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CONTENTS
Preface xi
CHAPTER 1 Preliminaries 1
1.1 Precalculus Review I 3
1.2 Precalculus Review II 15
1.3 The Cartesian Coordinate System 25
1.4 Straight Lines 33
Chapter 1 Summary of Principal Formulas and Terms 46
Chapter 1 Concept Review Questions 46
Chapter 1 Review Exercises 47
Chapter 1 Before Moving On 48
CHAPTER 2 Functions, Limits, and the Derivative 49

2.1 Functions and Their Graphs 50
Using Technology: Graphing a Function 63
2.2 The Algebra of Functions 67
2.3 Functions and Mathematical Models 75
PORTFOLIO: Todd Kodet 82
Using Technology: Finding the Points of Intersection of Two Graphs and Modeling 92
2.4 Limits 97
Using Technology: Finding the Limit of a Function 115
2.5 One-Sided Limits and Continuity 117
Using Technology: Finding the Points of Discontinuity of a Function 131
2.6 The Derivative 133
Using Technology: Graphing a Function and Its Tangent Line 149
CHAPTER 3 Differentiation 157

3.1 Basic Rules of Differentiation 158
Using Technology: Finding the Rate of Change of a Function 169
3.2 The Product and Quotient Rules 171
Using Technology: The Product and Quotient Rules 181
3.3 The Chain Rule 182
Using Technology: Finding the Derivative of a Composite Function 193
3.4 Marginal Functions in Economics 195
3.5 Higher-Order Derivatives 209
Using Technology: Finding the Second Derivative of a Function at a Given Point 215
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
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vi CONTENTS
3.6 Implicit Differentiation and Related Rates 216

3.7 Differentials 229
Using Technology: Finding the Differential of a Function 238
CHAPTER 4 Applications of the Derivative 245

4.1 Applications of the First Derivative 246
Using Technology: Using the First Derivative to Analyze a Function 263
4.2 Applications of the Second Derivative 266
4.3 Curve Sketching 284
Using Technology: Analyzing the Properties of a Function 296
4.4 Optimization I 298
Using Technology: Finding the Absolute Extrema of a Function 311
4.5 Optimization II 312
Chapter 4 Summary of Principal Terms 323
CHAPTER 5 Exponential and Logarithmic Functions 329

5.1 Exponential Functions 330
Using Technology 336
5.2 Logarithmic Functions 338
5.3 Compound Interest 346
Using Technology: Finding the Accumulated Amount of an Investment, the Effective Rate
of Interest, and the Present Value of an Investment 358
5.4 Differentiation of Exponential Functions 360
Using Technology 370
5.5 Differentiation of Logarithmic Functions 371
5.6 Exponential Functions as Mathematical Models 380
PORTFOLIO: Carol A. Reeb, Ph.D. 381
Using Technology: Analyzing Mathematical Models 391
CHAPTER 6 Integration 397

6.1 Antiderivatives and the Rules of Integration 398
6.2 Integration by Substitution 411
6.3 Area and the Definite Integral 421
CONTENTS vii
6.4 The Fundamental Theorem of Calculus 430

PORTFOLIO: Molly H. Fisher, David C. Royster, and Diandra Leslie-Pelecky 431
Using Technology: Evaluating Definite Integrals 441
6.5 Evaluating Definite Integrals 442
Using Technology: Evaluating Definite Integrals for Piecewise-Defined Functions 453
6.6 Area Between Two Curves 454
Using Technology: Finding the Area Between Two Curves 465
6.7 Applications of the Definite Integral to Business and Economics 466
Using Technology: Business and Economic Applications/Technology Exercises 478
CHAPTER 7 Additional Topics in Integration 485

7.1 Integration by Parts 486
7.2 Integration Using Tables of Integrals 493
7.3 Numerical Integration 499
7.4 Improper Integrals 513
7.5 Volumes of Solids of Revolution 522
CHAPTER 8 Calculus of Several Variables 533

8.1 Functions of Several Variables 534
8.2 Partial Derivatives 545
PORTFOLIO: Karthik Ramachandran 546
Using Technology: Finding Partial Derivatives at a Given Point 558
8.3 Maxima and Minima of Functions of Several Variables 559
8.4 The Method of Least Squares 570
Using Technology: Finding an Equation of a Least-Squares Line 579
8.5 Constrained Maxima and Minima and the Method of Lagrange Multipliers 581
8.6 Total Differentials 591
8.7 Double Integrals 598
8.8 Applications of Double Integrals 605
CHAPTER 9 Differential Equations 617

9.1 Differential Equations 618
9.2 Separation of Variables 625
9.3 Applications of Separable Differential Equations 631
viii CONTENTS
9.4 Approximate Solutions of Differential Equations 642

CHAPTER 10 Probability and Calculus 651

10.1 Probability Distributions of Random Variables 652
Using Technology: Graphing a Histogram 664
10.2 Expected Value and Standard Deviation 665
PORTFOLIO: Gary Li 668
Using Technology: Finding the Mean and Standard Deviation 679
10.3 Normal Distributions 681
CHAPTER 11 Taylor Polynomials and Infinite Series 695

11.1 Taylor Polynomials 696
11.2 Infinite Sequences 706
11.3 Infinite Series 713
11.4 Series with Positive Terms 725
11.5 Power Series and Taylor Series 734
11.6 More on Taylor Series 743
11.7 Newton’s Method 750
Using Technology: Newton’s Method 759
CHAPTER 12 Trigonometric Functions 763

12.1 Measurement of Angles 764
12.2 The Trigonometric Functions 769
12.3 Differentiation of Trigonometric Functions 777
Using Technology: Analyzing Trigonometric Functions 788
12.4 Integration of Trigonometric Functions 790
Using Technology: Evaluating Integrals of Trigonometric Functions 796
CONTENTS ix
APPENDIX A
A.1 The Inverse of a Function 802
A.2 The Graphs of Inverse Functions 804
A.3 Functions That Have Inverses 804
A.4 Finding the Inverse of a Function 805
APPENDIX B
B.1 Indeterminate Forms 807
B.2 The Indeterminate Forms 0/0 and ⬁/⬁ and l’Hôpital’s Rule 807
APPENDIX C
C.1 The Standard Normal Distribution 812
Answers 815
Index 861
PREFACE
Applied Calculus for the Managerial, Life, and Social Sciences is intended for use
in a two-semester or three-quarter introductory calculus course for students in the
managerial, life, and social sciences. In preparing the Ninth Edition, I have kept in
mind two longstanding goals: (1) to write an applied text that motivates students and
(2) to make the book a useful teaching tool for instructors. Underlying this is my
belief that math is an integral part of everyone’s daily life. One of the most impor-
tant lessons I have learned from many years of teaching undergraduate mathematics
courses is that most students—mathematics majors and non-mathematics majors
alike—respond well when introduced to mathematical concepts and results using
real-life illustrations.
I also learned from my experience teaching courses in the managerial, life, and
social sciences that many students come to these courses with some degree of appre-
hension. This awareness led to the intuitive approach I have adopted in all of my texts.
As you will see, I try to introduce each abstract mathematical concept through an
example drawn from a common real-life experience. Once the idea has been con-
veyed, I then proceed to make it precise, thereby assuring that no mathematical rigor
is lost in this intuitive treatment of the subject.
Another lesson I learned from my students is that they have a much greater appre-
ciation of the material if the applications are drawn from their fields of interest and
from situations that occur in the real world. This is one reason you will see so many
exercises in my texts that are modeled on data gathered from newspapers, magazines,
journals, and other media. Whether it be the market for cholesterol-reducing drugs,
financing a home, bidding for cable rights, broadband Internet households, or Star-
bucks’ annual sales, I weave topics of current interest into my examples and exercises
to keep the book relevant to all of my readers.
THE APPROACH
Level of Presentation
My approach is intuitive, and I state the results informally. However, I have taken spe-
cial care to ensure that this approach does not compromise the mathematical content
and accuracy.
Problem-Solving Approach
A problem-solving approach is stressed throughout the book. Numerous examples and
applications illustrate each new concept and result. Special emphasis is placed on
helping students formulate, solve, and interpret the results of the problems involving
applications. Because students often have difficulty setting up and solving word prob-
lems, I have taken extra care to help students master these skills:
■ Very early on in the text, students are given practice in setting up word problems
(see Section 2.3).
■ Guidelines are given to help formulate and solve related-rates problems in Sec-
tion 3.6.
xi
xii PREFACE
■ In Chapter 4, optimization problems are covered in two sections. First, the tech-
niques of calculus are used to solve problems in which the function to be optimized
is given (Section 4.4); second, optimization problems that require the additional
step of formulating the problem are treated (Section 4.5).
■ In Chapter 9, “Differential Equations,” students are once again encouraged to set
up problems involving applications (see Section 9.1) before being exposed to the
methods of solution for these problems in Sections 9.2–9.4.
Intuitive Introduction to Concepts

Mathematical concepts are introduced with concrete, real-life examples wherever
appropriate. Following are some of the topics introduced in this manner:
■ Limits: The Motion of a Maglev
■ The algebra of functions: The U.S. Budget Deficit
■ The Chain Rule: The Population of Americans Aged 55 Years and Older
■ Differentials: Calculating Mortgage Payments
■ Increasing and decreasing functions: The Fuel Economy of a Car
■ Concavity: U.S. and World Population Growth
■ Inflection points: The Point of Diminishing Returns
■ Curve sketching: The Dow Jones Industrial Average on “Black Monday”
■ Exponential functions: Income Distribution of American Families
■ Area between two curves: Petroleum Saved with Conservation Measures
■ Approximating definite integrals: The Cardiac Output of a Heart
Connections
One example (the maglev) is used as a common thread throughout the development of
calculus—from limits through integration. The goal here is to show students the con-
nections between the concepts presented: limits, continuity, rates of change, the deriv-
ative, the definite integral, and so on.
Motivation
Illustrating the practical value of mathematics in applied areas is an objective of my
approach. Many of the applications are based on mathematical models (functions) that I
have constructed using data drawn from various sources, including current newspapers,
magazines, and the Internet. Sources are given in the text for these applied problems.
Modeling
I believe that one of the important skills that a student should acquire is the ability to
translate a real problem into a mathematical model that can provide insight into the
problem. In Section 2.3, the modeling process is discussed, and students are asked to
use models (functions) constructed from real-life data to answer questions. Students
get hands-on experience constructing these models in the Using Technology sections.
PREFACE xiii
NEW TO THIS EDITION

Motivating Real-World
Applications
Among the many new and updated applied
examples and exercises are problems
involving global warming, the solvency of
the U.S. Social Security trust fund, the
Case-Shiller Home Price Index, smartphone
sales, bounced-check charges, solar panel
production, Mexico’s hedging tactic, the Gini
Index, Facebook users, e-book audience, the
growth of credit unions, the waiting time for
a “Fountains of Bellagio” show, and mobile
phone users in China.
Modeling with Data

As in the previous edition, Modeling with
Data exercises are found in many of the
Using Technology sections throughout the
text. Here, students can actually see how
some of the functions found in the exercises
are constructed. Many of these applications
have been updated, and some new exercises
have been added. (See Age at First Marriage,
Exercise 92, page 281, and the correspond-
ing exercise in which the model is derived in
Exercise 12, page 265.)
Making Connections with Technology

All of the art in the Using Technology sections has been redone.
The graphing calculator screens now show numbered scales for both
axes, making it easier for students to use and understand these
graphs. Many of the applications in the examples and exercises of
the Using Technology sections have been updated.
Unless otherwise noted, all content on this page is © Cengage Learning.

xiv PREFACE
Variety of Problem
Types
Additional rote questions, true-
or-false questions, and concept
questions have been added
throughout the text to enhance
the exercise sets. (See, for
example, Concept Questions
2.2, Exercise 1, page 71.)
Carefully Crafted Solutions

The Complete Solutions Manual has been completely
revamped. All new art has been created for the manual, and the
solutions have been copyedited and streamlined for ease of use.
As in previous editions, the solutions to all of the exercises have
been written by the author.
Enhanced Graphics
The three-dimensional artwork
in Section 7.5 and Chapter 8
has been redone with an
emphasis on making it easier
for students to see the
concepts being described in
3-space. For example, Figure 7
in Section 8.1 now shows
the trace of the graph of
z = f (x, y) and the plane z = k
and its projection onto the
xy-plane (Figure 7a) and the
Specific Content Changes
corresponding level curve
(Figure 7b). ■ Examples 4, 7b, and 10c were added to Section 1.1.
■ Applied Example 4 in the Using Technology subsection for Section 2.2 has been
redone. The budget-deficit graphs that are used as motivation to introduce Section
2.2, “The Algebra of Functions,” have been redone to reflect the current deficit fig-
ures. A new graphical concept exercise has been added to Section 2.2. In Section
2.3, “Functions and Mathematical Models,” new models for the first four applied
examples—Bounced Check Charges, Global Warming, Social Security Trust Fund
Assets, and Driving Costs—have been constructed.
■ Applied Examples 8 in Sections 3.1 and 3.3 have been modified. In Section 3.4, the
subsection on Elasticity of Demand has been rewritten, and the discussion has been
simplified. In Section 3.6, “Implicit Differentiation and Related Rates,” two new

PREFACE xv
examples have been added. Example 5 illustrates the process of finding the second
derivative of a function implicitly, and Applied Example 6 is an economic applica-
tion that is used to introduce the marginal rate of technical substitution (MRTS).
■ In Chapter 4, the budget curves used to motivate relative extrema were updated to
reflect the current deficit. Seven new graphical exercises were added to Exercise Set
4.2, including Rumors of a Run on a Bank and the Case-Shiller Home Price Index.
The Average Age of Cars application that is used to motivate the concept of
absolute extrema in Section 4.4 was updated. Applied Example 7 in that section has
also been modified.
■ In Chapters 5 through 7, a number of new and unique applications have been added
to the exercise sets. Among these are Pharmaceutical Theft, Federal Lobbying,
Total Knee Replacement Procedures, Mexico’s Hedging Tactics, the British
Deficit, Consumer Spending on Entertainment, and Medical Costs for Veterans. In
Section 5.3, the examples and exercises have been updated to reflect the current
lower interest rates. Section 5.4 is now introduced by a new model for the distribu-
tion of income in the United States in 2010. Two new applications on the Gini index
in the United States have been added to exercise set 7.2 for numerical integration.
■ In Chapter 8, more than 30 new applications have been added to the exercise sets.
In Sections 9.2 and 9.3, two new examples have been added. In Chapter 10, two
new examples have been added to Section 10.1 and 11 applications have been added
to the exercise sets. In Chapter 11, a new Using Technology section has been added
for Newton’s method. In Chapter 12, new applications and rote problems were
added to the exercise sets.
■ The three-dimensional artwork in Section 7.5 and Chapter 8 has been redone. The
new graphics make it easier for students to see the concepts being described in
3-space.
TRUSTED FEATURES
In addition to the new features, we have retained many of the hallmarks that made this
series so usable and well-received in past editions:
■ Review material to reinforce prerequisite algebra skills
■ Section exercises to help students understand and apply concepts
■ Optional technology sections to explore mathematical ideas and solve problems
■ End-of-chapter review sections to assess understanding and problem-solving skills
■ Features to motivate further exploration
Algebra Review Gives

Students a Plan of Action
A Diagnostic Test precedes the precalcu-
lus review. Each question is referenced
by the section and example in the text
where the relevant topic can be
reviewed. Students can use this test to
diagnose their weaknesses and review
the material on an as-needed basis.

xvi PREFACE
Algebra Review Where

Students Need It Most
Well-placed algebra review notes, keyed
to the review chapter, appear where stu-
dents need them most throughout the
text. These are indicated by the (x2) icon.
See this feature in action on pages 105
and 535.
Self-Check Exercises
Offering students immediate
feedback on key concepts, the
Self-Check Exercises begin each
end-of-section exercise set. Fully
worked-out solutions to these
exercises can be found at the end
of each exercise section.
Concept Questions
Designed to test students’
understanding of the basic
concepts discussed in the section,
the Concept Questions encourage
students to explain learned
concepts in their own words.
Exercises
Each exercise section contains
an ample set of problems of a
routine computational nature
followed by an extensive set
of application-oriented
problems.

PREFACE xvii
Using Technology
The optional Using Technology
features appear after the section
exercises. They can be used in
the classroom if desired or as
material for self-study by the
student. Here, the graphing
calculator is used as a tool to
solve problems. These sections
are written in the traditional
example-exercise format with
answers given at the back of
the book. Illustrations showing
graphing calculator screens are
used extensively. In keeping
with the theme of motivation
through real-life examples,
many sourced applications are
included. Students can
construct their own models
using real-life data in many of
the Using Technology sections.
These include models for the
growth of the Indian gaming industry, health-care spending, TiVo owners, nicotine
content of cigarettes, computer security, and online gaming, among others.
A How-To Technology Index is included at the back of the book for easy
reference.
Exploring with Technology

Designed to explore mathematical
concepts and to shed further light on
examples in the text, the optional
Exploring with Technology questions
appear throughout the main body of the
text and serve to enhance the student’s
understanding of the concepts and theory
presented. Often the solution of an
example in the text is augmented with a
graphical or numerical solution.
Solutions to these exercises are given in
Solution Builder and the Complete
Solutions Manual.

xviii PREFACE
Summary of Principal
Formulas and Terms
Each review section begins
with the Summary
highlighting important
equations and terms, with page
numbers given for quick
review.
Concept Review
Questions
The Concept Review
Questions give students a
chance to check their
knowledge of the basic
definitions and concepts given
in each chapter.
Review Exercises
Offering a solid review of the
chapter material, the Review
Exercises contain routine
computational exercises
followed by applied problems.

PREFACE xix
Before Moving On . . .
Found at the end of each
chapter review, the Before
Moving On exercises give
students a chance to find out
whether they have mastered
the basic computational skills
developed in that chapter.
Explore & Discuss

The optional Explore & Discuss
questions can be used in class or
assigned as homework. These questions
generally require more thought and
effort than the usual exercises. They
may also be used to add a writing
component to the class or as team
projects. Solutions to these exercises
are given in Solution Builder and the
Complete Solutions Manual.
Portfolios
The real-life experiences of a
variety of professionals who
use mathematics in the
workplace are related in the
Portfolio interviews. Among
those interviewed are Gary Li,
an associate at JPMorgan
Chase, and Todd Kodet, the
Senior Vice-President of
Supply at Earthbound Farm.

xx PREFACE
Example Videos
Available on the companion Website
and through Enhanced WebAssign,
these videos offer hours of instruction
from award-winning teacher Deborah
Upton of Molloy College. Watch as
she walks students through key
examples from the text, step by step, giving them a foundation in the skills that they
need to have. Each example that is available online is identified by the video icon
located in the margin.
Action-Oriented
Study Tabs
Convenient color-coded study
tabs, similar to Post-it® flags,
make it easy for students to
tab pages that they want to
return to later, whether for
additional review, exam
preparation, online
exploration, or identifying a
topic to be discussed with the
instructor.

PREFACE xxi
TEACHING AIDS
ENHANCED WEBASSIGN (www.webassign.net)
Exclusively from Cengage Learning, Enhanced WebAssign offers an extensive online
program to encourage the practice that’s so critical for concept mastery. Instant feed-
back and ease of use are just two reasons why it is the most widely used homework
system in higher education. Enhanced WebAssign allows you to assign, collect, grade,
and record homework assignments via the Web, and includes links to text-specific
content, video examples, and problem-specific tutorials. Now this proven homework
system has been enhanced to include YouBook, a customizable eBook with high-
lighting, note-taking, and search features, as well as links to multimedia resources.
CENGAGE YOUBOOK
YouBook is an interactive and customizable eBook. Containing all the content from
the ninth edition of Tan’s Applied Calculus for the Managerial, Life, and Social
Sciences, YouBook features a text edit tool that allows instructors to modify the text-
book narrative as needed. With YouBook, instructors can quickly re-order entire sec-
tions and chapters or hide any content they don’t teach to create an eBook that per-
fectly matches their syllabus. Instructors can further customize the text by publishing
Web links. Additional media assets include: animated figures, video clips, highlight-
ing, notes, and more! YouBook is available in Enhanced WebAssign.
COMPLETE SOLUTIONS MANUAL (ISBN 978-1-285-08802-0) by Soo T. Tan
The Complete Solutions Manual contains fully worked-out solutions to all section
exercises in the text, including Technology Exercises in Using Technology, Explore
& Discuss activities, and Exploring with Technology activities.
SOLUTION BUILDER (www.cengage.com/solutionbuilder)
This online instructor database offers complete worked out solutions to all exercises
in the text, including Exploring with Technology and Explore & Discuss questions.
Solution Builder allows you to create customized, secure solutions printouts (in PDF
format) matched exactly to the problems you assign in class.
POWERLECTURE (978-1-285-08806-8)
This comprehensive CD-ROM includes Solution Builder, PowerPoint slides, and
ExamView® Computerized Testing featuring algorithmically generated questions to
create, deliver, and customize tests.
LEARNING AIDS
STUDENT SOLUTIONS MANUAL (ISBN 978-1-133-96092-8) by Soo T. Tan
Giving you more in-depth explanations, this insightful resource includes fully
worked-out solutions for the answers to select exercises included at the back of the
textbook, as well as problem-solving strategies, additional algebra steps, and review
for selected problems.
CENGAGEBRAIN.COM
To access additional course materials and companion resources, please visit www
.cengagebrain.com. At the CengageBrain.com home page, search for the ISBN of
your title (from the back cover of your book) using the search box at the top of the
page. This will take you to the product page where free companion resources can
be found.
xxii PREFACE
ACKNOWLEDGMENTS
I wish to express my personal appreciation to each of the following reviewers of the
Ninth Edition, whose many suggestions have helped make a much improved book.
Mario Borha Tejinder Neelon

Moraine Valley Community College California State University—San Marcos
Sarah Clark Katherine Pedersen
South Dakota State University Southeastern Louisiana University
Mark Crawford Mari Peddycoart
Waubonsee Community College Lone Star College—Kenwood
Charles Cunningham Shahla Peterman
James Madison University University of Missouri—St. Louis
James Hager Yvonne Sandoval
The Pennsylvania State University Pima Community College
George Hurlburt Gordon H. Shumard
Corning Community College Kennesaw State University
Herbert Kasube Edward E. Slaminka
Bradley University Auburn University
Anton Kaul Michael Threapleton
California Polytechnic State University– Centralia College
San Luis Obispo Lisa Yocco
Gloria M. Kittel Georgia Southern University
University of West Georgia Laurie Zack
Mark S. Korlie High Point University
Montclair State University
Linda E. Nash
Clayton State University
I also thank the following reviewers, whose comments and suggestions for previous
editions have greatly shaped the current form of this edition.
Paul Abraham Kevin Ferland

Kent State University—Stark Bloomsburg University
James Adair Tao Guo
Missouri Valley College Rock Valley College
Jill Britton Mark Jacobson
Camosun College Montana State University—Billings
Debra D. Bryant Sarah Kilby
Tennessee Technological University North Country Community College
Michelle Dedeo Murray Lieb
University of North Florida New Jersey Institute of Technology
Scott L. Dennison Lia Liu
University of Wisconsin—Oshkosh University of Illinois at Chicago
Christine Devena Rebecca Lynn
Miles Community College Colorado State University
Andrew Diener Mary T. McMahon
Christian Brothers University North Central College
Mike Everett Daniela Mihai
Santa Ana College University of Pittsburgh
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Brothers in arms
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.
Title: Brothers in arms
Author: E. Alexander Powell
Release date: October 24, 2023 [eBook #71951]
Language: English
Original publication: Boston: Houghton Mifflin company, 1917
Credits: Peter Becker, David E. Brown, and the Online Distributed

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

IN ARMS ***
BROTHERS IN ARMS
BROTHERS IN ARMS
BY
E. ALEXANDER POWELL
HOUGHTON MIFFLIN COMPANY

BOSTON AND NEW YORK :: THE
RIVERSIDE PRESS CAMBRIDGE
COPYRIGHT, 1917, BY E. ALEXANDER POWELL
ALL RIGHTS RESERVED
Published June 1917

To
Brigadier-General Joseph E. Kuhn, U.S.A.

and his associates of the Army War College
in appreciation of the many kindnesses
they have shown me
BROTHERS IN ARMS
BROTHERS IN ARMS
We fight once more for freedom. For the fifth time in our history we
draw the sword in the cause of liberty. The Revolution won the
freedom of the nation. In 1812 we fought for the freedom of the seas.
The Civil War was waged for the preservation of the Union and the
liberation of the slaves. We went to war with Spain that Cuba might
be free. Now we enter the Great War to preserve democracy and to
insure the freedom of the world. And France, after an interim of
nearly seven-score years, is our ally once again. In order to draw
closer the bonds of our ancient friendship, to hearten us in the
tremendous task which we have undertaken, and to place at our
disposal the knowledge for which she has paid in blood and tears,
France sent to us across perilous seas a mission composed of her
most illustrious men. She sent them as a reminder that she was our
first friend among the nations and an old comrade in arms, and
because her ideals and aspirations are identical with our own. It was
as though she had stretched out a hand across the ocean and laid it
on America’s shoulder and had said, “Sister, well done.”
Though the coming of these men stirs our souls and grips our
imagination, we are still too close to the picture to perceive its full
beauty and grandeur. Real appreciation of its significance to
ourselves and to the world can come only with the years. When time
grants it the justice of perspective, the visit of the French envoys to
our shores will be recognized as one of the turning-points in our
history. It will prove as epochal as the landing of the Pilgrims, as the
coming of Rochambeau, as the emancipation of the slaves.
Meanwhile we must not make the mistake of looking on it as merely
a picturesque incident which afforded an excuse for processions and
banquets and addresses of welcome. It has a far deeper meaning; it
means that History, in writing the story of the American people, has
begun a new chapter.
Because I have myself marched with the armies of France, because
in her hospitals I have seen the endless rows of white-bandaged
wounded and upon her hillsides the other rows of white crosses,
because I have witnessed the desecration of her churches and the
destruction of her cities and the cruelties inflicted on her civil
population by a brutal and ruthless soldiery, because from the
bottom of my heart I admire her courage, her serenity, her
abstinence from all complaint, because I appreciate the sentiment
which prompted her to send us these great men as a pledge of her
friendship and faith, and because I wish those of my country-people
who have not had the opportunity of knowing the French as well as I
have to understand what manner of men are these, our brothers in
arms, I have written this little book.
On the 25th of April, 1917,—it is a date which we shall teach our
children,—the anchor of the Lorraine, which brought the
commissioners from France, rumbled down off the Virginia shore.
The route by which the mission traveled from the Capes of the
Chesapeake to the Capital held in its one hundred and eighty-five
miles more places of historical significance to the American people
than any other route of like distance that could be laid out on a map
of the world. At Hampton Roads, where the commissioners boarded
the Mayflower, which was to take them up the Potomac to
Washington, was fought the first battle between ironclads; a battle
which sent the wooden navies of Europe to the scrap-heap and
changed the history of the world. Across the bay the visitors could
see the mouth of the James, up which sailed, two centuries ago,
Captain John Smith and his fellow-adventurers, to found on its
shores the first permanent English settlement in the New World. A
half-hour’s steam brought them to the mouth of another river, the
York, where once lay the frigates of the Comte de Grasse, the lilied
flag of France drooping from their sterns. Here one of the
commissioners, the young Marquis de Chambrun, might have said
with pardonable pride, “A few miles up that river my grandfather, the
Marquis de Lafayette, helped General Washington to win the battle
which assured to the American Colonies their independence.”
Now the Mayflower entered the Potomac, a stream whose every mile
is peopled with the ghosts of the history-makers. Here the
imaginative Frenchmen, leaning over the steamer’s rail, with the
incomparable landscape slipping past, could not but have yielded to
the river’s mystic spell. Lulled by the ripple of the water running aft
along the hull, they found themselves living in this region’s storied
and romantic past. Indians in paint and feathers slipped silently
along in their barken war-canoes. Lean and sun-bronzed white men,
clad in the fringed buckskin of the adventuring frontiersman, floated
past them down the stream. A square-rigged merchantman poked its
inquisitive bowsprit around a rocky headland, seeking a spot at
which its band of colonists might land. Frigates, flying the flag of
England and with the black muzzles of guns peering from their tiers
of ports, cautiously ascended, the leadsmen in the shrouds sounding
for river-bars. Log forts and trading posts and mission stations once
again crowned the encircling hills. Forgotten battles blew by on the
evening breeze. A yellow dust-cloud rose above the river-bank and
out of it emerged a plodding wagon train. The smoke of pioneer
camp-fires spiraled skyward from those rich Maryland valleys, where
in reality sleek cattle browsed in lush-green pastures and the
orchards were pink and white with promised fruit. Borne on the night
wind came the rumble of ghostly cannonading, and the thoughts of
the visitors harked back to the month-long battle of the Wilderness,
fought yonder, amid the Virginia forests, by the armies of Grant and
Lee. Dawn came, and out of the mist to starboard loomed the
peninsula of Indian Head, where the ridiculed inventor, Langley, flew,
for the first time in history, a motor-driven aeroplane—forerunner of
the thousands of aircraft which to-day swoop and soar and circle
above the battle-line. In the very waters through which the Mayflower
was now ploughing, a poor Irish schoolmaster, John Philip Holland,
evolved the marvel of the undersea boat and thereby did more to
shape the course of this war than Haig or Hindenburg or Marshal
Joffre himself. Now above the port rail, high on its wooded hillside,
showed the stately white façade of Mount Vernon, the home of the
founder of this nation and the first leader of its armies, and, close by,
the modest brick tomb where the great soldier and his wife lie
sleeping. Rounding the river bend, the mighty shaft of the
Washington Monument rose skyward like a pointing finger, as though
emphasizing the motto graved upon our coins. Alexandria, with its
white steeples and its old, old houses, came in view, and beyond it
the templed hills of Arlington, where rest, in their last bivouac, the
men who died for the Union. Now the long journey of the Frenchmen
was almost finished; their destination was at hand. Slowly, with much
clanging of bells and shouting of orders, the white yacht sidled up to
the quay, the gangway was run out, the Marine Band burst into
Rouget de l’Isle’s splendid Hymn, and the envoys, filing between
massed rows of bluejackets whose rifles formed a lane of burnished
steel, set foot on the soil of the United States, not as strangers, but
as allies and friends.
Each step in the route of the commissioners through Washington
was a lesson in American history, and it was this that gave the route
its great dignity and significance. It was not the cheering throngs that
lined it, or the thousands of flags that fluttered from the buildings on
either side, but the silent statues and the dumb reminders of those
who had gone before, who had created this nation and had laid
down their lives that this nation might live, and who had come back
this day to charge the route with their unseen presence. The Navy
Yard, where the commissioners landed, was burned, with the rest of
Washington, by the British in 1814, yet now, barely a century later, its
foundries were roaring night and day in the manufacture of guns to
aid Britain. Swinging from Seventh Street into Pennsylvania Avenue,
there rose in the path of the visitors the splendid dome of the Capitol,
and beneath that dome the representatives of eight-and-forty States
were enacting into law the measures which would send to the aid of
France millions of American soldiers and billions of American dollars.
At the foot of Capitol Hill the envoys passed the Naval Monument,
“In memory of the officers, seamen, and marines who fell in defense
of the Union and Liberty of their country.”
And now Pennsylvania Avenue stretched, broad and straight and
white, before them. At the corner of Tenth Street they found
Benjamin Franklin waiting to greet them, clad in the dress he wore
when sent by the infant republic to solicit the sympathy and aid of
France, and he might have said to them, “We owe our independence
to the men and money which your country gave us.” From his granite
pedestal at the corner of Thirteenth Street, Casimir Pulaski, the
Polish soldier who fell before Savannah, debonair in his busby with
its slanting feather and his swinging dolman, saluted the Frenchmen
as they passed. At the end of the Avenue, opposite the imposing
portico of the Treasury, Sherman sat on his bronze charger, just as
he must have sat, half a century ago, when down this same avenue
swept in the Last Review the war-worn hosts of the Grand Army,
their tattered battle-flags flaunting above the slanting lines of steel,
while the delirious crowds which packed the sidewalks chanted the
marching-song of Sherman’s men:—
“So we made a thoroughfare for Freedom and her train,
Sixty miles in latitude, three hundred to the main;
Treason fled before us, for resistance was in vain,
While we were marching through Georgia.”
Swinging around the corner of the Treasury Building, with a distant
glimpse of the stately Grecian temple reared by a loving people in
memory of their murdered President, the procession passed the
White House, rising, pale and lovely, from amid its trees and flowers.
At the corner of Madison Place our first French friend, Lafayette,
extended a welcoming hand to his countrymen, and awaiting them, a
few rods beyond, was Rochambeau, who commanded the French
armies at Yorktown. In the center of the square Andrew Jackson, the
frontiersman who at New Orleans routed the Peninsular veterans of
Wellington, sat on his prancing horse, guarded by captured cannon,
and raised his cocked hat in hearty greeting. Then past the statue of
Baron von Steuben, the adjutant and friend of Frederick the Great,
who exchanged the glitter of the Prussian Court for the misery of
Valley Forge, and who, were he alive to-day, would, I fancy, once
again be fighting on the side of freedom. A stone’s throw beyond, in
front of the house where Dolly Madison once held her republican
court, stood Kosciusko, the Polish light-horseman, who, when his
sword was no longer needed by America, returned to his own people
and lies buried in the Cathedral of Cracow. Then the cortège, with its
cloud of clattering troopers in blue and yellow, swerved sharply into
Sixteenth Street, the beautiful thoroughfare which should, and some
day doubtless will, be dignified by being named “The Avenue of the
Presidents,” and was lost to sight amid its foliage and its fluttering
flags.
The procession was not as effective as it might have been, first,
because it moved so rapidly as to give the impression that those in
charge of it were worried and anxious to get it over with, and
secondly, because so many generals and admirals and cabinet
ministers were crowded into the automobiles that the people on the
streets had great difficulty in distinguishing them. In a foreign country
there would have been lines of soldiers and police to push the
onlookers back and keep the way clear, but here there was nothing
of the sort, for the men in the crowd acted as their own police and
looked after their guests themselves, which was more democratic
and essentially American. But the most memorable feature of the
affair, when all is said and done, was the extraordinary warmth and
spontaneity of the welcome which the people extended to their
visitors. The sidewalks surged with waving hats and upraised hands
as the cortège passed and the cheers rose into a roar which
drowned the chorus of the motor-horns and the clatter of the cavalry.
The women in the windows and on the balconies waved their
handkerchiefs and cheered, and the men beat the air with their hats
and cheered, and the white-mustached old soldier raised his hand
again and again to the visor of his scarlet képi and smiled at the
people and winked away the tears in his eyes.
In sending Marshal Joffre to the United States, the French
Government did a peculiarly wise and happy thing. Viviani,
Chocheprat, de Chambrun—their names held no significance for
most Americans. But Joffre! Ah, there was a name to conjure with.
The hero of the Marne, the bulwark of civilization, he was the one
figure in the whole world the mere sight of whom would instantly fan
into flame the slumbering fires of American patriotism. In the first
place, he did not come to us as a stranger. We already knew him,
you see, through the illustrated papers and the motion-picture
screens,—a stoutish, white-mustached, twinkling-eyed, benevolent-
looking old gentleman in a great blue coat, walking rather heavily
down lanes of motionless troops with their rifles held rigidly toward
him, or stooping over a hospital cot to pin to the breast of a wounded
soldier a bit of enamel and ribbon,—and seeing him thus, day after
day, he became as familiar to us as Colonel Roosevelt and Andrew
Carnegie and Billy Sunday. And because we recognized that he was,
despite his splendid achievements and his sounding title, a simple,
kindly, homely man, our great admiration for him grew into a sort of
personal affection. He does not dazzle us with the glamour of
Napoleon; he does not pique our curiosity like Kitchener; he does not
appeal to our sympathies like King Albert; the appeal that he makes
is to our hearts and our imaginations. He is—I must have recourse to
a Spanish word to express my meaning—simpatico. We recognize
his greatness, but it does not awe us. We feel that he is “home
folks,” that in the humblest dwelling he would be at home; we would
like to give him the big armchair by the fire and a pair of slippers and
a cigar and visit with him. For he is a man of the people, as simple,
as friendly, as democratic as Lincoln. We remember the story told
about him; that he said that when the Germans had been driven out
of France he wanted no triumphal entry into Paris, but that he
wanted to go fishing. We understand such a man.
This war has been singularly barren of heroic figures, perhaps
because its very magnitude has produced such a multitude of heroes
that no one can be placed before the rest, yet, when this greatest
phase of history comes to be written down with historic perspective,
it is probable that Joseph Joffre will stand forth as its most imposing
figure. As Charles Martel, “the Hammer of God,” saved Europe from
Arab conquest at Tours, and John Sobieski, by turning back the
Turks from the gates of Vienna, saved the cause of Christianity, so
Joffre broke the wave of German invasion at the Marne and saved
mankind from subjection to a no less barbarous despotism. In this
elderly man in the scarlet képi we see one of the world’s great
captains. His fame is immortal; his place in history is secure. Future
generations will point to his visit to these shores as one of the great
events of our history. But I like to think that the delirious enthusiasm
which he everywhere aroused was something more than a tribute to
the greatness of the man and the magnitude of his achievements. I
like to think that the cheers which greeted him meant, rather, that we
welcomed his presence on American soil as a tangible sign that we
had at last returned to the traditions of our fathers, that we had
regained our self-respect, that we had offered the sacrifice which will
save the nation’s soul.
Though the coming of Joffre had in most quarters the effect of a
great spiritual awakening, it was only to be expected that there
should be some who would question the motives which brought him.
These mean-souled little men went about whispering in their mean
and furtive way that the Marshal and his companions were by no
means as disinterested as they would have liked us to believe. When
we hear such cynical intimations, it might be well for us to bear in
mind, however, that in their day the motives of Washington and
Lincoln were repeatedly impugned. But their critics have long since
passed into the limbus of oblivion, while the men they criticized will
live forever in the hearts of their countrymen. That the French hoped
and prayed for our aid they would, I imagine, be the last to deny.
Certainly their need of it was desperate. But the fact that we have
afforded them financial assistance does not justify us in assuming
the airs of philanthropists, for we are nothing of the sort. The money
that we have furnished France is not given, but loaned, just as a
bank loans money to an individual of known responsibility, and,
moreover, every dollar of it is to be expended in the United States,
thus providing employment for millions of our people. That we, who
sent Franklin to implore the aid of the French king, we who accepted
from France a loan which we have never repaid, we who owe our
very existence as a nation to French soldiers, French ships, and
French money, should presume to criticize France for eagerly
accepting what we freely offered, is but to show a lack of gratitude
and of good taste. Nor let us forget that France, the grip of the
invader at her throat and her resources in men and money drained
all but dry, has never, by word or hint, reminded us of our long-
standing obligation.
The purposes which prompted the sending of the French Mission are
set forth by M. Viviani with a grace and beauty of expression which
are peculiarly French. No true American can read his words and not
be thrilled by the sincerity and unselfishness breathed in every line:
—
“We have come to this land to salute the American people and its
government, to call to fresh vigor our life-long friendship, sweet and
cordial in the ordinary course of our lives, but which these tragic
hours have raised to all the ardor of a brotherly love—a brotherly
love which, in these last years of suffering, has multiplied its most
touching expressions. You have given help, not only in treasure, in
every act of kindness and good-will; but for us your children have
shed their blood, and the names of your sacred dead are inscribed
forever in our hearts.”
One feels, upon reading these words, that the glowing tribute is
undeserved. It has taken us three years—three long and bitter years
of agony for France—to recognize what she has known from the
beginning: that the cause for which she is fighting is our cause, that
not merely the future of France but our own future, the future of
democracy, is at stake. We are late in acting, and some historians of
the future will probably be unkind enough to say that we were almost
too late; but let us resolve that we will make up for the tardiness with
which we enter the struggle by the fullness of the strength which we
put into it; that we will spend, if need be, our last dollar and our last
man; and that we will not relax our efforts by a whit until this
Prussian horror is no more.
I believe that we are at heart a people of high ideals. Critics have
said of us that our finer sensibilities have been blunted by our
extraordinary commercial success, that our earlier ideals have been
lost sight of in the business of growing rich, that we prefer the dollar
mark to the laurel wreath. It is true that we have drunk too deeply of
material success, but, thank God, we have come to our senses
before it is too late! We are our true selves once again. We have
shown that the altruism which caused us to go to war with Spain that
Cuba might be free, which led us to pay for the Philippines, already
ours by force of arms, which induced us to return the Boxer
indemnity to China, still guides our actions. We have not entered
upon this war to avenge our murdered citizens; we have not gone
into it for territorial aggrandizement or trade expansion, we have not
gone into it to pay our debt to France; we have gone to war from the
most unselfish motive that ever actuated a nation—the desire to
serve mankind. Our victory—for we never have and we never will
enter upon a losing war—will be a victory of morality and right and
will assure to all our children a world in which they can live in peace
and happiness.
We have been charged with being France-mad. Yet, when you stop
to think about it, there is nothing strange in our attachment for the
French. We are both idealistic and intensely sentimental peoples.
The name of France is indissolubly linked with the early history of
this country. The first religion, the first education, the first attempts at
government, and the first settlement of that vast middle region which
stretches from the Great Lakes to the Gulf were French, and French
influence has extended over its entire existence. A son of France,
Jacques Cartier, was the first European to step beyond the threshold
of the unguessed continent. Our mightiest river was first explored
throughout its length by a Frenchman, and the people who dwell to-
day upon the lands it waters are geographical descendants of
France. At the mouth of this river the metropolis of the South is
named after a city in France; a thousand miles upstream another
busy city keeps on the lips of thousands the name of a French king;
while, still farther to the north, yet a third great hive of industry is
named for the détroit on which it stands, though the Frenchman who
gave it its name would not understand our pronunciation of it. Such
was the domain which France conquered for Civilization. Our
national capital was planned by a Frenchman, and to the vision of
another Frenchman we owe the waterway which links the oceans at
Panama. The debt of America to France, though more direct, is no
less obvious than France’s debt to America, for the American
Revolution inspired the French Revolution, and the spectacle of a
free America under Washington’s administration proved a continual
stimulus to the French in their own struggle for freedom. It is this
solidarity of history, of sentiment, of aspiration which brings the
French and ourselves so close together in this supreme struggle for
liberty.
Even our national colors are the same: that red, white, and blue
which—as some poetic Frenchman has said—symbolizes the rise of
democracy from blood, through peace, to Heaven.
There has been much talk of France having been reborn through the
agony of this war. Therein we are wrong. It is merely that we

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(eBook PDF) Applied Calculus for the

Managerial, Life, and Social Sciences

CHAPTER 2 Functions, Limits, and the Derivative 49

CHAPTER 3 Differentiation 157

3.6 Implicit Differentiation and Related Rates 216

CHAPTER 4 Applications of the Derivative 245

CHAPTER 5 Exponential and Logarithmic Functions 329

CHAPTER 6 Integration 397

6.4 The Fundamental Theorem of Calculus 430

CHAPTER 7 Additional Topics in Integration 485

CHAPTER 8 Calculus of Several Variables 533

CHAPTER 9 Differential Equations 617

9.4 Approximate Solutions of Differential Equations 642

CHAPTER 10 Probability and Calculus 651

CHAPTER 11 Taylor Polynomials and Infinite Series 695

CHAPTER 12 Trigonometric Functions 763

Intuitive Introduction to Concepts

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Modeling with Data

Making Connections with Technology

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Algebra Review Gives

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Exploring with Technology

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Mario Borha Tejinder Neelon

Paul Abraham Kevin Ferland

Title: Brothers in arms

Author: E. Alexander Powell

Release date: October 24, 2023 [eBook #71951]

Original publication: Boston: Houghton Mifflin company, 1917

Credits: Peter Becker, David E. Brown, and the Online Distributed

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ALL RIGHTS RESERVED

Published June 1917

Brigadier-General Joseph E. Kuhn, U.S.A.

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