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BRIGGS
COCHRAN
GILLETT
SCHULZ
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CALCULUS
EARLY TRANSCENDENTALS
CALCULUS
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BRIGGS • COCHRAN • GILLETT • SCHULZ

Contents
Preface ix
Credits xxii
1 Functions 1
1.1 Review of Functions 1
1.2 Representing Functions 13
1.3 Inverse, Exponential, and Logarithmic Functions 27
1.4 Trigonometric Functions and Their Inverses 39
Review Exercises 51
2 Limits 56
2.1 The Idea of Limits 56
2.2 Definitions of Limits 63
2.3 Techniques for Computing Limits 71
2.4 Infinite Limits 83
2.5 Limits at Infinity 91
2.6 Continuity 103
2.7 Precise Definitions of Limits 116
Review Exercises 128
3 Derivatives 131
3.1 Introducing the Derivative 131
3.2 The Derivative as a Function 140
3.3 Rules of Differentiation 152
3.4 The Product and Quotient Rules 163
3.5 Derivatives of Trigonometric Functions 171
3.6 Derivatives as Rates of Change 178
3.7 The Chain Rule 191
3.8 Implicit Differentiation 201
3.9 Derivatives of Logarithmic and Exponential Functions 208
iv
A01_BRIG3644_03_SE_FM_i-xxii.indd 4 07/11/17 5:38 PM

Contents v
3.10 Derivatives of Inverse Trigonometric Functions 218

3.11 Related Rates 227
4 Applications of the Derivative 241

4.1 Maxima and Minima 241
4.2 Mean Value Theorem 250
4.3 What Derivatives Tell Us 257
4.4 Graphing Functions 271
4.5 Optimization Problems 280
4.6 Linear Approximation and Differentials 292
4.7 L’Hôpital’s Rule 301
4.8 Newton’s Method 312
4.9 Antiderivatives 321
5 Integration 338
5.1 Approximating Areas under Curves 338
5.2 Definite Integrals 353
5.3 Fundamental Theorem of Calculus 367
5.4 Working with Integrals 381
5.5 Substitution Rule 388
6 Applications of Integration 403

6.1 Velocity and Net Change 403
6.2 Regions Between Curves 416
6.3 Volume by Slicing 425
6.4 Volume by Shells 439
6.5 Length of Curves 451
6.6 Surface Area 457
6.7 Physical Applications 465
7 Logarithmic, Exponential,
and Hyperbolic Functions 483
7.1 Logarithmic and Exponential Functions Revisited 483
7.2 Exponential Models 492
7.3 Hyperbolic Functions 502

vi Contents
8 Integration Techniques 520

8.1 Basic Approaches 520
8.2 Integration by Parts 525
8.3 Trigonometric Integrals 532
8.4 Trigonometric Substitutions 538
8.5 Partial Fractions 546
8.6 Integration Strategies 556
8.7 Other Methods of Integration 562
8.8 Numerical Integration 567
8.9 Improper Integrals 582
9 Differential Equations 597

9.1 Basic Ideas 597
9.2 Direction Fields and Euler’s Method 606
9.3 Separable Differential Equations 614
9.4 Special First-Order Linear Differential Equations 620
9.5 Modeling with Differential Equations 627
10 Sequences and Infinite Series 639

10.1 An Overview 639
10.2 Sequences 650
10.3 Infinite Series 662
10.4 The Divergence and Integral Tests 671
10.5 Comparison Tests 683
10.6 Alternating Series 688
10.7 The Ratio and Root Tests 696
10.8 Choosing a Convergence Test 700
11 Power Series 708

11.1 Approximating Functions with Polynomials 708
11.2 Properties of Power Series 722
11.3 Taylor Series 731
11.4 Working with Taylor Series 742

Contents vii
12 Parametric and Polar Curves 753

12.1 Parametric Equations 753
12.2 Polar Coordinates 767
12.3 Calculus in Polar Coordinates 779
12.4 Conic Sections 789
13 Vectors and the Geometry of Space 804

13.1 Vectors in the Plane 804
13.2 Vectors in Three Dimensions 817
13.3 Dot Products 827
13.4 Cross Products 837
13.5 Lines and Planes in Space 844
13.6 Cylinders and Quadric Surfaces 855
14 Vector-Valued Functions 868

14.1 Vector-Valued Functions 868
14.2 Calculus of Vector-Valued Functions 875
14.3 Motion in Space 883
14.4 Length of Curves 896
14.5 Curvature and Normal Vectors 902
15 Functions of Several Variables 919

15.1 Graphs and Level Curves 919
15.2 Limits and Continuity 931
15.3 Partial Derivatives 940
15.4 The Chain Rule 952
15.5 Directional Derivatives and the Gradient 961
15.6 Tangent Planes and Linear Approximation 973
15.7 Maximum/Minimum Problems 984
15.8 Lagrange Multipliers 996

viii Contents
16 Multiple Integration 1008

16.1 Double Integrals over Rectangular Regions 1008
16.2 Double Integrals over General Regions 1017
16.3 Double Integrals in Polar Coordinates 1027
16.4 Triple Integrals 1036
16.5 Triple Integrals in Cylindrical and Spherical Coordinates 1048
16.6 Integrals for Mass Calculations 1063
16.7 Change of Variables in Multiple Integrals 1072
17 Vector Calculus 1089

17.1 Vector Fields 1089
17.2 Line Integrals 1098
17.3 Conservative Vector Fields 1114
17.4 Green’s Theorem 1124
17.5 Divergence and Curl 1136
17.6 Surface Integrals 1146
17.7 Stokes’ Theorem 1162
17.8 Divergence Theorem 1171
D2 Second-Order Differential Equations

(online at goo.gl/nDhoxc)
D2.1 Basic Ideas

D2.2 Linear Homogeneous Equations
D2.3 Linear Nonhomogeneous Equations
D2.4 Applications
D2.5 Complex Forcing Functions
Review Exercises
Appendix A Proofs of Selected Theorems AP-1
Appendix B Algebra Review (online at goo.gl/6DCbbM)
Appendix C Complex Numbers (online at goo.gl/1bW164)
Answers A-1
Index I-1
Table of Integrals End pages

Preface
The third edition of Calculus: Early Transcendentals supports a three-semester or four-

quarter calculus sequence typically taken by students studying mathematics, engineering,
the natural sciences, or economics. The third edition has the same goals as the first edition:
• to motivate the essential ideas of calculus with a lively narrative, demonstrating the util-
ity of calculus with applications in diverse fields;
• to introduce new topics through concrete examples, applications, and analogies, appeal-
ing to students’ intuition and geometric instincts to make calculus natural and believ-
able; and
• once this intuitive foundation is established, to present generalizations and abstractions
and to treat theoretical matters in a rigorous way.
The third edition both builds on the success of the previous two editions and addresses
the feedback we have received. We have listened to and learned from the instructors who
used the text. They have given us wise guidance about how to make the third edition an
even more effective learning tool for students and a more powerful resource for instruc-
tors. Users of the text continue to tell us that it mirrors the course they teach—and, more
important, that students actually read it! Of course, the third edition also benefits from our
own experiences using the text, as well as from our experiences teaching mathematics at
diverse institutions over the past 30 years.
New to the Third Edition

Exercises
The exercise sets are a major focus of the revision. In response to reviewer and instruc-
tor feedback, we’ve made some significant changes to the exercise sets by rearranging
and relabeling exercises, modifying some exercises, and adding many new ones. Of the
approximately 10,400 exercises appearing in this edition, 18% are new, and many of the
exercises from the second edition were revised for this edition. We analyzed aggregated
student usage and performance data from MyLab™ Math for the previous edition of this
text. The results of this analysis helped us improve the quality and quantity of exercises
that matter the most to instructors and students. We have also simplified the structure of
the exercises sets from five parts to the following three:
1. Getting Started contains some of the former Review Questions but goes beyond those
to include more conceptual exercises, along with new basic skills and short-answer
exercises. Our goal in this section is to provide an excellent overall assessment of
understanding of the key ideas of a section.
2. Practice Exercises consist primarily of exercises from the former Basic Skills, but
they also include intermediate-level exercises from the former Further Explorations
and Application sections. Unlike previous editions, these exercises are not necessar-
ily organized into groups corresponding to specific examples. For instance, instead of
separating out Product Rule exercises from Quotient Rule exercises in Section 3.4, we
ix

x Preface
have merged these problems into one larger group of exercises. Consequently, specific
instructions such as “Use the Product Rule to find the derivative of the following func-
tions” and “Use the Quotient Rule to find the derivative of the given functions” have
been replaced with the general instruction “Find the derivative of the following func-
tions.” With Product Rule and Quotient Rule exercises mixed together, students must
first choose the correct method for evaluating derivatives before solving the problems.
3. Explorations and Challenges consist of more challenging problems and those that
extend the content of the section.
We no longer have a section of the exercises called “Applications,” but (somewhat ironically)
in eliminating this section, we feel we are providing better coverage of applications
because these exercises have been placed strategically throughout the exercise sets. Some
are in Getting Started, most are in Practice Exercises, and some are in Explorations and
Challenges. The applications nearly always have a boldface heading so that the topic of
the application is readily apparent.
Regarding the boldface heads that precede exercises: These heads provide instructors
with a quick way to discern the topic of a problem when creating assignments. We heard
from users of earlier editions, however, that some of these heads provided too much guid-
ance in how to solve a given problem. In this edition, therefore, we eliminated or reworded
run-in heads that provided too much information about the solution method for a problem.
Finally, the Chapter Review exercises received a major revamp to provide more
exercises (particularly intermediate-level problems) and more opportunities for students
to choose a strategy of solution. More than 26% of the Chapter Review exercises are new.
Content Changes
Below are noteworthy changes from the previous edition of the • Theorems 2.3 and 2.13 were modified, simplifying the nota-
text. Many other detailed changes, not noted here, were made to tion to better connect with upcoming material.
improve the quality of the narrative and exercises. Bullet points • Example 7 in Section 2.3 was added to solidify the notions of
with a icon represent major content changes from the previ- left-, right-, and two-sided limits.
ous edition.
• The material explaining the end behavior of exponential and log-
Chapter 1 Functions arithmic functions was reworked, and Example 6 in Section 2.5
was added to show how substitution is used in evaluating limits.
• Example 2 in Section 1.1 was modified with more emphasis
on using algebraic techniques to determine the domain and • Exercises were added to Section 2.5 to illustrate the similarities
range of a function. To better illustrate a common feature of and differences between limits at infinity and infinite limits. We
limits, we replaced part (c) with a rational function that has a also included some easier exercises in Section 2.5 involving
common factor in the numerator and denominator. limits at infinity of functions containing square roots.
• Examples 7 and 8 in Section 1.1 from the second edition • Example 5 in Section 2.7 was added to demonstrate an
(2e) were moved forward in the narrative so that students get epsilon-delta proof of a limit of a quadratic function.
an intuitive feel for the composition of two functions using • We added 17 epsilon-delta exercises to Section 2.7 to provide
graphs and tables; compositions of functions using algebraic a greater variety of problems involving limits of quadratic,
techniques follow. cubic, trigonometric, and absolute value functions.
• Example 10 in Section 1.1, illustrating the importance of Chapter 3 Derivatives
secant lines, was made more relevant to students by using real
• Chapter 3 now begins with a look back at average and instan-
data from a GPS watch during a hike. Corresponding exercises
taneous velocity, first encountered in Section 2.1, with a cor-
were also added.
responding revised example in Section 3.1.
• Exercises were added to Section 1.3 to give students practice
• The derivative at a point and the derivative as a function
at finding inverses of functions using the properties of expo-
are now treated separately in Sections 3.1 and 3.2.
nential and logarithmic functions.
• After defining the derivative at a point in Section 3.1 with a
• New application exercises (investment problems and a biology
supporting example, we added a new subsection: Interpreting
problem) were added to Section 1.3 to further illustrate the
the Derivative (with two supporting examples).
usefulness of logarithmic and exponential functions.
• Several exercises were added to Section 3.3 that require stu-
Chapter 2 Limits dents to use the Sum and Constant Rules, together with geom-
• Example 4 in Section 2.2 was revised, emphasizing an alge- etry, to evaluate derivatives.
braic approach to a function with a jump discontinuity, rather • The Power Rule for derivatives in Section 3.4 is stated
than a graphical approach. for all real powers (later proved in Section 3.9). Example 4

Preface xi
in Section 3.4 includes two additional parts to highlight this • Exercises were added to Sections 5.1 and 5.2 where students
change, and subsequent examples in upcoming sections rely are required to evaluate Riemann sums using graphs or tables
on the more robust version of the Power Rule. The Power Rule instead of formulas. These exercises will help students better
for Rational Exponents in Section 3.8 was deleted because of understand the geometric meaning of Riemann sums.
this change. • We added to Section 5.3 more exercises in which the integrand
• We combined the intermediate-level exercises in Section 3.4 must be simplified before the integrals can be evaluated.
involving the Product Rule and Quotient Rule together under • A proof of Theorem 5.7 is now offered in Section 5.5.
one unified set of directions.
• Table 5.6 lists the general integration formulas that were relo-
• The derivative of e x still appears early in the chapter, but cated from Section 4.9 to Section 5.5; Example 4 in Section 5.5
the derivative of ekx is delayed; it appears only after the Chain derives these formulas.
Rule is introduced in Section 3.7.
• In Section 3.7, we deleted references to Version 1 and Ver- Chapter 6 Applications of Integration
sion 2 of the Chain Rule. Additionally, Chain Rule exercises Chapter 7 Logarithmic, Exponential, and Hyperbolic
involving repeated use of the rule were merged with the stan- Functions
dard exercises. • Chapter 6 from the 2e was split into two chapters in order
• In Section 3.8, we added emphasis on simplifying derivative to match the number of chapters in Calculus (Late Transcen-
formulas for implicitly defined functions; see Examples 4 dentals). The result is a compact Chapter 7.
and 5. • Exercises requiring students to evaluate net change using
• Example 3 in Section 3.11 was replaced; the new version shows graphs were added to Section 6.1.
how similar triangles are used in solving a related-rates problem. • Exercises in Section 6.2 involving area calculations with
respect to x and y are now combined under one unified set of
Chapter 4 Applications of the Derivative directions (so that students must first determine the appropri-
• The Mean Value Theorem (MVT) was moved from ate variable of integration).
Section 4.6 to 4.2 so that the proof of Theorem 4.7 is not • We increased the number of exercises in Sections 6.3 and 6.4
delayed. We added exercises to Section 4.2 that help students in which curves are revolved about lines other than the x- and
better understand the MVT geometrically, and we included y-axes. We also added introductory exercises that guide stu-
exercises where the MVT is used to prove some well-known dents, step by step, through the processes used to find volumes.
identities and inequalities.
• A more gentle introduction to lifting problems (specifically,
• Example 5 in Section 4.5 was added to give guidance on a cer- lifting a chain) was added in Section 6.7 and illustrated in
tain class of optimization problems. Example 3, accompanied by additional exercises.
• Example 3b in Section 4.7 was replaced to better drive home • The introduction to exponential growth (Section 7.2) was
the need to simplify after applying l’Hôpital’s Rule. rewritten to make a clear distinction between the relative
• Most of the intermediate exercises in Section 4.7 are no longer growth rate (or percent change) of a quantity and the rate con-
separated out by the type of indeterminate form, and we added stant k. We revised the narrative so that the equation y = y0ekt
some problems in which l’Hôpital’s Rule does not apply. applies to both growth and decay models. This revision
• Indefinite integrals of trigonometric functions with argu- resulted in a small change to the half-life formula.
ment ax (Table 4.9) were relocated to Section 5.5, where they • The variety of applied exercises in Section 7.2 was increased
are derived with the Substitution Rule. A similar change was to further illustrate the utility of calculus in the study of expo-
made to Table 4.10. nential growth and decay.
• Example 7b in Section 4.9 was added to foreshadow a more
Chapter 8 Integration Techniques
complete treatment of the domain of an initial value problem
found in Chapter 9. • Table 8.1 now includes four standard trigonometric integrals
that previously appeared in the section Trigonometric Integrals
• We added to Section 4.9 a significant number of intermediate
(8.3); these integrals are derived in Examples 1 and 2 in
antiderivative exercises that require some preliminary work
Section 8.1.
(e.g., factoring, cancellation, expansion) before the antideriva-
tives can be determined. • A new section (8.6) was added so that students can mas-
ter integration techniques (that is, choose a strategy) apart
Chapter 5 Integration from the context given in the previous five sections.
• Examples 2 and 3 in Section 5.1 on approximating areas were • In Section 8.5 we increased the number and variety of exer-
replaced with a friendlier function where the grid points are more cises where students must set up the appropriate form of the
transparent; we return to these approximations in Section 5.3, partial fraction decomposition of a rational function, including
where an exact result is given (Example 3b). more with irreducible quadratic factors.
• Three properties of integrals (bounds on definite integrals) were • A full derivation of Simpson’s Rule was added to Section 8.8,
added in Section 5.2 (Table 5.5); the last of these properties is accompanied by Example 7, additional figures, and an
used in the proof of the Fundamental Theorem (Section 5.3). expanded exercise set.

xii Preface
• The Comparison Test for improper integrals was added to • We included in Section 11.2 more exercises where the student
Section 8.9, accompanied by Example 7, a two-part example. must find the radius and interval of convergence.
New exercises in Section 8.9 include some covering doubly • Example 2 in Section 11.3 was added to illustrate how to
infinite improper integrals over infinite intervals. choose a different center for a series representation of a func-
tion when the original series for the function converges to the
Chapter 9 Differential Equations
function on only part of its domain.
• The chapter on differential equations that was available
• We addressed an issue with the exercises in Section 11.2 of the
only online in the 2e was converted to a chapter of the text,
previous edition by adding more exercises where the intervals
replacing the single-section coverage found in the 2e.
of convergence either are closed or contain one, but not both,
• More attention was given to the domain of an initial value endpoints.
problem, resulting in the addition and revision of several
• We addressed an issue with exercises in the previous edition
examples and exercises throughout the chapter.
by adding many exercises that involve power series centered at
Chapter 10 Sequences and Infinite Series locations other than 0.
• The second half of Chapter 10 was reordered: Compari- Chapter 12 Parametric and Polar Curves
son Tests (Section 10.5), Alternating Series (Section 10.6,
• The arc length of a two-dimensional curve described by
which includes the topic of absolute convergence), The Ratio
parametric equations was added to Section 12.1, supported by
and Root Tests (Section 10.7), and Choosing a Convergence
two examples and additional exercises. Area and surfaces of
Test (Section 10.8; new section). We split the 2e section that
revolution associated with parametric curves were also added
covered the comparison, ratio, and root tests to avoid over-
to the exercises.
whelming students with too many tests at one time. Section 10.5
focuses entirely on the comparison tests; 39% of the exercises • In Example 3 in Section 12.2, we derive more general polar
are new. The topic of alternating series now appears before the coordinate equations for circles.
Ratio and Root Tests so that the latter tests may be stated in • The arc length of a curve described in polar coordinates is
their more general form (they now apply to any series rather given in Section 12.3.
than only to series with positive terms). The final section (10.8)
gives students an opportunity to master convergence tests after Chapter 13 Vectors and the Geometry of Space
encountering each of them separately. • The material from the 2e chapter Vectors and Vector-
• The terminology associated with sequences (10.2) now Valued Functions is now covered in this chapter and the fol-
includes bounded above, bounded below, and bounded (rather lowing chapter.
than only bounded, as found in earlier editions). • Example 5c in Section 13.1 was added to illustrate how to
• Theorem 10.3 (Geometric Sequences) is now developed in express a vector as a product of its magnitude and its
the narrative rather than within an example, and an additional direction.
example (10.2.3) was added to reinforce the theorem and limit • We increased the number of applied vector exercises in
laws from Theorem 10.2. Section 13.1, starting with some easier exercises, resulting in a
• Example 5c in Section 10.2 uses mathematical induction to wider gradation of exercises.
find the limit of a sequence defined recursively; this technique • We adopted a more traditional approach to lines and
is reinforced in the exercise set. planes; these topics are now covered together in Section 13.5,
• Example 3 in Section 10.3 was replaced with telescoping followed by cylinders and quadric surfaces in Section 13.6.
series that are not geometric and that require re-indexing. This arrangement gives students early exposure to all the basic
three-dimensional objects that they will encounter throughout
• We increased the number and variety of exercises where the
the remainder of the text.
student must determine the appropriate series test necessary to
determine convergence of a given series. • A discussion of the distance from a point to a line was
moved from the exercises into the narrative, supported with
• We added some easier intermediate-level exercises to Section
Example 3 in Section 13.5. Example 4 finds the point of inter-
10.6, where series are estimated using nth partial sums for a
section of two lines. Several related exercises were added to
given value of n.
this section.
• Properties of Convergent Series (Theorem 10.8) was expanded
• In Section 13.6 there is a larger selection of exercises where
(two more properties) and moved to Section 10.3 to better bal-
the student must identify the quadric surface associated with
ance the material presented in Sections 10.3 and 10.4. Exam-
a given equation. Exercises are also included where students
ple 4 in Section 10.3 now has two parts to give students more
design shapes using quadric surfaces.
exposure to the theorem.
Chapter 14 Vector-Valued Functions
Chapter 11 Power Series
• Chapter 11 was revised to mesh with the changes made in • More emphasis was placed on the surface(s) on which a space
Chapter 10. curve lies in Sections 14.1 and 14.3.

Preface xiii
• We added exercises in Section 14.1 where students are asked • More care was given to the notation used with polar, cylindri-
to find the curve of intersection of two surfaces and where cal, and spherical coordinates (see, for example, Theorem 16.3
students must verify that a curve lies on a given surface. and the development of integration in different coordinate
• Example 3c in Section 14.3 was added to illustrate how a systems).
space curve can be mapped onto a sphere. • Example 3 in Section 16.4 was modified to make the integra-
• Because the arc length of plane curves (described parametrically tion a little more transparent and to show that changing vari-
in Section 12.1 and with polar coordinates in Section 12.3) was ables to polar coordinates is permissible in more than just the
moved to an earlier location in the text, Section 14.4 is now a xy-plane.
shorter section. • More multiple integral exercises were added to Sections 16.1,
16.2, and 16.4, where integration by substitution or integration
Chapter 15 Functions of Several Variables by parts is needed to evaluate the integrals.
• Equations of planes and quadric surfaces were removed
from this chapter and now appear in Chapter 13. • In Section 16.4 we added more exercises in which the integrals
must first be evaluated with respect to x or y instead of z. We
• The notation in Theorem 15.2 was simplified to match changes
also included more exercises that require triple integrals to be
made to Theorem 2.3.
expressed in several orderings.
• Example 7 in Section 15.4 was added to illustrate how the
Chain Rule is used to compute second partial derivatives. Chapter 17 Vector Calculus
• We added more challenging partial derivative exercises to • Our approach to scalar line integrals was stream
Section 15.3 and more challenging Chain Rule exercises to lined; Example 1 in Section 17.2 was modified to reflect
Section 15.4. this fact.
• Example 7 in Section 15.5 was expanded to give students • We added basic exercises in Section 17.2 emphasizing the
more practice finding equations of curves that lie on surfaces. geometric meaning of line integrals in a vector field. A subset
• Theorem 15.13 was added in Section 15.5; it’s a three- of exercises was added where line integrals are grouped so
dimensional version of Theorem 15.11. that the student must determine the type of line integral before
evaluating the integral.
• Example 7 in Section 15.7 was replaced with a more interest-
ing example; the accompanying figure helps tell the story of • Theorem 17.5 was added to Section 17.3; it addresses the con-
maximum/minimum problems and can be used to preview verse of Theorem 17.4. We also promoted the area of a plane
Lagrange multipliers. region by a line integral to theorem status (Theorem 17.8 in
Section 17.4).
• We added to Section 15.7 some basic exercises that help stu-
dents better understand the second derivative test for functions • Example 3 in Section 17.7 was replaced to give an example
of two variables. of a surface whose bounding curve is not a plane curve and
to provide an example that buttresses the claims made at
• Example 1 in Section 15.8 was modified so that using
the end of the section (that is, Two Final Notes on Stokes’
Lagrange multipliers is the clear path to a solution, rather than
Theorem).
eliminating one of the variables and using standard techniques.
We also make it clear that care must be taken when using the • More line integral exercises were added to Section 17.3 where
method of Lagrange multipliers on sets that are not closed and the student must first find the potential function before evalu-
bounded (absolute maximum and minimum values may not exist). ating the line integral over a conservative vector field using the
Fundamental Theorem of Line Integrals.
Chapter 16 Multiple Integration • We added to Section 17.7 more challenging surface integrals
• Example 2 in Section 16.3 was modified because it was too that are evaluated using Stokes’ Theorem.
similar to Example 1.
New to MyLab Math

• Assignable Exercises To better support students and instructors, we made the following
changes to the assignable exercises:
° Updated the solution processes in Help Me Solve This and View an Example to better
match the techniques used in the text.
° Added more Setup & Solve exercises to better mirror the types of responses that stu-
dents are expected to provide on tests. We also added a parallel “standard” version
of each Setup & Solve exercise, to allow the instructor to determine which version to
assign.
° Added exercises corresponding to new exercises in the text.

xiv Preface
° Added exercises where MyLab Math users had identified gaps in coverage in the 2e.
° Added extra practice exercises to each section (clearly labeled EXTRA). These
“beyond the text” exercises are perfect for chapter reviews, quizzes, and tests.
° Analyzed aggregated student usage and performance data from MyLab Math for the
previous edition of this text. The results of this analysis helped improve the quality and
quantity of exercises that matter the most to instructors and students.
• Instructional Videos For each section of the text, there is now a new full-lecture video.
Many of these videos make use of Interactive Figures to enhance student understanding
of concepts. To make it easier for students to navigate to the specific content they need,
each lecture video is segmented into shorter clips (labeled Introduction, Example, or
Summary). Both the full lectures and the video segments are assignable within MyLab
Math. The videos were created by the following team: Matt Hudelson (Washington
State University), Deb Carney and Rebecca Swanson (Colorado School of Mines),
Greg Wisloski and Dan Radelet (Indiana University of Pennsylvania), and Nick Ormes
(University of Denver).
• Enhanced Interactive Figures Incorporating functionality from several standard
Interactive Figures makes Enhanced Interactive Figures mathematically richer and ideal
for in-class demonstrations. Using a single figure, instructors can illustrate concepts that
are difficult for students to visualize and can make important connections to key themes
of calculus.
• Enhanced Sample Assignments These section-level assignments address gaps in pre-
calculus skills with a personalized review of prerequisites, help keep skills fresh with
spaced practice using key calculus concepts, and provide opportunities to work exer-
cises without learning aids so students can check their understanding. They are assign-
able and editable.
• Quick Quizzes have been added to Learning Catalytics™ (an in-class assessment sys-
tem) for every section of the text.
• Maple™, Mathematica®, and Texas Instruments® Manuals and Projects have all
been updated to align with the latest software and hardware.
Noteworthy Features
Figures
Given the power of graphics software and the ease with which many students assimilate
visual images, we devoted considerable time and deliberation to the figures in this text.
Whenever possible, we let the figures communicate essential ideas using annotations rem-
iniscent of an instructor’s voice at the board. Readers will quickly find that the figures
facilitate learning in new ways.
y Revolving the kth rectangle ... produces a cylindrical y

about the y-axis... shell with height f (xk*) and
thickness Dx.
Dx
f (xk*)
O a xk* b x a
b x
Figure 6.40

Preface xv
Annotated Examples
Worked-out examples feature annotations in blue to guide students through the process of
solving the example and to emphasize that each step in a mathematical argument must be
rigorously justified. These annotations are designed to echo how instructors “talk through”
examples in lecture. They also provide help for students who may struggle with the alge-
bra and trigonometry steps within the solution process.
Quick Checks
The narrative is interspersed with Quick Check questions that encourage students to do
the calculus as they are reading about it. These questions resemble the kinds of questions
instructors pose in class. Answers to the Quick Check questions are found at the end of the
section in which they occur.
Guided Projects
MyLab Math contains 78 Guided Projects that allow students to work in a directed, step-
by-step fashion, with various objectives: to carry out extended calculations, to derive
physical models, to explore related theoretical topics, or to investigate new applications of
calculus. The Guided Projects vividly demonstrate the breadth of calculus and provide a
wealth of mathematical excursions that go beyond the typical classroom experience. A list
of related Guided Projects is included at the end of each chapter.
Incorporating Technology
We believe that a calculus text should help students strengthen their analytical skills and
demonstrate how technology can extend (not replace) those skills. Calculators and graph-
ing utilities are additional tools in the kit, and students must learn when and when not to
use them. Our goal is to accommodate the different policies regarding technology adopted
by various instructors.
Throughout the text, exercises marked with T indicate that the use of technology—
ranging from plotting a function with a graphing calculator to carrying out a calculation
using a computer algebra system—may be needed. See page xx for information regarding
our technology resource manuals covering Maple, Mathematica, and Texas Instruments
graphing calculators.
Text Versions
• eBook with Interactive Figures The text is supported by a groundbreaking and award-
winning electronic book created by Eric Schulz of Walla Walla Community College.
This “live book” runs in Wolfram CDF Player (the free version of Mathematica) and
contains the complete text of the print book plus interactive versions of approximately
700 figures. Instructors can use these interactive figures in the classroom to illustrate the
important ideas of calculus, and students can explore them while they are reading the
text. Our experience confirms that the interactive figures help build students’ geometric
intuition of calculus. The authors have written Interactive Figure Exercises that can be
assigned via MyLab Math so that students can engage with the figures outside of class
in a directed way. Available only within MyLab Math, the eBook provides instructors
with powerful new teaching tools that expand and enrich the learning experience for
students.
• Other eBook Formats The text is also available in various stand-alone eBook formats.
These are listed in the Pearson online catalog: www.pearson.com. MyLab Math also
contains an HTML eBook that is screen-reader accessible.
• Other Print Formats The text is also available in split editions (Single Variable
[Chapters 1–12] and Multivariable [Chapters 10–17]) and in unbound (3-hole punched)
formats. Again, see the Pearson online catalog for details: www.pearson.com.

xvi Preface
Acknowledgments
We would like to express our thanks to the following people, who made valuable contribu-
tions to this edition as it evolved through its many stages.
Accuracy Checkers Joseph Hamelman, Virginia Commonwealth University
Jennifer Blue Jayne Ann Harderq, Oral Roberts University
Lisa Collette Miriam Harris-Botzum, Lehigh Carbon Community
Nathan Moyer College
Tom Wegleitner Mako Haruta, University of Hartford
Ryan A. Hass, Oregon State University
Reviewers
Christy Hediger, Lehigh Carbon Community College
Siham Alfred, Germanna Community College
Joshua Hertz, Northeastern University
Darry Andrews, Ohio State University
Peter Hocking, Brunswick Community College
Pichmony Anhaouy, Langara College
Farhad Jafari, University of Wyoming
Raul Aparicio, Blinn College
Yvette Janecek, Blinn College
Anthony Barcellos, American River College
Tom Jerardi, Howard Community College
Rajesh K. Barnwal, Middle Tennessee State University
Karen Jones, Ivy Tech Community College
Susan Barton, Brigham Young University, Hawaii
Bir Kafle, Purdue University Northwest
Aditya Baskota, Kauai Community College
Mike Kawai, University of Colorado, Denver
Al Batten, University of Colorado, Colorado Springs
Mahmoud Khalili, Oakton Community College
Jeffrey V. Berg, Arapahoe Community College
Lynne E. Kowski, Raritan Valley Community College
Martina Bode, University of Illinois, Chicago
Tatyana Kravchuk, Northern Virginia Community College
Kaddour Boukaabar, California University of Pennsylvania
Lorraine Krusinski, Brunswick High School
Paul W. Britt, Our Lady of the Lake College
Frederic L. Lang, Howard Community College
Steve Brosnan, Belmont Abbey College
Robert Latta, University of North Carolina, Charlotte
Brendan Burns Healy, Tufts University
Angelica Lyubenko, University of Colorado, Denver
MK Choy, CUNY Hunter College
Darren E. Mason, Albion College
Nathan P. Clements, University of Wyoming
John C. Medcalf, American River College
Gregory M. Coldren, Frederick Community College
Elaine Merrill, Brigham Young University, Hawaii
Brian Crimmel, U.S. Coast Guard Academy
Robert Miller, Langara College
Robert D. Crise, Jr, Crafton Hills College
Mishko Mitkovski, Clemson University
Dibyajyoti Deb, Oregon Institute of Technology
Carla A. Monticelli, Camden County College
Elena Dilai, Monroe Community College
Charles Moore, Washington State University
Johnny I. Duke, Georgia Highlands College
Humberto Munoz Barona, Southern University
Fedor Duzhin, Nanyang Technological University
Clark Musselman, University of Washington, Bothell
Houssein El Turkey, University of New Haven
Glenn Newman, Newbury College
J. Robson Eby, Blinn College
Daniela Nikolova-Popova, Florida Atlantic University
Amy H. Erickson, Georgia Gwinnett College
Janis M. Oldham, North Carolina A&T State University
Robert A. Farinelli, College of Southern Maryland
Byungdo Park, CUNY Hunter College
Rosemary Farley, Manhattan College
Denise Race, Eastfield College
Lester A. French, Jr, University of Maine, Augusta
Hilary Risser, Montana Tech
Pamela Frost, Middlesex Community College
Sylvester Roebuck, Jr, Olive Harvey College
Scott Gentile, CUNY Hunter College
John P. Roop, North Carolina A&T State University
Stephen V. Gilmore, Johnson C. Smith University

Preface xvii
Paul N. Runnion, Missouri University of Science and Zhongming Huang, Midland University
Technology Christa Johnson, Guilford Technical Community College
Kegan Samuel, Middlesex Community College Bir Kafle, Purdue University Northwest
Steve Scarborough, Oregon State University Semra Kilic-Bahi, Colby-Sawyer College
Vickey Sealy, West Virginia University Kimberly Kinder, Missouri University of Science and
Ruth Seidel, Blinn College Technology
Derek Smith, Nashville State Community College Joseph Kotowski, Oakton Community College
James Talamo, Ohio State University Lynne E. Kowski, Raritan Valley Community College
Yan Tang, Embry-Riddle Aeronautical University Paula H. Krone, Georgia Gwinnett College
Kye Taylor, Tufts University Daniel Lukac, Miami University
Daniel Triolo, Lake Sumter State College Jeffrey W. Lyons, Nova Southeastern University
Cal Van Niewaal, Coe College James Magee, Diablo Valley College
Robin Wilson, California Polytechnic State University, Erum Marfani, Frederick Community College
Pomona Humberto Munoz Barona, Southern University
Kurt Withey, Northampton Community College James A. Mendoza Alvarez, University of Texas, Arlington
Amy Yielding, Eastern Oregon University Glenn Newman, Newbury College
Prudence York-Hammons, Temple College Peter Nguyen, Coker College
Bradley R. Young, Oakton Community College Mike Nicholas, Colorado School of Mines
Pablo Zafra, Kean University Seungly Oh, Western New England University
The following faculty members provided direction on the Denise Race, Eastfield College
development of the MyLab Math course for this edition: Paul N. Runnion, Missouri University of Science and
Technology
Heather Albrecht, Blinn College
Polly Schulle, Richland College
Terry Barron, Georgia Gwinnett College
Rebecca Swanson, Colorado School of Mines
Jeffrey V. Berg, Arapahoe Community College
William Sweet, Blinn College
Joseph Bilello, University of Colorado, Denver
M. Velentina Vega-Veglio, William Paterson University
Mark Bollman, Albion College
Nick Wahle, Cincinnati State Technical and Community
Mike Bostick, Central Wyoming College College
Laurie L. Boudreaux, Nicholls State University Patrick Wenkanaab, Morgan State University
Steve Brosnan, Belmont Abbey College Amanda Wheeler, Amarillo College
Debra S. Carney, Colorado School of Mines Diana White, University of Colorado, Denver
Robert D. Crise, Jr, Crafton Hills College Gregory A. White, Linn Benton Community College
Shannon Dingman, University of Arkansas Joseph White, Olympic College
Deland Doscol, North Georgia Technical College Robin T. Wilson, California Polytechnic State University,
J. Robson Eby, Blinn College Pomona
Stephanie L. Fitch, Missouri University of Science and Deborah A. Zankofski, Prince George’s Community
Technology College
Dennis Garity, Oregon State University
The following faculty were members of the Engineering
Monica Geist, Front Range Community College Review Panel. This panel made recommendations to improve
Brandie Gilchrist, Central High School the text for engineering students.
Roger M. Goldwyn, Florida Atlantic University Al Batten, University of Colorado, Colorado Springs
Maggie E. Habeeb, California University of Pennsylvania Josh Hertz, Northeastern University
Ryan A. Hass, Oregon State University Daniel Latta, University of North Carolina, Charlotte
Danrun Huang, St. Cloud State University Yan Tang, Embry-Riddle Aeronautical University

xviii Preface
MyLab Math Online Course

for Calculus: Early Transcendentals, 3e
(access code required)
MyLab™ Math is available to accompany Pearson’s market-leading text offer-
ings. To give students a consistent tone, voice, and teaching method, each text’s
flavor and approach are tightly integrated throughout the accompanying MyLab
Math course, making learning the material as seamless as possible.
PREPAREDNESS
One of the biggest challenges in calculus courses is making sure students are adequately prepared
with the prerequisite skills needed to successfully complete their course work. MyLab Math
supports students with just-in-time remediation and review of key concepts.
Integrated Review Course

These special MyLab courses contain pre-made, assignable quizzes to assess the prerequisite
skills needed for each chapter, plus personalized remediation for any gaps in skills that are iden-
tified. Each student, therefore, receives the appropriate level of help—no more, no less.
DEVELOPING DEEPER UNDERSTANDING

MyLab Math provides content and tools that help students build a deeper understanding of course
content than would otherwise be possible.
eBook with Interactive Figures

The eBook includes approximately 700 fig-
ures that can be manipulated by students to
provide a deeper geometric understanding
of key concepts and examples as they read
and learn new material. Students get unlim-
ited access to the eBook within any MyLab
Math course using that edition of the text.
The authors have written Interactive Figure
Exercises that can be assigned for home-
work so that students can engage with the
figures outside of the c lassroom.
pearson.com/mylab/math

Preface xix
Exercises with Immediate

Feedback
The over 8000 homework and practice
exercises for this text regenerate algorith-
mically to give students unlimited oppor-
tunity for practice and mastery. MyLab
Math provides helpful feedback when
students enter incorrect answers and
includes the optional learning aids Help
Me Solve This, View an Example, videos,
and/or the eBook.
NEW! Enhanced Sample Assignments

These section-level assignments include just-in-time review of prerequisites, help keep skills
fresh with spaced practice of key concepts, and provide opportunities to work exercises without
learning aids so students can check their understanding. They are assignable and editable within
MyLab Math.
Additional Conceptual Questions

Additional Conceptual Questions focus on deeper, theoretical understanding of the key concepts
in calculus. These questions were written by faculty at Cornell University under an NSF grant and
are also assignable through Learning Catalytics™.
Setup & Solve Exercises

These exercises require students to
show how they set up a problem,
as well as the solution, thus bet-
ter mirroring what is required on
tests. This new type of exercise was
widely praised by users of the sec-
ond edition, so more were added
to the third edition.
ALL NEW! Instructional Videos

For each section of the text, there is now a new full-lecture video. Many of these videos make
use of Interactive Figures to enhance student understanding of concepts. To make it easier for
students to navigate to the content they need, each lecture video is segmented into shorter clips
(labeled Introduction, Example, or Summary). Both the video lectures and the video segments
are assignable within MyLab Math. The Guide to Video-Based Assignments makes it easy to
assign videos for homework by showing which MyLab Math exercises correspond to each video.

xx Preface
UPDATED! Technology Manuals (downloadable)

• Maple™ Manual and Projects by Kevin Reeves, East Texas Baptist University
• Mathematica® Manual and Projects by Todd Lee, Elon University
• TI-Graphing Calculator Manual by Elaine McDonald-Newman, Sonoma State University
These manuals cover Maple 2017, Mathematica 11, and the TI-84 Plus and TI-89, respectively.
Each manual provides detailed guidance for integrating the software package or graphing calcu-
lator throughout the course, including syntax and commands. The projects include instructions
and ready-made application files for Maple and Mathematica. The files can be downloaded from
within MyLab Math.
Student’s Solutions Manuals (softcover and downloadable)

Single Variable Calculus: Early Transcendentals (Chapters 1–12)
ISBN: 0-13-477048-X | 978-0-13-477048-2
Multivariable Calculus (Chapters 10–17)
ISBN: 0-13-476682-2 | 978-0-13-476682-9
Written by Mark Woodard (Furman University), the Student’s Solutions Manual contains worked-
out solutions to all the odd-numbered exercises. This manual is available in print and can be
downloaded from within MyLab Math.
SUPPORTING INSTRUCTION
MyLab Math comes from an experienced partner with educational expertise and an eye on the
future. It provides resources to help you assess and improve student results at every turn and
unparalleled flexibility to create a course tailored to you and your students.
NEW! Enhanced Interactive Figures

Incorporating functionality from several standard Interactive Figures makes Enhanced Interac-
tive Figures mathematically richer and ideal for in-class demonstrations. Using a single enhanced
figure, instructors can illustrate concepts that are difficult for students to visualize and can make
important connections to key themes of calculus.
Learning Catalytics
Now included in all MyLab
Math courses, this student
response tool uses students’
smartphones, tablets, or lap-
tops to engage them in more
interactive tasks and think-
ing during lecture. Learning
Catalytics™ fosters student
engagement and peer-to-
peer learning with real-time
analytics. Access pre-built
exercises created specifically
for calculus, including Quick
Quiz exercises for each sec-
tion of the text.

Preface xxi
PowerPoint Lecture Resources (downloadable)

Slides contain presentation resources such as key concepts, examples, definitions, figures, and
tables from this text. They can be downloaded from within MyLab Math or from Pearson’s online
catalog at www.pearson.com.
Comprehensive Gradebook
The gradebook includes enhanced reporting functionality, such as item analysis and a reporting
dashboard to enable you to efficiently manage your course. Student performance data are pre-
sented at the class, section, and program levels in an accessible, visual manner so you’ll have the
information you need to keep your students on track.
TestGen
TestGen® (www.pearson.com/testgen) enables instructors to build, edit, print, and administer
tests using a computerized bank of questions developed to cover all the objectives of the text.
TestGen is algorithmically based, allowing instructors to create multiple, but equivalent, versions
of the same question or test with the click of a button. Instructors can also modify test bank
questions and/or add new questions. The software and test bank are available for download
from Pearson’s online catalog, www.pearson.com. The questions are also assignable in
MyLab Math.
Instructor’s Solutions Manual (downloadable)

Written by Mark Woodard (Furman University), the Instructor’s Solutions Manual contains com-
plete solutions to all the exercises in the text. It can be downloaded from within MyLab Math or
from Pearson’s online catalog, www.pearson.com.
Instructor’s Resource Guide (downloadable)

This resource includes Guided Projects that require students to make connections between concepts
and applications from different parts of the calculus course. They are correlated to specific chap-
ters of the text and can be assigned as individual or group work. The files can be downloaded from
within MyLab Math or from Pearson’s online catalog, www.pearson.com.
Accessibility
Pearson works continuously to ensure that our products are as accessible as possible to all
students. We are working toward achieving WCAG 2.0 Level AA and Section 508 standards, as
expressed in the Pearson Guidelines for Accessible Educational Web Media, www.pearson.com/
mylab/math/accessibility.

Credits
Chapter opener art: Andrey Pavlov/123RF Chapter 7
Chapter 1 Page 499, Murray, I. W. & Wolf, B. O. (2012). Tissue Carbon Incorpora-
tion Rates and Diet-to-Tissue Discrimination in Ectotherms: Tortoises Are
Page 23, Rivas, E.M. et al (2014). A simple mathematical model that
Really Slow. Physiological and Biochemical Zoology, 85(1). Page 501,
describes the growth of the area and the number of total and viable cells in
Keller, J. (1973, September). A Theory of Competitive Running. Physics
yeast colonies. Letters in Applied Microbiology, 594(59). Page 25, Tucker,
Today, 26(9); Schreiber, J. S. (2013). Motivating Calculus with Biology.
V. A. (2000, December). The Deep Fovea, Sideways Vision and Spiral Flight
Mathematical Association of America, Notes No. 81.
Paths in Raptors. The Journal of Experimental Biology, 203, 3745–3754.
Page 26, Collings, B. J. (2007, January). Tennis (and Volleyball) Without Chapter 8
Geometric Series. The College Mathematics Journal, 38(1). Page 37, Mur- Page 592, Weidman, P. & Pinelis, I. (2004). Model equations for the Eiffel
ray, I. W. & Wolf, B. O. (2012). Tissue Carbon Incorporation Rates and Tower profile: historical perspective and new results. C. R. Mécanique, 332,
Diet-to-Tissue Discrimination in Ectotherms: Tortoises Are Really Slow. 571–584; Feuerman, M. etal. (1986, February). Problems. Mathematics
Physiological and Biochemical Zoology, 85(1). Page 50, Isaksen, D. C. Magazine, 59(1). Page 596, Galperin, G. & Ronsse, G. (2008, April). Lazy
(1996, September). How to Kick a Field Goal. The College Mathematics Student Integrals. Mathematics Magazine, 81(2), 152–154. Pages 545–546,
Journal, 27(4). Osler, J. T. (2003, May). Visual Proof of Two Integrals. The College Math-
Chapter 3 ematics Journal, 34(3), 231–232.
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Murray, I. W. & Wolf, B. O. (2012). Tissue Carbon Incorporation Rates and Page 682, Fleron, J. F. (1999, January). Gabriel’s Wedding Cake. The
Diet-to-Tissue Discrimination in Ectotherms: Tortoises Are Really Slow. College Mathematics Journal, 30(1), 35–38; Selden, A. & Selden, J.
Physiological and Biochemical Zoology, 85(1). Page 211, Hook, E. G. & (1993, November). Collegiate Mathematics Education Research: What
Lindsjo, A. (1978, January). Down syndrome in live births by single year Would That Be Like? The College Mathematics Journal, 24(5), 431–445.
maternal age interval in a Swedish study: comparison with results from a Pages 682–683, Chen, H. & Kennedy, C. (2012, May). Harmonic Series Meets
New York State study. American Journal of Human Genetics, 30(1). Page 218, Fibonacci Sequence. The College Mathematics Journal, 43(3), 237–243.
David, D. (1997, March). Problems and Solutions. The College Mathemat-
ics Journal, 28(2). Chapter 12
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Chapter 4
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Page 249, Yu, C. Chau, K.T. & Jiang J. Z. (2009). A flux-mnemonic per- ber). The Sun, the Moon, and Convexity. The College Mathematics Journal,
manent magnet brushless machine for wind power generation. Journal of 32(4), 268–272. Page 774, Fray, T. H. (1989). The butterfly curve. Ameri-
Applied Physics, 105. Page 255, Bragg, L. (2001, September). Arctangent can Mathematical Monthly, 95(5), 442–443; revived in Wagon, S. & Packel,
sums. The College Mathematics Journal, 32(4). Page 289, Adam, J. A. (2011, E. (1994). Animating Calculus. Freeman. Page 778, Wagon, S. & Packel, E.
June). Blood Vessel Branching: Beyond the Standard Calculus Problem. (1994). Animating Calculus. Freeman.
Mathematics Magazine, 84(3), 196–207; Apostol T. M. (1967). Calculus,
Vol. 1. John Wiley & Sons. Page 291, Halmos, P. R. Problems For Math- Chapter 13
ematicians Young And Old. Copyright © Mathematical Association of Page 816, Strang, G. (1991). Calculus. Wellesley-Cambridge Press. Page 864,
America, 1991. All rights reserved; Dodge, W. & Viktora, S. (2002, Novem- Model Based 3D Tracking of an Articulated Hand, B. Stenger, P. R. S.
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the Fundamental Theorem of Calculus. The College Mathematics Jour- 224–225.
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xxii
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1
Functions
1.1 Review of Functions

Chapter Preview Mathematics is a language with an alphabet, a vocabulary,
1.2 Representing Functions and many rules. Before beginning your calculus journey, you should be familiar with the
1.3 Inverse, Exponential, and
elements of this language. Among these elements are algebra skills; the notation and ter-
Logarithmic Functions minology for various sets of real numbers; and the descriptions of lines, circles, and other
basic sets in the coordinate plane. A review of this material is found in Appendix B, online
1.4 Trigonometric Functions and at goo.gl/6DCbbM. This chapter begins with the fundamental concept of a function and
Their Inverses then presents the entire cast of functions needed for calculus: polynomials, rational func-
tions, algebraic functions, exponential and logarithmic functions, and the trigonometric
functions, along with their inverses. Before you begin studying calculus, it is important
that you master the ideas in this chapter.
1.1 Review of Functions

Everywhere around us we see relationships among quantities, or variables. For example,
the consumer price index changes in time and the temperature of the ocean varies with lati-
tude. These relationships can often be expressed by mathematical objects called functions.
Calculus is the study of functions, and because we use functions to describe the world
around us, calculus is a universal language for human inquiry.
DEFINITION Function
A function ƒ is a rule that assigns to each value x in a set D a unique value denoted
ƒ1x2. The set D is the domain of the function. The range is the set of all values
of ƒ1x2 produced as x varies over the entire domain (Figure 1.1).
Input x Function f Output f(x)
f
f
x f(x)
a b f(a) 5 f (b)
f
Domain Range
Figure 1.1
M01_BRIG3644_03_SE_C01_001-055.indd 1 26/06/17 10:48 AM

2 Chapter 1 • Functions
The independent variable is the variable associated with the domain; the dependent
variable belongs to the range. The graph of a function ƒ is the set of all points 1x, y2 in
the xy-plane that satisfy the equation y = ƒ1x2. The argument of a function is the expres-
sion on which the function works. For example, x is the argument when we write ƒ1x2.
Similarly, 2 is the argument in ƒ122 and x 2 + 4 is the argument in ƒ1x 2 + 42.
QUICK CHECK 1 If ƒ1x2 = x 2 - 2x, find ƒ1-12, ƒ1x 22, ƒ1t2, and ƒ1p - 12.
The requirement that a function assigns a unique value of the dependent variable to
each value in the domain is expressed in the vertical line test (Figure 1.2a). For example, the
outside temperature as it varies over the course of a day is a function of time (Figure 1.2b).
Two y values for one value Two times for one temperature
of x fails test—not a function —a function
y
Temperature
O x O Time
(a) (b)
Figure 1.2
➤ If the domain is not specified, we take it

to be the set of all values of x for which Vertical Line Test
ƒ is defined. We will see shortly that the
domain and range of a function may be A graph represents a function if and only if it passes the vertical line test: Every
restricted by the context of the problem. vertical line intersects the graph at most once. A graph that fails this test does not
➤ A set of points or a graph that does not
represent a function.
correspond to a function represents
a relation between the variables. All
functions are relations, but not all EXAMPLE 1 Identifying functions State whether each graph in Figure 1.3 represents
relations are functions.
a function.
y y y y
x x
x x
(a) (b) (c) (d)
Figure 1.3
SOLUTION The vertical line test indicates that only graphs (a) and (c) represent functions.
In graphs (b) and (d), there are vertical lines that intersect the graph more than once.
Equivalently, there are values of x that correspond to more than one value of y. Therefore,
graphs (b) and (d) do not pass the vertical line test and do not represent functions.
Related Exercise 3
EXAMPLE 2 Domain and range Determine the domain and range of each function.
x2 - 3x + 2
a. ƒ1x2 = x2 + 1 b. g1x2 = 24 - x2 c. h1x2 =
x - 1
M01_BRIG3644_03_SE_C01_001-055.indd 2 08/06/17 1:59 PM

y SOLUTION
5 a. Note that ƒ is defined for all values of x; therefore, its domain is the set of all real num-
bers, written 1- ∞, ∞2 or ℝ. Because x 2 Ú 0 for all x, it follows that x 2 + 1 Ú 1,
Range
4
which implies that the range of ƒ is 31, ∞2. Figure 1.4 shows the graph of ƒ along with
3 y 5 x2 1 1 its domain and range.
2 b. Functions involving square roots are defined provided the quantity under the root is
nonnegative (additional restrictions may also apply). In this case, the function g is
Domain defined provided 4 - x 2 Ú 0, which means x 2 … 4, or -2 … x … 2. Therefore, the
x
domain of g is 3 -2, 24. The graph of g1x2 = 24 - x 2 is the upper half of a circle
23 22 21 1 2 3
centered at the origin with radius 2 (Figure 1.5; see Appendix B, online at
21
goo.gl/6DCbbM). From the graph we see that the range of g is 30, 24.
c. The function h is defined for all values of x ≠ 1, so its domain is 5x: x ≠ 16.
Figure 1.4
Factoring the numerator, we find that
y x 2 - 3x + 2 1x - 121x - 22
h1x2 = = = x - 2, provided x ≠ 1.
3
x - 1 x - 1
y 5 4 2 x2
The graph of y = h1x2, shown in Figure 1.6, is identical to the graph of the line
y = x - 2 except that it has a hole at 11, -12 because h is undefined at x = 1. There-
Range
1 fore, the range of h is 5y: y ≠ -16. Related Exercises 23, 25

Domain
23 22 21 1 2 3 x EXAMPLE 3 Domain and range in context At time t = 0, a stone is thrown vertically

21 upward from the ground at a speed of 30 m>s. Its height h above the ground in meters (ne-
glecting air resistance) is approximated by the function ƒ1t2 = 30t - 5t 2, where t is mea-
Figure 1.5 sured in seconds. Find the domain and range of ƒ in the context of this particular problem.
SOLUTION Although ƒ is defined for all values of t, the only relevant times are between
the time the stone is thrown 1t = 02 and the time it strikes the ground, when h = 0.
y Solving the equation h = 30t - 5t 2 = 0, we find that
2 30t - 5t 2 = 0
5t16 - t2 = 0 Factor.
1
5t = 0 or 6 - t = 0 Set each factor equal to 0.
Range
x t = 0 or t = 6. Solve.
22 21 1 2 3
21 Therefore, the stone leaves the ground at t = 0 and returns to the ground at t = 6. An
y 5 x 2 2; x Þ 1 appropriate domain that fits the context of this problem is 5t: 0 … t … 66. The range
22
consists of all values of h = 30t - 5t 2 as t varies over 30, 64. The largest value of h oc-
curs when the stone reaches its highest point at t = 3 (halfway through its flight), which
is h = ƒ132 = 45. Therefore, the range is 30, 454. These observations are confirmed by
Domain the graph of the height function (Figure 1.7). Note that this graph is not the trajectory of
Figure 1.6 the stone; the stone moves vertically.
h h 5 30t 2 5t 2
Downward
40
ground (meters)
path of
Height above
30 the stone
Upward 20
path of
the stone 10
0 1 2 3 4 5 6 t
Time (seconds)
Figure 1.7 Related Exercises 8–9
QUICK CHECK 2 State the domain and range of ƒ1x2 = 1x 2 + 12 -1.
Composite Functions
Functions may be combined using sums 1ƒ + g2, differences 1ƒ - g2, products 1ƒg2, or
quotients 1ƒ>g2. The process called composition also produces new functions.
M01_BRIG3644_03_SE_C01_001-055.indd 3 26/06/17 10:48 AM

➤ In the composition y = ƒ1g1x22, ƒ is the

outer function and g is the inner function. DEFINITION Composite Functions
Given two functions ƒ and g, the composite function ƒ ∘ g is defined by
1ƒ ∘ g21x2 = ƒ1g1x22. It is evaluated in two steps: y = ƒ1u2, where u = g1x2.
The domain of ƒ ∘ g consists of all x in the domain of g such that u = g1x2 is in the
domain of ƒ (Figure 1.8).
➤ Three different notations for intervals

on the real number line will be used
Function Function
throughout the text: x u 5 g(x) y 5 f(u) 5 f(g(x))
g f
• 3- 2, 32 is an example of interval
notation,
(a)
• - 2 … x 6 3 is inequality notation, and
• 5x: - 2 … x 6 36 is set notation.
Domain of g Range of g Domain of f Range of f + g
g f
x1
f(g(x1))
x2
g(x2) is outside domain g(x1) is in domain

of f, so x2 is not in of f, so x1 is in
domain of f + g. domain of f + g.
(b)
Figure 1.8
y EXAMPLE 4 Using graphs to evaluate composite functions Use the graphs of ƒ and
9 g in Figure 1.9 to find the following values.
8
a. ƒ1g1322 b. g1 ƒ1322 c. ƒ1 ƒ1422 d. ƒ1g1 ƒ18222
7 y 5 f (x)
6 SOLUTION
5
a. The graphs indicate that g132 = 4 and ƒ142 = 8, so ƒ1g1322 = ƒ142 = 8.
4
b. We see that g1ƒ1322 = g152 = 1. Observe that ƒ1g1322 ≠ g1ƒ1322.
3
y 5 g(x)
c. In this case, ƒ1ƒ1422 = ƒ182 = 6.
2 ()*
1 8
0 1 2 3 4 5 6 7 8 9 x d. Starting on the inside,
ƒ1g1ƒ18222 = ƒ1g1622 = ƒ112 = 6.
Figure 1.9 ()* ()*
6 1 Related Exercise 15
EXAMPLE 5 Using a table to evaluate composite functions Use the function values
in the table to evaluate the following composite functions.
a. 1ƒ ∘ g2102 b. g1ƒ1-122 c. ƒ1g1g1-1222
x -2 -1 0 1 2
ƒ1x2 0 1 3 4 2
g1x2 -1 0 -2 -3 -4
SOLUTION
a. Using the table, we see that g102 = -2 and ƒ1-22 = 0. Therefore, 1ƒ ∘ g2102 = 0.
b. Because ƒ1-12 = 1 and g112 = -3, it follows that g1ƒ 1-122 = -3.
c. Starting with the inner function,
ƒ1g1g1-1222 = ƒ1g1022 = ƒ1-22 = 0.
(1)1* ()*
0 -2 Related Exercise 16
M01_BRIG3644_03_SE_C01_001-055.indd 4 08/06/17 1:59 PM

EXAMPLE 6 Composite functions and notation Let ƒ1x2 = 3x 2 - x and

g1x2 = 1>x. Simplify the following expressions.
a. ƒ15p + 12 b. g11>x2 c. ƒ1g1x22 d. g1ƒ1x22
SOLUTION In each case, the functions work on their arguments.
a. The argument of ƒ is 5p + 1, so
ƒ15p + 12 = 315p + 12 2 - 15p + 12 = 75p2 + 25p + 2.
b. Because g requires taking the reciprocal of the argument, we take the reciprocal of 1>x
and find that g11>x2 = 1>11>x2 = x.
c. The argument of ƒ is g1x2, so
1 1 2 1 3 1 3 - x
ƒ1g1x22 = ƒ a b = 3a b - a b = 2 - = .
x x x x x x2
➤ Examples 6c and 6d demonstrate that, in
general,
d. The argument of g is ƒ1x2, so
ƒ1g1x22 ≠ g1ƒ 1x22. 1

g1ƒ1x22 = g13x 2 - x2 = .
3x 2 - x
Related Exercises 33–37
EXAMPLE 7 Working with composite functions Identify possible choices for the
inner and outer functions in the following composite functions. Give the domain of the
composite function.
2
a. h1x2 = 29x - x2 b. h1x2 = 2
1x - 12 3
SOLUTION
a. An obvious outer function is ƒ1x2 = 1x, which works on the inner function
g1x2 = 9x - x 2. Therefore, h can be expressed as h = ƒ ∘ g or h1x2 = ƒ1g1x22. The
domain of ƒ ∘ g consists of all values of x such that 9x - x 2 Ú 0. Solving this inequal-
➤ Techniques for solving inequalities are
ity gives 5x: 0 … x … 96 as the domain of ƒ ∘ g.
discussed in Appendix B, online at
goo.gl/6DCbbM. b. A good choice for an outer function is ƒ1x2 = 2>x 3 = 2x -3, which works on
the inner function g1x2 = x 2 - 1. Therefore, h can be expressed as h = ƒ ∘ g
or h1x2 = ƒ1g1x22. The domain of ƒ ∘ g consists of all values of g1x2 such that
g1x2 ≠ 0, which is 5x: x ≠ {16. Related Exercises 44–45
3
EXAMPLE 8 More composite functions Given ƒ1x2 = 2 x and g1x2 = x 2 - x - 6,
find the following composite functions and their domains.
a. g ∘ ƒ b. g ∘ g
SOLUTION
a. We have
1g ∘ ƒ21x2 = g1ƒ1x22 = g 1 2 x2 = 12 x2
3 3 2 3
- 2 x - 6 = x 2>3 - x 1>3 - 6.
(1)1* ()*
ƒ1x2 ƒ1x2
Because the domains of ƒ and g are 1- ∞, ∞2, the domain of ƒ ∘ g is also 1- ∞, ∞2.
b. In this case, we have the composition of two polynomials:
1g ∘ g21x2 = g1g1x22
= g1x 2 - x - 62
= 1x 2 - x - 62 2 - 1x 2 - x - 62 - 6
(1+)+1* (1+)+1*
g1x2 g1x2
= x 4 - 2x 3 - 12x 2 + 13x + 36.
QUICK CHECK 3 If ƒ1x2 = x 2 + 1 and
2
g1x2 = x , find ƒ ∘ g and g ∘ ƒ. The domain of the composition of two polynomials is 1- ∞, ∞2.
M01_BRIG3644_03_SE_C01_001-055.indd 5 26/06/17 10:48 AM

y Secant Lines and the Difference Quotient

As you will see shortly, slopes of lines and curves play a fundamental role in calculus.
Q Figure 1.10 shows two points P1x, ƒ1x22 and Q1x + h, ƒ1x + h22 on the graph of
f (x 1 h) y 5 f (x) y = ƒ1x2 in the case that h 7 0. A line through any two points on a curve is called a
secant line; its importance in the study of calculus is explained in Chapters 2 and 3. For
f (x 1 h) 2 f (x) now, we focus on the slope of the secant line through P and Q, which is denoted msec
and is given by
P
f (x)
h change in y ƒ1x + h2 - ƒ1x2 ƒ1x + h2 - ƒ1x2
msec = = = .
change in x 1x + h2 - x h
For h . 0
ƒ1x + h2 - ƒ1x2
The slope formula is also known as a difference quotient,
h
O x x1h x and it can be expressed in several ways depending on how the coordinates of P
f (x 1 h) 2 f (x) and Q are labeled. For example, given the coordinates P1a, ƒ1a22 and Q1x, ƒ1x22
msec 5 (Figure 1.11), the difference quotient is
h
Figure 1.10 ƒ1x2 - ƒ1a2
msec = .
y x - a
We interpret the slope of the secant line in this form as the average rate of change of ƒ
Q over the interval 3a, x4.
f (x) y 5 f (x)
f (x) 2 f (a) EXAMPLE 9 Working with difference quotients

P ƒ1x + h2 - ƒ1x2
f (a)
x2a a. Simplify the difference quotient , for ƒ1x2 = 3x 2 - x.
h
ƒ1x2 - ƒ1a2
For x . a b. Simplify the difference quotient , for ƒ1x2 = x 3.
x - a
O x SOLUTION
a x
f (x) 2 f (a) a. First note that ƒ1x + h2 = 31x + h2 2 - 1x + h2. We substitute this expression into
msec 5 the difference quotient and simplify:
x2a
Figure 1.11 ƒ1x + h2 ƒ1x2
(1+++1)+++11* (1+)+1*
➤ Treat ƒ1x + h2 like the composition ƒ1x + h2 - ƒ1x2 31x + h2 2 - 1x + h2 - 13x 2 - x2
ƒ1g1x22, where x + h plays the role of =
h h
g1x2. It may help to establish a pattern in
your mind before evaluating ƒ1x + h2. 31x 2 + 2xh + h22 - 1x + h2 - 13x 2 - x2
For instance, using the function in = Expand 1x + h2 2.
h
Example 9a, we have
ƒ1x2 = 3x 2 - x; 3x 2 + 6xh + 3h2 - x - h - 3x 2 + x
= Distribute.
ƒ1122 = 3 # 122 - 12; h
ƒ1b2 = 3b2 - b; 6xh + 3h2 - h
=
ƒ1math2 = 3 # math - math;
2 Simplify.
h
therefore,
h16x + 3h - 12
ƒ1x + h2 = 31x + h2 2 - 1x + h2. = = 6x + 3h - 1. Factor and simplify.
h
➤ See the front papers of this text for a b. The factoring formula for the difference of perfect cubes is needed:
review of factoring formulas.
ƒ1x2 - ƒ1a2 x 3 - a3
=
x - a x - a
1x - a21x 2 + ax + a22
= Factoring formula
x - a
= x 2 + ax + a2. Simplify.
Related Exercises 66, 72
M01_BRIG3644_03_SE_C01_001-055.indd 6 08/06/17 1:59 PM

EXAMPLE 10 Interpreting the slope of the secant line The position of a hiker on a
trail at various times t is recorded by a GPS watch worn by the hiker. These data are then
uploaded to a computer to produce the graph of the distance function d = ƒ1t2 shown
in Figure 1.12, where d measures the distance traveled on the trail in miles and t is the
elapsed time in hours from the beginning of the hike.
a. Find the slope of the secant line that passes through the points on the graph corre-
sponding to the trail segment between milepost 3 and milepost 5, and interpret the
result.
b. Estimate the slope of the secant line that passes through points A and B in Figure 1.12,
and compare it to the slope of the secant line found in part (a).
➤ Figure 1.12 contains actual GPS data Horizontal line segments

collected in Rocky Mountain National d have horizontal secant lines:
Park. See Exercises 75–76 for another The hiker is stationary.
look at the data set.
7 change in d 0.5 mi
msec 5 ø 5 2.5 (5.85, 7)
change in t 0.2 hr
ø 5.8 6 B (4.68, 6)
A change in
ø 5.3 d ø 0.5 mi
5
523 mi (3.33, 5) change in
msec 5 ø 1.3
3.33 2 1.76 hr t ø 0.2 hr
4
(2.65, 4)
3
d 5 f (t) (1.76, 3)
2
(1.12, 2)
1
(0.45, 1)
0 1 2 3 4 5 6 t
ø 4.2 ø 4.4
Figure 1.12
SOLUTION
a. We see from the graph of d = ƒ1t2 that 1.76 hours (about 1 hour and 46 minutes) has
elapsed when the hiker arrives at milepost 3, while milepost 5 is reached 3.33 hours
into the hike. This information is also expressed as ƒ11.762 = 3 and ƒ13.332 = 5. To
find the slope of the secant line through these points, we compute the change in dis-
tance divided by the change in time:
ƒ13.332 - ƒ11.762 5 - 3 mi
msec = = ≈ 1.3 .
3.33 - 1.76 3.33 - 1.76 hr
The units provide a clue about the physical meaning of the slope: It measures the av-
erage rate at which the distance changes per hour, which is the average speed of the
hiker. In this case, the hiker walks with an average speed of approximately 1.3 mi>hr
between mileposts 3 and 5.
b. From the graph we see that the coordinates of points A and B are approximately
14.2, 5.32 and 14.4, 5.82, respectively, which implies the hiker walks
5.8 - 5.3 = 0.5 mi in 4.4 - 4.2 = 0.2 hr. The slope of the secant line through A
and B is
change in d 0.5 mi
msec = ≈ = 2.5 .
change in t 0.2 hr
For this segment of the trail, the hiker walks at an average speed of about 2.5 mi>hr,
nearly twice as fast as the average speed computed in part (a). Expressed another way,
steep sections of the distance curve yield steep secant lines, which correspond to faster
average hiking speeds. Conversely, any secant line with slope equal to 0 corresponds
M01_BRIG3644_03_SE_C01_001-055.indd 7 08/06/17 1:59 PM

to an average speed of 0. Looking one last time at Figure 1.12, we can identify the
time intervals during which the hiker was resting alongside the trail—whenever the
distance curve is horizontal, the hiker is not moving.
Related Exercise 75
QUICK CHECK 4 Refer to Figure 1.12. Find the hiker’s average speed during the first mile of
the trail and then determine the hiker’s average speed in the time interval from 3.9 to
4.1 hours.
Symmetry
The word symmetry has many meanings in mathematics. Here we consider symmetries of
graphs and the relations they represent. Taking advantage of symmetry often saves time and
leads to insights.
DEFINITION Symmetry in Graphs

A graph is symmetric with respect to the y-axis if whenever the point 1x, y2 is
on the graph, the point 1-x, y2 is also on the graph. This property means that the
graph is unchanged when reflected across the y-axis (Figure 1.13a).
A graph is symmetric with respect to the x-axis if whenever the point 1x, y2
is on the graph, the point 1x, -y2 is also on the graph. This property means that the
graph is unchanged when reflected across the x-axis (Figure 1.13b).
A graph is symmetric with respect to the origin if whenever the point 1x, y2 is
on the graph, the point 1-x, -y2 is also on the graph (Figure 1.13c). Symmetry about
both the x- and y-axes implies symmetry about the origin, but not vice versa.
y y y
(x, y)
Symmetry (x, y)
about x-axis Symmetry
(2x, y) (x, y) about origin
Symmetry O x O x
about y-axis
(x, 2y)
O x (2x, 2y)
(a) (b) (c)

Figure 1.13
DEFINITION Symmetry in Functions

An even function ƒ has the property that ƒ1-x2 = ƒ1x2, for all x in the domain.
The graph of an even function is symmetric about the y-axis.
An odd function ƒ has the property that ƒ1-x2 = -ƒ1x2, for all x in the domain.
The graph of an odd function is symmetric about the origin.
Polynomials consisting of only even powers of the variable (of the form x2n, where n
is a nonnegative integer) are even functions. Polynomials consisting of only odd powers
of the variable (of the form x2n + 1, where n is a nonnegative integer) are odd functions.
QUICK CHECK 5 Explain why the graph of a nonzero function is never symmetric with
respect to the x-axis.
M01_BRIG3644_03_SE_C01_001-055.indd 8 08/06/17 1:59 PM

Even function: If (x, y) is on the EXAMPLE 11 Identifying symmetry in functions Identify the symmetry, if any, in
graph, then (2x, y) is on the graph. the following functions.
y 1
a. ƒ1x2 = x4 - 2x2 - 20 b. g1x2 = x3 - 3x + 1 c. h1x2 = 3
20 x - x
10 SOLUTION
a. The function ƒ consists of only even powers of x (where 20 = 20 # 1 = 20x0 and x0 is

24 23 21 1 2 3 4 x considered an even power). Therefore, ƒ is an even function (Figure 1.14). This fact is
(22, 212)
210
(2, 212)
verified by showing that ƒ1-x2 = ƒ1x2:
ƒ1-x2 = 1-x24 - 21-x22 - 20 = x4 - 2x2 - 20 = ƒ1x2.
y 5 x4 2 2x2 2 20
230
b. The function g consists of two odd powers and one even power (again, 1 = x0 is an
even power). Therefore, we expect that g has no symmetry about the y-axis or the ori-
Figure 1.14 gin (Figure 1.15). Note that
g1-x2 = 1-x23 - 31-x2 + 1 = -x3 + 3x + 1,
No symmetry: neither
even nor odd function. so g1-x2 equals neither g1x2 nor -g1x2; therefore, g has no symmetry.
c. In this case, h is a composition of an odd function ƒ1x2 = 1>x with an odd function
y
g1x2 = x3 - x. Note that
20
1 1
h1-x2 = 3
= - 3 = -h1x2.
1-x2 - 1-x2 x - x
10
Because h1-x2 = -h1x2, h is an odd function (Figure 1.16).
24 23 21 1 2 3 4 x Odd function: If (x, y) is on the

graph, then (2x, 2y) is on the graph.
210 y 5 x3 2 3x 1 1
y
220 1
y5
x3 2 x
Figure 1.15 (20.5, 2.67)
1 (1.5, 0.53)
1 x
(21.5, 20.53)
➤ The symmetry of compositions of even
(0.5, 22.67)
and odd functions is considered in
Exercises 101–104.
Figure 1.16
SECTION 1.1 EXERCISES

Getting Started 3. Decide whether graph A, graph B, or both represent functions.
1. Use the terms domain, range, independent variable, and depen- y
dent variable to explain how a function relates one variable to
A
another variable.
2. Is the independent variable of a function associated with the
domain or range? Is the dependent variable associated with the
domain or range? B
O x
M01_BRIG3644_03_SE_C01_001-055.indd 9 08/06/17 1:59 PM

Another random document with
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DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)
The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.
NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.
MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
“We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
BRAZIER
Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT
SMOOTHING WITH MAIZE-COB
CUTTING THE EDGE

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK
DRAWING THE BARK OFF THE LOG
REMOVING THE OUTER BARK

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN

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BRIGGS • COCHRAN • GILLETT • SCHULZ

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3.10 Derivatives of Inverse Trigonometric Functions 218

4 Applications of the Derivative 241

6 Applications of Integration 403

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8 Integration Techniques 520

9 Differential Equations 597

10 Sequences and Infinite Series 639

11 Power Series 708

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12 Parametric and Polar Curves 753

13 Vectors and the Geometry of Space 804

14 Vector-Valued Functions 868

15 Functions of Several Variables 919

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16 Multiple Integration 1008

17 Vector Calculus 1089

D2 Second-Order Differential Equations

D2.1 Basic Ideas

Appendix A Proofs of Selected Theorems AP-1

Appendix B Algebra Review (online at goo.gl/6DCbbM)

Appendix C Complex Numbers (online at goo.gl/1bW164)

Table of Integrals End pages

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The third edition of Calculus: Early Transcendentals supports a three-semester or four-

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1.1 Review of Functions

D2 Second-Order Differential Equations

Appendix A Proofs of Selected Theorems AP-1

1 fore, the range of h is 5y: y ≠ -16. Related Exercises 23, 25