R. Fink, DeAnza College
Judith Broadwin, Jericho High School (retired) James P. Fink, Gettysburg College
Charles Bu, Wellesley University Joe W. Fisher, University of Cincinnati
Meghan Anne Burke, Kennesaw State University Robert Fontenot, Whitman College
Robert Burton, Oregon State University Richard L. Ford, California State University Chico
Roxanne M. Byrne, University of ado at Denver Laurette Foster, Prairie View A&M University
Maria E. Calzada, Loyola University—New Orleans Ronald C. Freiwald, Washington University in St. Louis
Larry Cannon, Utah State University Frederick Gass, Miami University
Deborah Troutman Cantrell, Chattanooga State Technical Gregory Goodhart, Columbus State Community College
Community College John Gosselin, University of Georgia
Bem Cayco, San Jose State University Daniel Grayson, University of Illinois at Urbana—Champaign
John Chadam, University of Pittsburgh Raymond Greenwell, Hofstra University
Robert A. Chaffer, Central Michigan University Gerrald Gustave Greivel, Colorado School of Mines
Dan Clegg, Palomar College John R. Griggs, North Carolina State University
Camille P. Cochrane, Shelton State Community College Barbara Bell Grover, Salt Lake Community College
James Cook, North Carolina State University Murli Gupta, The George Washington University
James Daly, University of Colorado John William Hagood, Northern Arizona University
Richard Davis, Edmonds Community College Kathy Hann, California State University at Hayward
xvi Preface
Richard Hitt, University of South Alabama Drew Pasteur, North Carolina State University
Judy Holdener, United States Air Force Academy David Patocka, Tulsa Community College—Southeast Campus
Randall R. Holmes, Auburn University Paul Patten, North Georgia College
Barry D. Hughes, University of Melbourne Leslie Peek, Mercer University
Mike Hurley, Case Western Reserve University Mike Pepe, Seattle Central Community College
Costel Ionita, Dixie State College Jeffrey Powell, Samford University
Gary Steven Itzkowitz, Rowan University Dan Pritikin, Miami University
Helmer Junghans, Montgomery College Fred Prydz, Shoreline Community College
Victor Kaftal, University of Cincinnati Denise Taunton Reid, Valdosta State University
Steve Kahn, Anne Arundel Community College James Reynolds, Clarion University
Mohammad A. Kazemi, University of North Carolina, Charlotte Hernan Rivera, Texas Lutheran University
Harvey Keynes, University of Minnesota Richard Rochberg, Washington University
Kandace Alyson Kling, Portland Community College Gil Rodriguez, Los Medanos College
Ronald Knill, Tulane University David C. Royster, University of North Carolina—Charlotte
Stephen Kokoska, Bloomsburg University Daniel Russow, Arizona Western College
Kevin Kreider, University of Akron Dusty Edward Sabo, Southern Oregon University
Doug Kuhlmann, Phillips Academy Daniel S. Sage, Louisiana State University
David E. Kullman, Miami University N. Paul Schembari, East Stroudsburg University
Carrie L. Kyser, Clackamas Community College Dr. John Schmeelk, Virginia Commonwealth University
Prem K. Kythe, University of New Orleans Bettina Schmidt, Auburn University at Montgomery
James Lang, Valencia Community College—East Campus Bernd S. W. Schroeder, Louisiana Tech University
Carl Leinbach, Gettysburg College Jeffrey Scott Scroggs, North Carolina State University
William L. Lepowsky, Laney College James F. Selgrade, North Carolina State University
Kathryn Lesh, University of Toledo Brad Shelton, University of Oregon
Lawrence Levine, Stevens Institute of Technology Don Small, United States Military Academy—West Point
Estela Llinas, University of Pittsburgh at Greensburg Linda E. Sundbye, The Metropolitan State College of Denver
Beth Turner Long, Pellissippi State Technical Community College Richard B. Thompson, The University of Arizona
Miroslav Lovric, McMaster University William K. Tomhave, Concordia College
Lou Ann Mahaney, Tarrant County Junior College—Northeast Barbara Tozzi, Brookdale Community College
John R. Martin, Tarrant County Junior College Lorenzo Traldi, Lafayette College
Andre Mathurin, Bellarmine College Prep Alan Tucker, State University of New York at Stony Brook
R. J. McKellar, University of New Brunswick Tom Tucker, Colgate University
Jim McKinney, California State Polytechnic University—Pomona Kathryn Turner, Utah State University
Richard Eugene Mercer, Wright State University George Van Zwalenberg, Calvin College
David Minda, University of Cincinnati Dennis Watson, Clark College
Rennie Mirollo, Boston College Paul R. Wenston, The University of Georgia
Laura J. Moore-Mueller, Green River Community College Ruth Williams, University of California—San Diego
Scott L. Mortensen, Dixie State College Clifton Wingard, Delta State University
Brian Mortimer, Carleton University Jianzhong Wang, Sam Houston State University
Bill Moss, Clemson University JingLing Wang, Lansing Community College
Tejinder Singh Neelon, California State University San Marcos Michael B. Ward, Western Oregon University
Phil Novinger, Florida State University Stanley Wayment, Southwest Texas State University
Richard Nowakowski, Dalhousie University Barak Weiss, Ben-Gurion University—Be’er Sheva, Israel
Stephen Ott, Lexington Community College Teri E. Woodington, Colorado School of Mines
Grace Orzech, Queen’s University James Wright, Keuka College
Jeanette R. Palmiter, Portland State University Cathy Zucco-Tevelof, Arcadia University
Bill Paschke, University of Kansas
Preface xvii
In addition, we would like to thank Ari Brodsky, David Cusick, Alfonso Gracia-Saz,
Emile LeBlanc, Tanya Leise, Joe May, Romaric Pujol, Norton Starr, Lou Talman, and
Gail Wolkowicz for their advice and suggestions; Al Shenk and Dennis Zill for permis-
sion to use exercises from their calculus texts; COMAP for permission to use project
material; Alfonso Gracia-Saz, B. Hovinen, Y. Kim, Anthony Lam, Romaric Pujol, Felix
Recio, and Paul Sally for ideas for exercises; Dan Drucker for the roller derby project;
and Tom Farmer, Fred Gass, John Ramsay, Larry Riddle, V. K. Srinivasan, and Philip
Straffin for ideas for projects.
As well, we thank those who have contributed to past editions: Ed Barbeau, George
Bergman, David Bleecker, Fred Brauer, Andy Bulman-Fleming, Tom DiCiccio, Martin
Erickson, Garret Etgen, Chris Fisher, Stuart Goldenberg, Arnold Good, John Hagood,
Gene Hecht, Victor Kaftal, Harvey Keynes, E. L. Koh, Zdislav Kovarik, Kevin Kreider,
Jamie Lawson, David Leep, Gerald Leibowitz, Larry Peterson, Lothar Redlin, Peter
Rosenthal, Carl Riehm, Ira Rosenholtz, Doug Shaw, Dan Silver, Lowell Smylie, Larry
Wallen, Saleem Watson, and Alan Weinstein.
We also thank Flora Emanuel and Lumina Datamatics Ltd. for their production ser-
vices; Thomas Dick and Ben Klein for their careful proofing of the pages; Gaby Vinales
for the cover image, and the following Cengage staff: Laura Gallus, learning designer;
Megan Gore, WebAssign program manager; Nikkita Kendrick, digital delivery quality
partner; Ashley Maynard and Nick Barrows, permissions specialists; Lynh Pham, con-
tent manager; Tim Rogers, product assistant; and Tom Ziolkowski, executive marketing
manager. They have all done a terrific job.
A special thanks to Gary Whalen for his patience, trust, and confidence. Steve is
especially grateful and honored to be part of the Stewart text legacy. And the fifth edi-
tion could not have been completed without Leslie Lahr. She has superb editing skills,
an experienced eye for style, and understands the publishing big picture. Steve has been
extremely fortunate to work with some of the most dedicated mathematics educators in
the country over the last three decades. Much of what he has learned from them is pres-
ent throughout this text.
James Stewart
Stephen Kokoska
xviii Preface
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The Project Gutenberg eBook of The Rambler
Club's house-boat
This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
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laws of the country where you are located before using this
eBook.
Title: The Rambler Club's house-boat
Author: W. Crispin Sheppard
Release date: January 20, 2024 [eBook #72766]
Language: English
Original publication: Philadelphia: Penn Publishing Company,

1912
Credits: Carla Foust, David Edwards and the Online Distributed

Proofreading Team at https://www.pgdp.net (This file
was produced from images generously made available
by The Internet Archive)
*** START OF THE PROJECT GUTENBERG EBOOK THE

RAMBLER CLUB'S HOUSE-BOAT ***
THE VOYAGE WAS BEGUN
The Rambler Club’s House-boat
BY W. CRISPIN SHEPPARD
AUTHOR OF
“THE RAMBLER CLUB AFLOAT”

“THE RAMBLER CLUB’S WINTER CAMP”
“THE RAMBLER CLUB IN THE MOUNTAINS”
“THE RAMBLER CLUB ON CIRCLE T RANCH”
“THE RAMBLER CLUB AMONG THE LUMBERJACKS”
“THE RAMBLER CLUB’S GOLD MINE”
“THE RAMBLER CLUB’S AEROPLANE”
Illustrated by the Author
THE PENN PUBLISHING COMPANY

PHILADELPHIA
MCMXII
COPYRIGHT
1912 BY
THE PENN
PUBLISHING
COMPANY
Introduction
The earlier adventures of Bob Somers and his friends have been
described in “The Rambler Club Afloat,” “The Rambler Club’s Winter
Camp,” “The Rambler Club in the Mountains,” “The Rambler Club on
Circle T Ranch,” “The Rambler Club Among the Lumberjacks,” “The
Rambler Club’s Gold Mine,” and “The Rambler Club’s Aeroplane.”
“The Rambler Club’s House-boat” deals with the adventures on the
Hudson of the Rambler boys and Jack Lyons and his friends.
They have an exciting and enjoyable time on the historic river, and
begin to appreciate its varied beauty and charm.
When the “Gray Gull,” Jack Lyons, Master, is close to Yonkers Bob
Somers is the means of aiding a young man in distress. Formerly he
had been the tutor of a boy residing at Nyack; but, for a reason
which reflects no discredit upon him, he lost his position.
A friendship springs up all around. The lads on the house-boat meet
the Nyack boy, who is enthusiastic over the idea of such a trip, and
decides to join.
Misunderstandings arise, and for a while the trip of the “Gray Gull”
promises to be the means of causing much trouble. But events so
shape themselves that in the end right prevails, and his chance
meeting with the boys turns out to be a fortunate thing for the former
tutor.
W. Crispin Sheppard.
Contents
I.The “Gray Gull” 9
II.The Engine 30
III.“All Aboard!” 46
IV.A Voice in the Night 70
V.An Exploring Trip 91
VI. Joe in Trouble 105
VII.The Battle for the Boat 116
VIII.A Collision 130
IX. The Millionaire Boy 140
X.In the Automobile 155
XI. George Goes Along 166
XII.Pierre Catches Up 181
XIII.Colonel Ellison Takes a Hand 188
XIV.“That Chaffer Fellow” 196
XV.The Colonel Speaks His Mind 212
XVI.The War-Call 228
XVII.In the Red Car 240
XVIII.The Colonel is Angry 257
XIX.George is Wanted 266
XX.Two Nights 275
XXI.A Midnight Tow 286
XXII.The Push-Ball Contest 295
XXIII.Good News for Redfern 308
XXIV. The End of the Cruise 318
Illustrations
PAGE
The Voyage Was Begun Frontispiece

“I Wish I Were Going With You” 82
“His Eyes Snapped Fiercely” 163
“Hang On Tight, Sir” 220
“See Who’s Coming” 302
CHAPTER I
THE “GRAY GULL”
“Well, Bob Somers, I certainly am glad you came on to New York
with your father. Dad has been talking so much about you Rambler
chaps lately that I’ve been simply wild to meet the crowd.”
“And three of us are here for your inspection, Jack Lyons,” laughed
Bob. “Dave Brandon”—his hand fell on the shoulder of a stout, good-
humored-looking boy standing by his side—“is our poet, artist and
historian; and this is Tommy, or, perhaps, I’d better say, Mr. Thomas
Clifton.”
A very tall, thin boy flushed as Jack Lyons eyed him quizzically and
then heartily shook his extended hand.
“If titles go by the length of people I think you’d better add Esquire,
too,” gurgled Jack.
“For a long time Tommy was the smallest member of our crowd,”
explained Dave Brandon; “then, suddenly——”
“Nothing could keep him down,” supplemented Bob, with a smile.
“And I don’t wonder, after the way you boys have been living out in
the open,” said Jack. “But what’s the use of our standing here in the
hallway when there are comfortable chairs in my den up-stairs?”
“And I do feel most uncommonly tired,” confessed Dave, stifling a
yawn, “for, honestly, I didn’t sleep a minute more than twelve hours
last night.”
Jack laughed heartily as he led the way into the drawing-room.
Mr. John Lyons, his father, a widely-known New York lawyer and
promoter, resided in a fine mansion on Fifty-seventh Street.
Externally, there was nothing about the house to distinguish it in any
way from the rest of a long brown-stone row, but the interior was
famed for the wealth and beauty of its appointments.
“Thought you might like to take a look in here, fellows,” remarked
Jack. “Dad goes in a lot for painting and statuary. Some of these
things he picked up while abroad. Everything free for this day only.
Step around and see the animals.”
“It’s simply stunning!” cried Bob.
The furnishings were nearly all of the Louis XV period. A beam of
sunlight coming in through a half-opened window caressed in its
course original chairs and a couch which had once adorned an old
French chateau. Rare tapestries hung on the walls, while carved
chests and objects of copper and brass revealed their presence by
rich, glowing touches of color.
Many pictures by old and modern masters immediately attracted
Dave Brandon’s attention.
“Aren’t they wonderful?” he sighed.
“You’ve painted some pictures just as wonderful,” said Tommy.
“That’s the trouble,” laughed Dave, “wonderful—but in a different
way. Your father and Mr. Somers seemed to find a lot to talk about,
Jack.”
A hum of steady conversation was coming from an adjoining room
which Mr. Lyons used as a study.
“That reminds me,” said Jack; “you chaps will have to unbosom
yourselves at once. Gold mines, aeroplanes and all sorts of hunting
experiences seem to have been in your line. Come right up to my
den.”
The room on the top floor which Jack called his very own was about
twelve by sixteen feet, and furnished with several chairs, a desk and
table. Gridiron heroes and baseball idols looked at the beholder from
their cardboard prisons—Jack had them tacked up all over the walls,
while a fishing pole and old-fashioned musket decorated one corner.
The den did not appear extraordinarily neat; several coats, a pile of
books, and a box of note-paper with its contents scattered in glorious
confusion over the desk might have offended a fastidious taste. But
Jack airily explained that a very important matter had prevented him
from tidying up.
“And I’ll tell you all about it, fellows,” he said, animatedly, when his
visitors had seated themselves. “We—and by that I mean Joe
Preston, Aleck Hunt, Fred Winter and myself—have the dandiest
scheme. What is it?—Well, I want to hear your story first. Dad has
been telling me how you found the ‘Rambler Club’s Gold Mine’—he’s
a stockholder in the company, you know.”
“Yes; and just as soon as father said he intended to go East to see
Mr. Lyons on business we made up our minds to keep him
company,” said Bob, with a smile.
“It means a whole lot of work for me,” sighed Dave.
“It’s this way,” a peculiarly gruff voice broke in—Tommy was
speaking—“Dave always writes a history of our trips. He has about
two thousand, one hundred and ninety-seven pages finished up to
date. So, of course, this New York trip——”
“Say, fellows!” Jack Lyons jumped up and began pacing the floor. An
idea which made his eyes sparkle brightly had suddenly entered his
head. “Say, why don’t you chaps stay here a couple of weeks?”
“Eh?” said Tommy.
“And then your historian would have something worth while to
scribble about.”
“How?” asked Dave.
“Well, honest, I can’t keep still about it a minute longer.” Jack Lyons’
voice indicated a spirit fairly bubbling over with enthusiasm. “Why,
we’ve got hold of a house-boat—a real h-o-u-s-e-b-o-a-t, mind you;
and——”
“Intend to take a trip somewhere?” asked Tommy, eagerly.
“Do we?—Well, I should rather say so! It’s all arranged, too. Rah—
rah! The ‘Gray Gull,’ Jack Lyons, master, is bound from New York to
Albany. Now”—Jack paused; his arm swept around in a half-circle
—“you chaps ought to, and, by ginger, must go along.”
“I felt it coming,” sighed Dave. “That means another book to write.”
“How about it?” queried Jack, eagerly. “Don’t say no. It’ll be one of
the greatest trips you ever had. Joe, Aleck and Fred are dandy
chaps. Say, can’t you go out with me this morning to see our house-
boat?”
“Well, r-a-t-h-e-r,” cried Tommy—“eh, Bob?”
Bob nodded.
“Sure thing. It will give us a good chance to see a bit of New York.
Where is the ‘Gray Gull,’ Jack?”
“Moored on the Harlem River. Hurray! I’ll call up Joe Preston just as
soon as you’ve told me a bit about yourselves. Now, somebody,
please fire away.”
The “somebody” happened to be Bob Somers, and, as he related
modestly the story of their many adventures, Jack Lyons’ eyes
opened wider with interest and enthusiasm.
“Great Scott; what corking times! Don’t I wish I’d been along. I must
tell Joe you’re here.” And Jack sprang to the side of his desk, where
the boys noticed a telephone.
“Talk about that for a great scheme,” remarked Tom.
“Talk through it for a greater,” returned Jack. “Hello, hello—yes, that’s
the number. Hello, Joe Preston! Not Joe! Well, won’t you please tell
him that Jack Lyons is at the ’phone?”
“He’s at home, fellows.” Jack looked up; then turned toward the
instrument again. “Hello, Joe! Say, old boy, the Rambler chaps are
here; honest—no joke about it. We’re going right out to see the ‘Gray
Gull.’ Can you meet us there? Good! Yes; maybe they’ll take the trip
with us. Wouldn’t that be jolly! You pick up Aleck and Fred. Race
you? Sure! Good-bye.”
“Fellows, you’ll meet the whole bunch,” laughed Jack, as he hung up
the receiver. “Now, I’ll explain how we happened to get hold of the
house-boat. A client of dad’s, who went out west, turned it over to
him in part payment for his services. If dad didn’t know what to do
with the ‘Gray Gull,’ I did; and the way Joe, Aleck and Fred jumped
at the chance to go on a cruise would have made you laugh.”
“How do you make it go?” asked Dave, languidly.
“Oh, I’m coming to that. A Mr. Marshall we know owned a motor
boat; and, last month, this boat motored right into a barge. That kind
of scared Mr. Marshall—he found he didn’t like the sport so much as
he thought he would; and what do you think?”
“Lots of things,” cried the interested Tommy; “go ahead.”
“When he heard about our house-boat he said we could have the
engine for it. Wasn’t that nice of him?”
The Ramblers agreed that it showed a thoughtful and proper spirit.
“That’s what I say,” exclaimed Jack, enthusiastically. “And he’s going
to have the motor sent right over, too.”
“Who will install it in the house-boat?” queried Bob.
“Jim Benton, a machinist who has done a lot of work for dad. But
come on, fellows; Joe thinks he can beat us out to the Harlem River.
And say, Bob, when you get a chance, ask your father about going
on that trip with us.” And Jack, happy and excited, fairly dashed out
of the room.
They were on the street in a few moments. It was a very hot morning
in August, with hardly a breath of air stirring.
“Fellows, I have a dreadful fear that I’m going to melt,” sighed Dave
Brandon, vigorously mopping his face.
“Do try to last until you see the house-boat,” urged Tom, with a broad
grin.
Seeking shade wherever it could be found, the four walked toward
the elevated railroad station at Eighth Avenue and Fifty-third Street.
The city, full of noise, life and color, possessed immense attractions
for the Ramblers, and Jack Lyons’ patience was sorely tried, as they
often stopped to look about them. When, at last, all had safely
boarded a train for One Hundred and Fifty-fifth Street he breathed a
sigh of heartfelt satisfaction.
“Dave, this is quite a change, after the plains and mountains of
Wyoming,” remarked Bob Somers.
The stout boy, gazing through half-closed eyes at the rows of
buildings and streets flashing by, nodded.
“Not much here to remind us of Lone Pine Ranch, Bob,” he said.
Station after station dropped behind them. At One Hundred and
Tenth Street the train swung around a great curve, with Morningside
Heights, crowned by the impressive, partly finished cathedral of St.
John the Divine, to their left, while on the right they had a good view
of the upper end of Central Park.
“Isn’t it stunning!” cried Bob.
“And to think that we’re actually in New York,” murmured Tommy.
“One Hundred and Twenty-fifth!” called out the conductor, a few
minutes later.
The boys caught a glimpse of a wide, busy thoroughfare. Then the
train sent the rails spinning swiftly behind it again, and the terminus
of the line was soon reached.
The four, mounting a stairway, found themselves on a great iron
viaduct sloping downward toward the east.
“What dandy views!” cried Dave Brandon, whose languid mood
seemed to drop suddenly away. “Magnificent! Eh, Bob?”
“Corking!” Bob’s voice was full of enthusiasm.
To the northwest rose a high bluff with houses on its summit, while
near at hand the boys could see the famous Polo grounds. Some
distance off, veiled in a scintillating haze, were other hills, with vague
suggestions of buildings dotted here and there over their surface.
Smoke from passing tugs on the Harlem River seemed to hover
almost motionless in the air, sometimes pierced by bursts of steam
which shone dazzlingly white in the sunlight.
But Jack Lyons was in no mood to appreciate the beauties of this
scene; he wanted not only to be the first to arrive at their meeting
place, but to show his interested visitors the “Gray Gull” without
delay. So he immediately began walking along the viaduct at a rate
which made them hustle.
“First time I’ve ever been in a walking match,” chuckled Tom. “How
far is it?”
“We’ll soon be there,” answered Jack, cheerily. “Joe Preston will
never win this race.”
In a few minutes they reached a bridge and began crossing the
Harlem River.
“There’s the famous High Bridge, fellows,” exclaimed Jack, pointing
to the north. “A dandy, eh? And the ‘Gray Gull’ is moored this side.”
“Good!” sighed Dave.
A noisily-puffing tug, towing a flotilla of empty barges, was
approaching, and, as a hoarse blast came over the silent air and was
answered by the whistle of another boat, the stout boy gave
unmistakable evidence of a desire to hold up the crowd for the
double purpose of rest and observation.
“Don’t stop, fellows,” pleaded Jack.
All laughed at Dave’s comical expression of dismay, and kept on
moving.
A wide roadway led down to the river, and this stretch Jack took at a
pace which taxed even the long-legged Clifton.
At intervals the New York boy cheerily exclaimed: “Not much further!”
or words to that effect, and just when Dave was beginning to have a
dreadful presentiment that this meant nearly all the way to the High
Bridge he varied the monotony by announcing: “Hooray! I knew we’d
beat ’em. There’s the house-boat, now.”

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Calculus Concepts and Contexts - 5th

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1 Functions and Models 9

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Title: The Rambler Club's house-boat

Author: W. Crispin Sheppard

Release date: January 20, 2024 [eBook #72766]

Original publication: Philadelphia: Penn Publishing Company,

Credits: Carla Foust, David Edwards and the Online Distributed

*** START OF THE PROJECT GUTENBERG EBOOK THE

“THE RAMBLER CLUB AFLOAT”

Illustrated by the Author

THE PENN PUBLISHING COMPANY

The Voyage Was Begun Frontispiece

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