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97879_FM7eMV_FM7eMV_pi-xiv.qk_97879_FM7eMV_FM7eMV_pi-xiv 11/11/10 10:31 AM Page vi

vi CONTENTS

16 Vector Calculus 1079

16.1 Vector Fields 1080

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

16.9 The Divergence Theorem 1152

16.10 Summary 1159
Review 1160

Problems Plus 1163

17 Second-Order Differential Equations 1165

17.1 Second-Order Linear Equations 1166

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

Appendixes A1

F Proofs of Theorems A2
G Complex Numbers A5
H Answers to Odd-Numbered Exercises A13

Index A43

Preface

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

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

Focus on conceptual understanding.

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

Alternative Versions

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

vii

viii PREFACE

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

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

What’s New in the Seventh Edition?

The changes have resulted from talking with my colleagues and students at the University
of Toronto and from reading journals, as well as suggestions from users and reviewers.
Here are some of the many improvements that I’ve incorporated into this edition:
■ Some material has been rewritten for greater clarity or for better motivation. See, for
instance, the introduction to series on page 727 and the motivation for the cross prod-
uct on page 832.
■ New examples have been added (see Example 4 on page 1045 for instance), and the
solutions to some of the existing examples have been amplified.
■ The art program has been revamped: New figures have been incorporated and a sub-
stantial percentage of the existing figures have been redrawn.
■ The data in examples and exercises have been updated to be more timely.
■ One new project has been added: Families of Polar Curves (page 688) exhibits the
fascinating shapes of polar curves and how they evolve within a family.
■ The section on the surface area of the graph of a function of two variables has been
restored as Section 15.6 for the convenience of instructors who like to teach it after
double integrals, though the full treatment of surface area remains in Chapter 16.
■ I continue to seek out examples of how calculus applies to so many aspects of the
real world. On page 933 you will see beautiful images of the earth’s magnetic field
strength and its second vertical derivative as calculated from Laplace’s equation. I
thank Roger Watson for bringing to my attention how this is used in geophysics and
mineral exploration.
■ More than 25% of the exercises are new. Here are some of my favorites: 11.2.49–50,
11.10.71–72, 12.1.44, 12.4.43–44, 12.5.80, 14.6.59–60, 15.8.42, and Problems 4, 5,
and 8 on pages 861–62.

PREFACE ix

Technology Enhancements

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

Features

CONCEPTUAL EXERCISES The most important way to foster conceptual understanding is through the problems that
we assign. To that end I have devised various types of problems. Some exercise sets begin
with requests to explain the meanings of the basic concepts of the section. (See, for
instance, the first few exercises in Sections 11.2, 14.2, and 14.3.) Similarly, all the review
sections begin with a Concept Check and a True-False Quiz. Other exercises test concep-
tual understanding through graphs or tables (see Exercises 10.1.24–27, 11.10.2, 13.2.1–2,
13.3.33–39, 14.1.1–2, 14.1.32–42, 14.3.3–10, 14.6.1–2, 14.7.3–4, 15.1.5–10, 16.1.11–18,
16.2.17–18, and 16.3.1–2).
Another type of exercise uses verbal description to test conceptual understanding. I par-
ticularly value problems that combine and compare graphical, numerical, and algebraic
approaches.
GRADED EXERCISE SETS Each exercise set is carefully graded, progressing from basic conceptual exercises and skill-
development problems to more challenging problems involving applications and proofs.
REAL-WORLD DATA My assistants and I spent a great deal of time looking in libraries, contacting companies and
government agencies, and searching the Internet for interesting real-world data to intro-
duce, motivate, and illustrate the concepts of calculus. As a result, many of the examples
and exercises deal with functions defined by such numerical data or graphs. Functions of
two variables are illustrated by a table of values of the wind-chill index as a function of air
temperature and wind speed (Example 2 in Section 14.1). Partial derivatives are intro-
duced in Section 14.3 by examining a column in a table of values of the heat index (per-
ceived air temperature) as a function of the actual temperature and the relative humidity.
This example is pursued further in connection with linear approximations (Example 3 in
Section 14.4). Directional derivatives are introduced in Section 14.6 by using a tempera-
ture contour map to estimate the rate of change of temperature at Reno in the direction of
Las Vegas. Double integrals are used to estimate the average snowfall in Colorado on
December 20–21, 2006 (Example 4 in Section 15.1). Vector fields are introduced in Sec-
tion 16.1 by depictions of actual velocity vector fields showing San Francisco Bay wind
patterns.
PROJECTS One way of involving students and making them active learners is to have them work (per-
haps in groups) on extended projects that give a feeling of substantial accomplishment
when completed. I have included four kinds of projects: Applied Projects involve applica-
tions that are designed to appeal to the imagination of students. The project after Section

x PREFACE

14.8 uses Lagrange multipliers to determine the masses of the three stages of a rocket so
as to minimize the total mass while enabling the rocket to reach a desired velocity. Labo-
ratory Projects involve technology; the one following Section 10.2 shows how to use
Bézier curves to design shapes that represent letters for a laser printer. Discovery Projects
explore aspects of geometry: tetrahedra (after Section 12.4), hyperspheres (after Section
15.7), and intersections of three cylinders (after Section 15.8). The Writing Project after
Section 17.8 explores the historical and physical origins of Green’s Theorem and Stokes’
Theorem and the interactions of the three men involved. Many additional projects can be
found in the Instructor’s Guide.
TOOLS FOR TEC is a companion to the text and is intended to enrich and complement its contents. (It
ENRICHING™ CALCULUS is now accessible in Enhanced WebAssign, CourseMate, and PowerLecture. Selected
Visuals and Modules are available at www.stewartcalculus.com.) Developed by Harvey
Keynes, Dan Clegg, Hubert Hohn, and myself, TEC uses a discovery and exploratory
approach. In sections of the book where technology is particularly appropriate, marginal
icons direct students to TEC modules that provide a laboratory environment in which they
can explore the topic in different ways and at different levels. Visuals are animations of
figures in text; Modules are more elaborate activities and include exercises. Instruc-
tors can choose to become involved at several different levels, ranging from simply
encouraging students to use the Visuals and Modules for independent exploration, to
assigning specific exercises from those included with each Module, or to creating addi-
tional exercises, labs, and projects that make use of the Visuals and Modules.
HOMEWORK HINTS Homework Hints presented in the form of questions try to imitate an effective teaching
assistant by functioning as a silent tutor. Hints for representative exercises (usually odd-
numbered) are included in every section of the text, indicated by printing the exercise
number in red. They are constructed so as not to reveal any more of the actual solution than
is minimally necessary to make further progress, and are available to students at
stewartcalculus.com and in CourseMate and Enhanced WebAssign.
ENHANCED W E B A S S I G N Technology is having an impact on the way homework is assigned to students, particularly
in large classes. The use of online homework is growing and its appeal depends on ease of
use, grading precision, and reliability. With the seventh edition we have been working with
the calculus community and WebAssign to develop a more robust online homework sys-
tem. Up to 70% of the exercises in each section are assignable as online homework, includ-
ing free response, multiple choice, and multi-part formats.
The system also includes Active Examples, in which students are guided in step-by-step
tutorials through text examples, with links to the textbook and to video solutions. New
enhancements to the system include a customizable eBook, a Show Your Work feature,
Just in Time review of precalculus prerequisites, an improved Assignment Editor, and an
Answer Evaluator that accepts more mathematically equivalent answers and allows for
homework grading in much the same way that an instructor grades.
www.stewartcalculus.com This site includes the following.
■ Homework Hints
■ Algebra Review
■ Lies My Calculator and Computer Told Me
■ History of Mathematics, with links to the better historical websites
■ Additional Topics (complete with exercise sets): Fourier Series, Formulas for the
Remainder Term in Taylor Series, Rotation of Axes
■ Archived Problems (Drill exercises that appeared in previous editions, together with
their solutions)

PREFACE xi
■ Challenge Problems (some from the Problems Plus sections from prior editions)
■ Links, for particular topics, to outside web resources
■ Selected Tools for Enriching Calculus (TEC) Modules and Visuals

Content

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

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

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

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

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

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

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

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

Ancillaries

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

developed under my direction. Each piece has been designed to enhance student under-
standing and to facilitate creative instruction. With this edition, new media and technolo-
gies have been developed that help students to visualize calculus and instructors to
customize content to better align with the way they teach their course. The tables on pages
xiii–xiv describe each of these ancillaries.

xii PREFACE

0
Acknowledgments

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

SEVENTH EDITION REVIEWERS

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

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

JAMES STEWART

Ancillaries for Instructors Ancillaries for Instructors and Students

PowerLecture Stewart Website

ISBN 0-8400-5414-9 www.stewartcalculus.com
This comprehensive DVD contains all art from the text in both Contents: Homework Hints ■ Algebra Review ■ Additional
jpeg and PowerPoint formats, key equations and tables from the Topics ■ Drill exercises ■ Challenge Problems ■ Web Links ■
text, complete pre-built PowerPoint lectures, an electronic ver- History of Mathematics ■ Tools for Enriching Calculus (TEC)
sion of the Instructor’s Guide, Solution Builder, ExamView test-
ing software, Tools for Enriching Calculus, video instruction, TEC Tools for Enriching™ Calculus
and JoinIn on TurningPoint clicker content. By James Stewart, Harvey Keynes, Dan Clegg, and
developer Hu Hohn
Instructor’s Guide
Tools for Enriching Calculus (TEC) functions as both a power-
by Douglas Shaw
ful tool for instructors, as well as a tutorial environment in
ISBN 0-8400-5407-6
which students can explore and review selected topics. The
Each section of the text is discussed from several viewpoints. Flash simulation modules in TEC include instructions, writ-
The Instructor’s Guide contains suggested time to allot, points ten and audio explanations of the concepts, and exercises.
to stress, text discussion topics, core materials for lecture, work- TEC is accessible in CourseMate, WebAssign, and Power-
shop/discussion suggestions, group work exercises in a form Lecture. Selected Visuals and Modules are available at
suitable for handout, and suggested homework assignments. An www.stewartcalculus.com.
electronic version of the Instructor’s Guide is available on the
PowerLecture DVD.
Enhanced WebAssign
Complete Solutions Manual www.webassign.net
WebAssign’s homework delivery system lets instructors deliver,
Multivariable
collect, grade, and record assignments via the web. Enhanced
By Dan Clegg and Barbara Frank
WebAssign for Stewart’s Calculus now includes opportunities
ISBN 0-8400-4947-1
for students to review prerequisite skills and content both at the
Includes worked-out solutions to all exercises in the text. start of the course and at the beginning of each section. In addi-
tion, for selected problems, students can get extra help in the
Solution Builder form of “enhanced feedback” (rejoinders) and video solutions.
www.cengage.com /solutionbuilder Other key features include: thousands of problems from Stew-
This online instructor database offers complete worked out solu- art’s Calculus, a customizable Cengage YouBook, Personal
tions to all exercises in the text. Solution Builder allows you to Study Plans, Show Your Work, Just in Time Review, Answer
create customized, secure solutions printouts (in PDF format) Evaluator, Visualizing Calculus animations and modules,
matched exactly to the problems you assign in class. quizzes, lecture videos (with associated questions), and more!

Printed Test Bank Cengage Customizable YouBook

By William Steven Harmon YouBook is a Flash-based eBook that is interactive and cus-
ISBN 0-8400-5408-4 tomizable! Containing all the content from Stewart’s Calculus,
Contains text-specific multiple-choice and free response test YouBook features a text edit tool that allows instructors to mod-
items. ify the textbook narrative as needed. With YouBook, instructors
can quickly re-order entire sections and chapters or hide any
ExamView Testing content they don’t teach to create an eBook that perfectly
Create, deliver, and customize tests in print and online formats matches their syllabus. Instructors can further customize the
with ExamView, an easy-to-use assessment and tutorial software. text by adding instructor-created or YouTube video links.
ExamView contains hundreds of multiple-choice and free Additional media assets include: animated figures, video clips,
response test items. ExamView testing is available on the Power- highlighting, notes, and more! YouBook is available in
Lecture DVD. Enhanced WebAssign.

■ Electronic items ■ Printed items (Table continues on page xiv.)

xiii

CourseMate Study Guide

www.cengagebrain.com Multivariable
CourseMate is a perfect self-study tool for students, and By Richard St. Andre
requires no set up from instructors. CourseMate brings course ISBN 0-8400-5410-6
concepts to life with interactive learning, study, and exam
For each section of the text, the Study Guide provides students
preparation tools that support the printed textbook. CourseMate
with a brief introduction, a short list of concepts to master, as
for Stewart’s Calculus includes: an interactive eBook, Tools
well as summary and focus questions with explained answers.
for Enriching Calculus, videos, quizzes, flashcards, and more!
The Study Guide also contains “Technology Plus” questions,
For instructors, CourseMate includes Engagement Tracker, a
and multiple-choice “On Your Own” exam-style questions.
first-of-its-kind tool that monitors student engagement.

Maple CD-ROM CalcLabs with Maple

Maple provides an advanced, high performance mathe-
matical computation engine with fully integrated numerics Multivariable By Philip B. Yasskin and Robert Lopez
& symbolics, all accessible from a WYSIWYG technical docu- ISBN 0-8400-5812-8
ment environment.
CalcLabs with Mathematica
CengageBrain.com
To access additional course materials and companion resources, Multivariable By Selwyn Hollis
please visit www.cengagebrain.com. At the CengageBrain.com ISBN 0-8400-5813-6
home page, search for the ISBN of your title (from the back Each of these comprehensive lab manuals will help students
cover of your book) using the search box at the top of the page. learn to use the technology tools available to them. CalcLabs
This will take you to the product page where free companion contain clearly explained exercises and a variety of labs and
resources can be found. projects to accompany the text.

Ancillaries for Students Linear Algebra for Calculus

by Konrad J. Heuvers, William P. Francis, John H. Kuisti,
Student Solutions Manual Deborah F. Lockhart, Daniel S. Moak, and Gene M. Ortner
ISBN 0-534-25248-6
Multivariable
By Dan Clegg and Barbara Frank This comprehensive book, designed to supplement the calculus
ISBN 0-8400-4945-5 course, provides an introduction to and review of the basic
ideas of linear algebra.
Provides completely worked-out solutions to all odd-numbered
exercises in the text, giving students a chance to check their
answers and ensure they took the correct steps to arrive at an
answer.

■ Electronic items ■ Printed items

xiv

10 Parametric Equations and

Polar Coordinates

The Hale-Bopp comet, with its blue ion tail and white dust tail, appeared in
the sky in March 1997. In Section 10.6 you will see how polar coordinates
© Dean Ketelsen
provide a convenient equation for the path of this comet.

So far we have described plane curves by giving y as a function of x 关y 苷 f 共x兲兴 or x as a function

of y 关x 苷 t共y兲兴 or by giving a relation between x and y that defines y implicitly as a function of x
关 f 共x, y兲苷 0兴. In this chapter we discuss two new methods for describing curves.
Some curves, such as the cycloid, are best handled when both x and y are given in terms of a third
variable t called a parameter 关x 苷 f 共t兲, y 苷 t共t兲兴. Other curves, such as the cardioid, have their most
convenient description when we use a new coordinate system, called the polar coordinate system.

659

660 CHAPTER 10 PARAMETRIC EQUATIONS AND POLAR COORDINATES

10.1 Curves Defined by Parametric Equations

y Imagine that a particle moves along the curve C shown in Figure 1. It is impossible to
C
describe C by an equation of the form y 苷 f 共x兲 because C fails the Vertical Line Test. But
(x, y)={ f(t), g(t)} the x- and y-coordinates of the particle are functions of time and so we can write x 苷 f 共t兲
and y 苷 t共t兲. Such a pair of equations is often a convenient way of describing a curve and
gives rise to the following definition.
Suppose that x and y are both given as functions of a third variable t (called a param-
0 x
eter) by the equations

FIGURE 1 x 苷 f 共t兲 y 苷 t共t兲

(called parametric equations). Each value of t determines a point 共x, y兲, which we can
plot in a coordinate plane. As t varies, the point 共x, y兲苷共 f 共t兲, t共t兲兲 varies and traces out a
curve C, which we call a parametric curve. The parameter t does not necessarily represent
time and, in fact, we could use a letter other than t for the parameter. But in many
applications of parametric curves, t does denote time and therefore we can interpret
共x, y兲苷共 f 共t兲, t共t兲兲 as the position of a particle at time t.

EXAMPLE 1 Sketch and identify the curve defined by the parametric equations

x 苷 t 2 ⫺ 2t y苷t⫹1

SOLUTION Each value of t gives a point on the curve, as shown in the table. For instance,
if t 苷 0, then x 苷 0, y 苷 1 and so the corresponding point is 共0, 1兲. In Figure 2 we plot
the points 共x, y兲 determined by several values of the parameter and we join them to pro-
duce a curve.
y
t x y t=4
t=3
⫺2 8 ⫺1
t=2
⫺1 3 0
0 0 1 t=1
1 ⫺1 2 (0, 1)
t=0 8
2 0 3
3 3 4 0 x
t=_1
4 8 5 t=_2

FIGURE 2

A particle whose position is given by the parametric equations moves along the curve
in the direction of the arrows as t increases. Notice that the consecutive points marked
on the curve appear at equal time intervals but not at equal distances. That is because the
particle slows down and then speeds up as t increases.
It appears from Figure 2 that the curve traced out by the particle may be a parabola.
This can be confirmed by eliminating the parameter t as follows. We obtain t 苷 y ⫺ 1
from the second equation and substitute into the first equation. This gives
This equation in x and y describes where the
particle has been, but it doesn’t tell us when
x 苷 t 2 ⫺ 2t 苷共y ⫺ 1兲2 ⫺ 2共y ⫺ 1兲苷 y 2 ⫺ 4y ⫹ 3
the particle was at a particular point. The para-
metric equations have an advantage––they tell
us when the particle was at a point. They also and so the curve represented by the given parametric equations is the parabola
indicate the direction of the motion. x 苷 y 2 ⫺ 4y ⫹ 3.

SECTION 10.1 CURVES DEFINED BY PARAMETRIC EQUATIONS 661

y No restriction was placed on the parameter t in Example 1, so we assumed that t could

(8, 5) be any real number. But sometimes we restrict t to lie in a finite interval. For instance, the
parametric curve
x 苷 t 2 ⫺ 2t y苷t⫹1 0艋t艋4
(0, 1)
shown in Figure 3 is the part of the parabola in Example 1 that starts at the point 共0, 1兲 and
0 x ends at the point 共8, 5兲. The arrowhead indicates the direction in which the curve is traced
as t increases from 0 to 4.
In general, the curve with parametric equations
FIGURE 3
x 苷 f 共t兲 y 苷 t共t兲 a艋t艋b

has initial point 共 f 共a兲, t共a兲兲 and terminal point 共 f 共b兲, t共b兲兲.

v EXAMPLE 2 What curve is represented by the following parametric equations?

y
t= 2
π
x 苷 cos t y 苷 sin t 0 艋 t 艋 2␲
(cos t, sin t)
SOLUTION If we plot points, it appears that the curve is a circle. We can confirm this
t=0 impression by eliminating t. Observe that
t=π t
0 x
(1, 0) x 2 ⫹ y 2 苷 cos 2t ⫹ sin 2t 苷 1
t=2π
Thus the point 共x, y兲 moves on the unit circle x 2 ⫹ y 2 苷 1. Notice that in this example
3π
t= 2 the parameter t can be interpreted as the angle (in radians) shown in Figure 4. As t
increases from 0 to 2␲, the point 共x, y兲苷共cos t, sin t兲 moves once around the circle in
FIGURE 4 the counterclockwise direction starting from the point 共1, 0兲.

EXAMPLE 3 What curve is represented by the given parametric equations?

x 苷 sin 2t y 苷 cos 2t 0 艋 t 艋 2␲

y SOLUTION Again we have

t=0, π, 2π
x 2 ⫹ y 2 苷 sin 2 2t ⫹ cos 2 2t 苷 1
(0, 1)
so the parametric equations again represent the unit circle x 2 ⫹ y 2 苷 1. But as t
increases from 0 to 2␲, the point 共x, y兲苷共sin 2t, cos 2t兲 starts at 共0, 1兲 and moves twice
0 x
around the circle in the clockwise direction as indicated in Figure 5.

Examples 2 and 3 show that different sets of parametric equations can represent the same
curve. Thus we distinguish between a curve, which is a set of points, and a parametric curve,
in which the points are traced in a particular way.
FIGURE 5
EXAMPLE 4 Find parametric equations for the circle with center 共h, k兲 and radius r .

SOLUTION If we take the equations of the unit circle in Example 2 and multiply the
expressions for x and y by r, we get x 苷 r cos t, y 苷 r sin t. You can verify that these
equations represent a circle with radius r and center the origin traced counterclockwise.
We now shift h units in the x-direction and k units in the y-direction and obtain para-

662 CHAPTER 10 PARAMETRIC EQUATIONS AND POLAR COORDINATES

metric equations of the circle (Figure 6) with center 共h, k兲 and radius r :

x 苷 h ⫹ r cos t y 苷 k ⫹ r sin t 0 艋 t 艋 2␲

r
(h, k)

FIGURE 6
x=h+r cos t, y=k+r sin t 0 x

y
(_1, 1) (1, 1) v EXAMPLE 5 Sketch the curve with parametric equations x 苷 sin t, y 苷 sin 2 t.

SOLUTION Observe that y 苷共sin t兲 2 苷 x 2 and so the point 共x, y兲 moves on the parabola
y 苷 x 2. But note also that, since ⫺1 艋 sin t 艋 1, we have ⫺1 艋 x 艋 1, so the para-
metric equations represent only the part of the parabola for which ⫺1 艋 x 艋 1. Since
0 x sin t is periodic, the point 共x, y兲苷共sin t, sin 2 t兲 moves back and forth infinitely often
along the parabola from 共⫺1, 1兲 to 共1, 1兲. (See Figure 7.)
FIGURE 7

TEC Module 10.1A gives an animation of the

relationship between motion along a parametric
curve x 苷 f 共t兲, y 苷 t共t兲 and motion along the
graphs of f and t as functions of t. Clicking on
x=cos t

TRIG gives you the family of parametric curves

x 苷 a cos bt y 苷 c sin dt

If you choose a 苷 b 苷 c 苷 d 苷 1 and click

on animate, you will see how the graphs of
t

x 苷 cos t and y 苷 sin t relate to the circle in

y y
Example 2. If you choose a 苷 b 苷 c 苷 1,
d 苷 2, you will see graphs as in Figure 8. By
clicking on animate or moving the t-slider to
the right, you can see from the color coding how
motion along the graphs of x 苷 cos t and
x t
y 苷 sin 2t corresponds to motion along the para-
metric curve, which is called a Lissajous figure.

FIGURE 8 x=cos t y=sin 2t y=sin 2t

Graphing Devices
Most graphing calculators and computer graphing programs can be used to graph curves
defined by parametric equations. In fact, it’s instructive to watch a parametric curve being
drawn by a graphing calculator because the points are plotted in order as the corresponding
parameter values increase.

SECTION 10.1 CURVES DEFINED BY PARAMETRIC EQUATIONS 663

3 EXAMPLE 6 Use a graphing device to graph the curve x 苷 y 4 ⫺ 3y 2.

SOLUTION If we let the parameter be t 苷 y, then we have the equations

_3 3 x 苷 t 4 ⫺ 3t 2 y苷t

Using these parametric equations to graph the curve, we obtain Figure 9. It would be
possible to solve the given equation 共x 苷 y 4 ⫺ 3y 2 兲 for y as four functions of x and
_3 graph them individually, but the parametric equations provide a much easier method.
FIGURE 9

In general, if we need to graph an equation of the form x 苷 t共y兲, we can use the para-
metric equations
x 苷 t共t兲 y苷t

Notice also that curves with equations y 苷 f 共x兲 (the ones we are most familiar with—graphs
of functions) can also be regarded as curves with parametric equations
x苷t y 苷 f 共t兲
Graphing devices are particularly useful for sketching complicated curves. For instance,
the curves shown in Figures 10, 11, and 12 would be virtually impossible to produce by hand.

1.5 1 1.8

_1.5 1.5 _2 2 _1.8 1.8

_1.5 _1 _1.8

FIGURE 10 FIGURE 11 FIGURE 12

x=sin t+ 21 cos 5t+41 sin 13t x=sin t-sin 2.3t x=sin t+ 21 sin 5t+41 cos 2.3t
y=cos t+ 21 sin 5t+ 41 cos 13t y=cos t y=cos t+ 21 cos 5t+41 sin 2.3t

One of the most important uses of parametric curves is in computer-aided design (CAD).
In the Laboratory Project after Section 10.2 we will investigate special parametric curves,
called Bézier curves, that are used extensively in manufacturing, especially in the auto-
motive industry. These curves are also employed in specifying the shapes of letters and
other symbols in laser printers.

The Cycloid
TEC An animation in Module 10.1B shows EXAMPLE 7 The curve traced out by a point P on the circumference of a circle as the
how the cycloid is formed as the circle moves. circle rolls along a straight line is called a cycloid (see Figure 13). If the circle has
radius r and rolls along the x-axis and if one position of P is the origin, find parametric
equations for the cycloid.

P
P

FIGURE 13 P

664 CHAPTER 10 PARAMETRIC EQUATIONS AND POLAR COORDINATES

y
SOLUTION We choose as parameter the angle of rotation ␪ of the circle 共␪ 苷 0 when P is
at the origin). Suppose the circle has rotated through ␪ radians. Because the circle has
been in contact with the line, we see from Figure 14 that the distance it has rolled from
the origin is

r ¨
C (r¨, r ) OT 苷 arc PT 苷 r␪ ⱍ ⱍ
P Q
Therefore the center of the circle is C共r␪, r兲. Let the coordinates of P be 共x, y兲. Then
y
x from Figure 14 we see that
O T x
r¨ ⱍ ⱍ ⱍ ⱍ
x 苷 OT ⫺ PQ 苷 r ␪ ⫺ r sin ␪ 苷 r共␪ ⫺ sin ␪ 兲

FIGURE 14 y 苷 ⱍ TC ⱍ ⫺ ⱍ QC ⱍ 苷 r ⫺ r cos ␪ 苷 r共1 ⫺ cos ␪ 兲

Therefore parametric equations of the cycloid are

1 x 苷 r共␪ ⫺ sin ␪ 兲 y 苷 r共1 ⫺ cos ␪ 兲 ␪僆⺢

One arch of the cycloid comes from one rotation of the circle and so is described by
0 艋 ␪ 艋 2␲. Although Equations 1 were derived from Figure 14, which illustrates the
case where 0 ⬍ ␪ ⬍ ␲兾2, it can be seen that these equations are still valid for other
values of ␪ (see Exercise 39).
A Although it is possible to eliminate the parameter ␪ from Equations 1, the resulting
Cartesian equation in x and y is very complicated and not as convenient to work with as
the parametric equations.

One of the first people to study the cycloid was Galileo, who proposed that bridges be
built in the shape of cycloids and who tried to find the area under one arch of a cycloid. Later
this curve arose in connection with the brachistochrone problem: Find the curve along
cycloid which a particle will slide in the shortest time (under the influence of gravity) from a point
A to a lower point B not directly beneath A. The Swiss mathematician John Bernoulli, who
B posed this problem in 1696, showed that among all possible curves that join A to B, as in
FIGURE 15 Figure 15, the particle will take the least time sliding from A to B if the curve is part of an
inverted arch of a cycloid.
The Dutch physicist Huygens had already shown that the cycloid is also the solution to
P the tautochrone problem; that is, no matter where a particle P is placed on an inverted
P
cycloid, it takes the same time to slide to the bottom (see Figure 16). Huygens proposed that
P P pendulum clocks (which he invented) should swing in cycloidal arcs because then the pen-
P dulum would take the same time to make a complete oscillation whether it swings through
FIGURE 16 a wide or a small arc.

Families of Parametric Curves

v EXAMPLE 8 Investigate the family of curves with parametric equations

x 苷 a ⫹ cos t y 苷 a tan t ⫹ sin t

What do these curves have in common? How does the shape change as a increases?

SOLUTION We use a graphing device to produce the graphs for the cases a 苷 ⫺2, ⫺1,
⫺0.5, ⫺0.2, 0, 0.5, 1, and 2 shown in Figure 17. Notice that all of these curves (except
the case a 苷 0) have two branches, and both branches approach the vertical asymptote
x 苷 a as x approaches a from the left or right.

SECTION 10.1 CURVES DEFINED BY PARAMETRIC EQUATIONS 665

a=_2 a=_1 a=_0.5 a=_0.2

a=0 a=0.5 a=1 a=2

FIGURE 17 Members of the family

x=a+cos t, y=a tan t+sin t, When a ⬍ ⫺1, both branches are smooth; but when a reaches ⫺1, the right branch
all graphed in the viewing rectangle acquires a sharp point, called a cusp. For a between ⫺1 and 0 the cusp turns into a loop,
关_4, 4兴 by 关_4, 4兴 which becomes larger as a approaches 0. When a 苷 0, both branches come together and
form a circle (see Example 2). For a between 0 and 1, the left branch has a loop, which
shrinks to become a cusp when a 苷 1. For a ⬎ 1, the branches become smooth again,
and as a increases further, they become less curved. Notice that the curves with a posi-
tive are reflections about the y-axis of the corresponding curves with a negative.
These curves are called conchoids of Nicomedes after the ancient Greek scholar
Nicomedes. He called them conchoids because the shape of their outer branches
resembles that of a conch shell or mussel shell.

10.1 Exercises

1– 4 Sketch the curve by using the parametric equations to plot 9. x 苷 st , y苷1⫺t

points. Indicate with an arrow the direction in which the curve is
traced as t increases. 10. x 苷 t , 2
y 苷 t3

1. x 苷 t 2 ⫹ t, y 苷 t 2 ⫺ t, ⫺2 艋 t 艋 2
11–18
2. x 苷 t , 2
y 苷 t ⫺ 4t,
3
⫺3 艋 t 艋 3
(a) Eliminate the parameter to find a Cartesian equation of the
3. x 苷 cos2 t, y 苷 1 ⫺ sin t, 0 艋 t 艋 ␲兾2 curve.
4. x 苷 e⫺t ⫹ t, y 苷 e t ⫺ t, ⫺2 艋 t 艋 2 (b) Sketch the curve and indicate with an arrow the direction in
which the curve is traced as the parameter increases.
11. x 苷 sin 2␪, y 苷 cos 12␪, ⫺␲ 艋 ␪ 艋 ␲
1

5–10
12. x 苷 cos ␪, y 苷 2 sin ␪, 0艋␪艋␲
1
(a) Sketch the curve by using the parametric equations to plot 2
points. Indicate with an arrow the direction in which the curve
13. x 苷 sin t, y 苷 csc t, 0 ⬍ t ⬍ ␲兾2
is traced as t increases.
(b) Eliminate the parameter to find a Cartesian equation of the 14. x 苷 e ⫺ 1, t
y苷e 2t

curve.
15. x 苷 e , 2t
y苷t⫹1
5. x 苷 3 ⫺ 4t, y 苷 2 ⫺ 3t
16. y 苷 st ⫹ 1, y 苷 st ⫺ 1
6. x 苷 1 ⫺ 2t, y 苷 2 t ⫺ 1, ⫺2 艋 t 艋 4
1

17. x 苷 sinh t, y 苷 cosh t

7. x 苷 1 ⫺ t 2, y 苷 t ⫺ 2, ⫺2 艋 t 艋 2
18. x 苷 tan2␪, y 苷 sec ␪, ⫺␲兾2 ⬍ ␪ ⬍ ␲兾2
8. x 苷 t ⫺ 1, y 苷 t 3 ⫹ 1, ⫺2 艋 t 艋 2

; Graphing calculator or computer required 1. Homework Hints available at stewartcalculus.com

666 CHAPTER 10 PARAMETRIC EQUATIONS AND POLAR COORDINATES

19–22 Describe the motion of a particle with position 共x, y兲 as 25–27 Use the graphs of x 苷 f 共t兲 and y 苷 t共t兲 to sketch the para-
t varies in the given interval. metric curve x 苷 f 共t兲, y 苷 t共t兲. Indicate with arrows the direction
in which the curve is traced as t increases.
19. x 苷 3 ⫹ 2 cos t, y 苷 1 ⫹ 2 sin t, ␲兾2 艋 t 艋 3␲兾2
25. x y
20. x 苷 2 sin t, y 苷 4 ⫹ cos t, 0 艋 t 艋 3␲兾2
1
21. x 苷 5 sin t, y 苷 2 cos t, ⫺␲ 艋 t 艋 5␲
1 t 1 t
22. x 苷 sin t, y 苷 cos t, ⫺2␲ 艋 t 艋 2␲
2
_1

23. Suppose a curve is given by the parametric equations x 苷 f 共t兲,

26. x y
y 苷 t共t兲, where the range of f is 关1, 4兴 and the range of t is
关2 , 3兴. What can you say about the curve? 1 1

24. Match the graphs of the parametric equations x 苷 f 共t兲 and 1 t 1 t

y 苷 t共t兲 in (a)–(d) with the parametric curves labeled I–IV.
Give reasons for your choices.
(a) I
x y y 27. x y
2
2 1 1 1

1 1
1 t 2 x t 1 t

1 t

(b) II 28. Match the parametric equations with the graphs labeled I-VI.
x y y
2 2
Give reasons for your choices. (Do not use a graphing device.)
2
(a) x 苷 t 4 ⫺ t ⫹ 1, y 苷 t 2
(b) x 苷 t 2 ⫺ 2t, y 苷 st
1t 1t 2 x (c) x 苷 sin 2t, y 苷 sin共t ⫹ sin 2t兲
(d) x 苷 cos 5t, y 苷 sin 2t
(e) x 苷 t ⫹ sin 4t, y 苷 t 2 ⫹ cos 3t
sin 2t cos 2t
(f ) x 苷 , y苷
4 ⫹ t2 4 ⫹ t2
(c) III
x y y
2 2 1
I II III
y y y

2 t 2 t 1 2 x

x
x

x
(d) IV IV V VI
x y y y y y
2 2
2

2 t 2 t x

2 x x x

SECTION 10.1 CURVES DEFINED BY PARAMETRIC EQUATIONS 667

; 29. Graph the curve x 苷 y ⫺ 2 sin ␲ y. ␪ 苷 0 when P is at one of its lowest points, show that para-
metric equations of the trochoid are
; 30. Graph the curves y 苷 x ⫺ 4x and x 苷 y ⫺ 4y and find
3 3

their points of intersection correct to one decimal place. x 苷 r ␪ ⫺ d sin ␪ y 苷 r ⫺ d cos ␪

31. (a) Show that the parametric equations Sketch the trochoid for the cases d ⬍ r and d ⬎ r.

x 苷 x 1 ⫹ 共x 2 ⫺ x 1 兲t y 苷 y1 ⫹ 共 y 2 ⫺ y1 兲t 41. If a and b are fixed numbers, find parametric equations for

the curve that consists of all possible positions of the point P
where 0 艋 t 艋 1, describe the line segment that joins the in the figure, using the angle ␪ as the parameter. Then elimi-
points P1共x 1, y1 兲 and P2共x 2 , y 2 兲. nate the parameter and identify the curve.
(b) Find parametric equations to represent the line segment
y
from 共⫺2, 7兲 to 共3, ⫺1兲.

; 32. Use a graphing device and the result of Exercise 31(a) to

draw the triangle with vertices A 共1, 1兲, B 共4, 2兲, and C 共1, 5兲.
a
33. Find parametric equations for the path of a particle that b P
moves along the circle x ⫹ 共 y ⫺ 1兲苷 4 in the manner
2 2 ¨
O x
described.
(a) Once around clockwise, starting at 共2, 1兲
(b) Three times around counterclockwise, starting at 共2, 1兲
(c) Halfway around counterclockwise, starting at 共0, 3兲

; 34. (a) Find parametric equations for the ellipse

x 2兾a 2 ⫹ y 2兾b 2 苷 1. [Hint: Modify the equations of 42. If a and b are fixed numbers, find parametric equations for
the circle in Example 2.] the curve that consists of all possible positions of the point P
(b) Use these parametric equations to graph the ellipse when in the figure, using the angle ␪ as the parameter. The line
a 苷 3 and b 苷 1, 2, 4, and 8. segment AB is tangent to the larger circle.
(c) How does the shape of the ellipse change as b varies?
y
; 35–36 Use a graphing calculator or computer to reproduce the
picture. A
35. y 36. y a P
b
¨
4 O B x
2
2

0 2 x 0 3 8 x

43. A curve, called a witch of Maria Agnesi, consists of all pos-

37–38 Compare the curves represented by the parametric
equations. How do they differ? sible positions of the point P in the figure. Show that para-
metric equations for this curve can be written as
37. (a) x 苷 t 3, y 苷 t2 (b) x 苷 t 6, y 苷 t4
(c) x 苷 e ⫺3t
, y 苷 e⫺2t x 苷 2a cot ␪ y 苷 2a sin 2␪
Sketch the curve.
38. (a) x 苷 t, y 苷 t ⫺2 (b) x 苷 cos t, y 苷 sec2 t
y
(c) x 苷 e , y 苷 e⫺2t
t
y=2a C

39. Derive Equations 1 for the case ␲兾2 ⬍ ␪ ⬍ ␲. A P

40. Let P be a point at a distance d from the center of a circle of a
radius r. The curve traced out by P as the circle rolls along a
straight line is called a trochoid. (Think of the motion of a
point on a spoke of a bicycle wheel.) The cycloid is the spe- ¨
cial case of a trochoid with d 苷 r. Using the same parameter x
O
␪ as for the cycloid and, assuming the line is the x-axis and

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seem to involve them in suspicion; but I am certain that there is
some fallacy—that there are some facts which did not transpire at
the inquest but which might be brought to the surface if you took the
case in hand.”
“Why not let the police disinter those facts?”
“Because the police evidently suspect the members of the
household and they will certainly pursue the obvious probabilities.”
“So should I, for that matter,” said he; “and in any case, we can’t
prevent the police from bringing a charge if they are satisfied that
they can support it. And your own experience will tell you that they
will certainly not take a case into the Central Criminal Court unless
they have enough evidence to make a conviction a virtual certainty.
But I remind you, Mayfield, that they have got it all to do. There is
grave suspicion in respect of a number of persons, but there is not,
at present, a particle of positive evidence against any one person. It
looks to me as if it might turn out to be a very elusive case.”
“Precisely,” said I. “That is why I am anxious that the actual
perpetrator should be discovered. Until he is, all these people will be
under suspicion, with the peril of a possible arrest constantly hanging
over them. I might even say, ‘hanging over us’; for you, yourself,
have included me in the group of possible suspects.”
He reflected for a few moments. At length he replied:
“You are quite right, Mayfield. Until the perpetrator of a crime is
discovered and his guilt established, it is always possible for
suspicion to rest upon the innocent and even for a miscarriage of
justice to occur. In all cases it is most desirable that the crime should
be brought home to the actual perpetrator without delay for that
reason, to say nothing of the importance, on grounds of public policy,
of exposing and punishing wrong-doers. You know these people and
I do not. If you are sufficiently confident of their innocence to take the
risk of associating yourself with the agencies of detection, I have no
more to say on that point. I am quite willing to go into the case so far
as I can, though, at present, I see no prospect of success.”
“It seems to you a difficult case, then?”
“Very. It is extraordinarily obscure and confused. Whoever
poisoned that unfortunate man, seems to have managed most
skilfully to confuse all the issues. Whatever may have been the
medium through which the poison was given, that medium is
associated equally with a number of different persons. If the
medicine was the vehicle, then the responsibility is divided between
Dimsdale, who prepared it, and the various persons who
administered it. If the poison was mixed with the food, it may have
been introduced by any of the persons who prepared it or had
access to it on its passage from the kitchen to the patient’s bedroom.
There is no one person of whom we can say that he or she had any
special opportunity that others had not. And it is the same with the
motive. No one had any really, adequate motive for killing
Monkhouse; but all the possible suspects benefited by his death,
though they were apparently not aware of it.”
“They all knew, in general terms, that they had been mentioned in
the will though the actual provisions and amounts were not
disclosed. But I should hardly describe Mrs. Monkhouse as
benefiting by her husband’s death. She will not be as well off now as
she was when he was alive and the whole of his income was
available.”
“No. But we were not including her in the group since she was
not in the house when the poison was being administered. We were
speaking of those who actually had the opportunity to administer the
poison; and we see that the opportunity was approximately equal in
all. And you see, Mayfield, the trouble is that any evidence
incriminating any one person would be in events which are past and
beyond recall. The depositions contain all that we know and all that
we are likely to know, unless the police are able to ascertain that
some one of the parties has purchased arsenic from a chemist;
which is extremely unlikely considering the caution and judgment
that the poisoner has shown. The truth is that, if no new evidence is
forthcoming, the murder of Harold Monkhouse will take its place
among the unsolved and insoluble mysteries.”
“Then, I take it that you will endeavour to find some new
evidence? But I don’t see, at all, how you will go about it.”
“Nor do I,” said he. “There seems to be nothing to investigate.
However, I shall study the depositions and see if a careful
consideration of the evidence offers any suggestion for a new line of
research. And as the whole case now lies in the past, I shall try to
learn as much as possible about everything and everybody
concerned. Perhaps I had better begin with you. I don’t quite
understand what your position is in this household.”
“I will tell you with pleasure all about my relations with the
Monkhouses, but it is a rather long story, and I don’t see that it will
help you in any way.”
“Now, Mayfield,” said Thorndyke, “don’t begin by considering
what knowledge may or may not be helpful. We don’t know. The
most trivial or seemingly irrelevant fact may offer a most illuminating
suggestion. My rule is, when I am gravelled for lack of evidence, to
collect, indiscriminately, all the information that I can obtain that is in
the remotest way connected with the problem that I am dealing with.
Bear that in mind. I want to know all that you can tell me, and don’t
be afraid of irrelevant details. They may not be irrelevant, after all;
and if they are, I can sift them out afterwards. Now, begin at the
beginning and tell me the whole of the long story.”
He provided himself with a note-book, uncapped his fountain pen
and prepared himself to listen to what I felt to be a perfectly useless
recital of facts that could have no possible bearing on the case.
“I will take you at your word,” said I, “and begin at the very
beginning, when I was quite a small boy. At that time, my father, who
was a widower, lived at Highgate and kept the chambers in the
Temple which I now occupy. A few doors away from us lived a
certain Mr. Keene, an old friend of my father’s—his only really
intimate friend, in fact—and, of course, I used to see a good deal of
him. Mr. Keene, who was getting on in years, had married a very
charming woman, considerably younger than himself, and at this
time there was one child, a little girl about two years old.
Unfortunately, Mrs. Keene was very delicate, and soon after the
child’s birth she developed symptoms of consumption. Once started,
the disease progressed rapidly in spite of the most careful treatment,
and in about two years from the outset of the symptoms, she died.
“Her death was a great grief to Mr. Keene, and indeed, to us all,
for she was a most lovable woman; and the poor little motherless
child made the strongest appeal to our sympathies. She was the
loveliest little creature imaginable and as sweet and winning in
nature as she was charming in appearance. On her mother’s death, I
adopted her as my little sister, and devoted myself to her service. In
fact, I became her slave; but a very willing slave; for she was so
quick and intelligent, so affectionate and so amiable that, in spite of
the difference in our ages—some eight or nine years—I found her a
perfectly satisfying companion. She entered quite competently into
all my boyish sports and amusements, so that our companionship
really involved very little sacrifice on my part but rather was a source
of constant pleasure.
“But her motherless condition caused Mr. Keene a good deal of
anxiety. As I have said, he was getting on in life and was by no
means a strong man, and he viewed with some alarm the, not very
remote, possibility of her becoming an orphan with no suitable
guardian, for my father was now an elderly man, and I was, as yet,
too young to undertake the charge. Eventually, he decided, for the
child’s sake, to marry again; and about two years after his first wife’s
death he proposed to and was accepted by a lady named Ainsworth
whom he had known for many years, who had been left a widow with
one child, a girl some two years younger than myself.
“Naturally, I viewed the advent of the new Mrs. Keene with some
jealousy. But there was no occasion. She was a good, kindly woman
who showed from the first that she meant to do her duty by her little
step-daughter. And her own child, Barbara, equally disarmed our
jealousy. A quiet, rather reserved little girl, but very clever and quick-
witted, she not only accepted me at once with the frankest
friendliness but, with a curious tactfulness for such a young girl,
devoted herself to my little friend, Stella Keene, without in the least
attempting to oust me from my position. In effect, we three young
people became a most united and harmonious little coterie in which
our respective positions were duly recognized. I was the head of the
firm, so to speak, Stella was my adopted sister, and Barbara was the
ally of us both.
“So our relations continued as the years passed; but presently
the passing years began to take toll of our seniors. My father was the
first to go. Then followed Mr. Keene, and after a few more years,
Barbara’s mother. By the time my twenty-fifth birthday came round,
we were all orphans.”
“What were your respective ages then?” Thorndyke asked.
Rather surprised at the question, I paused to make a calculation.
“My own age,” I replied, “was, as I have said, twenty-five. Barbara
would then be twenty-two and Stella sixteen.”
Thorndyke made a note of my answer and I proceeded:
“The death of our elders made no appreciable difference in our
way of living. My father had left me a modest competence and the
two girls were fairly provided for. The houses that we occupied were
beyond our needs, reduced as we were in numbers and we
discussed the question of sharing a house. But, of course, the girls
were not really my sisters and the scheme was eventually rejected
as rather too unconventional; so we continued to live in our
respective houses.”
“Was there any trustee for the girls?” Thorndyke asked.
“Yes, Mr. Brodribb. The bulk of the property was, I believe, vested
in Stella, but, for reasons which I shall come to in a moment, there
was a provision that, in the event of her death, it should revert to
Barbara.”
“On account, I presume, of the tendency to consumption?”
“Exactly. For some time before Mr. Keene’s death there had been
signs that Stella inherited her mother’s delicacy of health. Hence the
provisions for Barbara. But no definite manifestations of disease
appeared until Stella was about eighteen. Then she developed a
cough and began to lose weight; but, for a couple of years the
disease made no very marked progress, in fact, there were times
when she seemed to be in a fair way to recovery. Then, rather
suddenly, her health took a turn for the worse. Soon she became
almost completely bed-ridden. She wasted rapidly, and, in fact, was
now the typical consumptive, hectic, emaciated, but always bright,
cheerful and full of plans for the future and enthusiasm for the little
hobbies that I devised to keep her amused.
“But all the time, she was going down the hill steadily, although,
as I have said, there were remissions and fluctuations; and, in short,
after about a year’s definite illness, she went the way of her mother.
Her death was immediately caused, I understand, by an attack of
hemorrhage.”
“You understand?” Thorndyke repeated, interrogatively.
“Yes. To my lasting grief, I was away from home when she died. I
had been recently called to the bar and was offered a brief for the
Chelmsford Assizes, which I felt I ought not to refuse, especially as
Stella seemed, just then, to be better than usual. What made it
worse was that the telegram which was sent to recall me went
astray. I had moved on to Ipswich and had only just written to give
my new address, so that I did not get home until just before the
funeral. It was a fearful shock, for no one had the least suspicion that
the end was so near. If I had supposed that there was the slightest
immediate danger, nothing on earth would have induced me to go
away from home.”
Thorndyke had listened to my story not only with close attention
but with an expression of sympathy which I noted gratefully and
perhaps with a little surprise. But he was a strange man; as
impersonal as Fate when he was occupied in actual research and
yet showing at times unexpected gleams of warm human feeling and
the most sympathetic understanding. He now preserved a thoughtful
silence for some time after I had finished. Presently he said:
“I suppose this poor girl’s death caused a considerable change in
your way of living?”
“Yes, indeed! Its effects were devastating both on Barbara and
me. Neither of us felt that we could go on with the old ways of life.
Barbara let her house and went into rooms in London, where I used
to visit her as often as I could; and I sold my house, furniture and all
and took up residence in the Temple. But even that I could not
endure for long. Stella’s death had broken me up completely. Right
on from my boyhood, she had been the very hub of my life. All my
thoughts and interests had revolved around her. She had been to me
friend and sister in one. Now that she was gone, the world seemed
to be a great, chilly void, haunted everywhere by memories of her.
She had pervaded my whole life, and everything about me was
constantly reminding me of her. At last I found that I could bear it no
longer. The familiar things and places became intolerable to my
eyes. I did not want to forget her; on the contrary, I loved to cherish
her memory. But it was harrowing to have my loss thrust upon me at
every turn. I yearned for new surroundings in which I could begin a
new life; and in the end, I decided to go to Canada and settle down
there to practise at the Bar.
“My decision came as a fearful blow to Barbara, and indeed, I felt
not a little ashamed of my disloyalty to her; for she, too, had been
like a sister to me and, next to Stella, had been my dearest friend.
But it could not be helped. An intolerable unrest had possession of
me. I felt that I must go; and go I did, leaving poor Barbara to
console her loneliness with her political friends.
“I stayed in Canada nearly two years and meant to stay there for
good. Then, one day, I got a letter from Barbara telling me that she
was married. The news rather surprised me, for I had taken Barbara
for an inveterate spinster with a tendency to avoid male friends other
than myself. But the news had another, rather curious effect. It set
my thoughts rambling amidst the old surroundings. And now I found
that they repelled me no longer; that, on the contrary, they aroused a
certain feeling of home-sickness, a yearning for the fuller, richer life
of London and a sight of the English countryside. In not much more
than a month, I had wound up my Canadian affairs and was back in
my old chambers in the Temple, which I had never given up, ready to
start practice afresh.”
“That,” said Thorndyke, “would be a little less than three years
ago. Now we come to your relations with the Monkhouse
establishment.”
“Yes; and I drifted into them almost at once. Barbara received me
with open arms, and of course, Monkhouse knew all about me and
accepted me as an old friend. Very soon I found myself, in a way, a
member of the household. A bedroom was set apart for my use,
whenever I cared to occupy it, and I came and went as if I were one
of the family. I was appointed a trustee, with Brodribb, and dropped
into the position of general family counsellor.”
“And what were your relations with Monkhouse?”
“We were never very intimate. I liked the man and I think he liked
me. But he was not very approachable; a self-contained, aloof,
undemonstrative man, and an inveterate book-worm. But he was a
good man and I respected him profoundly, though I could never
understand why Barbara married him, or why he married Barbara. I
couldn’t imagine him in love. On the other hand I cannot conceive
any motive that any one could have had for doing him any harm. He
seemed to me to be universally liked in a rather lukewarm fashion.”
“It is of no use, I suppose,” said Thorndyke, “to ask you if these
reminiscences have brought anything to your mind that would throw
any light on the means, the motive or the person connected with the
crime?”
“No,” I answered; “nor can I imagine that they will bring anything
to yours. In fact, I am astonished that you have let me go on so long
dribbling out all these trivial and irrelevant details. Your patience is
monumental.”
“Not at all,” he replied. “Your story has interested me deeply. It
enables me to visualize very clearly at least a part of the setting of
this crime, and it has introduced me to the personalities of some of
the principal actors, including yourself. The details are not in the
least trivial; and whether they are or are not irrelevant we cannot
judge. Perhaps, when we have solved the mystery—if ever we do—
we may find connections between events that had seemed to be
totally unrelated.”
“It is, I suppose, conceivable as a mere, speculative possibility.
But what I have been telling you is mainly concerned with my own
rather remote past, which can hardly have any possible bearing on
comparatively recent events.”
“That is perfectly true,” Thorndyke agreed. “Your little
autobiography has made perfectly clear your own relation to these
people, but it has left most of them—and those in whom I am most
interested—outside the picture. I was just wondering whether it
would be possible for you to amplify your sketch of the course of
events after Barbara’s marriage—I am, like you, using the Christian
name, for convenience. What I really want is an account of the
happenings in that household during the last three years, and
especially during the last year. Do you think that, if you were to turn
out the garrets of your memory, you could draw up a history of the
house in Hilborough Square and its inmates from the time when you
first made its acquaintance? Have you any sort of notes that would
help you?”
“By Jove!” I exclaimed. “Of course I have. There is my diary.”
“Oh,” said Thorndyke, with obviously awakened interest. “You
keep a diary. What sort of diary is it? Just brief jottings, or a full
record?”
“It is a pretty full diary. I began it more than twenty years ago as a
sort of schoolboy hobby. But it turned out so useful and entertaining
to refer to that I encouraged myself to persevere. Now, I am a
confirmed diarist; and I write down not only facts and events, but
also comments, which may be quite illuminating to study by the light
of what has happened. I will read over the last three years and make
an abstract of everything that has happened in that household. And I
hope the reading of that abstract will entertain you; for I can’t believe
that it will help you to unravel the mystery of Harold Monkhouse’s
death.”
“Well,” Thorndyke replied, as I rose to take my leave, “don’t let
your scepticism influence you. Keep in your mind the actual position.
In that house a man was poisoned, and almost certainly feloniously
poisoned. He must have been poisoned either by some one who
was an inmate of that house or by some one who had some sort of
access to the dead man from without. It is conceivable that the
entries in your diary may bring one or other such person into view.
Keep that possibility constantly before you; and fill your abstract with
irrelevancies rather than risk omitting anything from which we could
gather even the most shadowy hint.”
Chapter IX.
Superintendent Miller is Puzzled
On arriving at my chambers after my conference with Thorndyke I
found awaiting me a letter from a Maidstone solicitor offering me a
brief for a case of some importance that was to be tried at the
forthcoming assizes. At first, I read it almost impatiently, so
preoccupied was my mind with the tragedy in which I was involved. It
seemed inopportune, almost impertinent. But, in fact it was most
opportune, as I presently realized, in that it recalled me to the
realities of normal life. My duties to my friends I did, indeed, take
very seriously. But I was not an idle man. I had my way to make in
my profession and could not afford to drop out of the race, to
sacrifice my ambitions entirely, even on the altar of friendship.
I sat down and glanced through the instructions. It was a case of
alleged fraud, an intricate case which interested me at once and in
which I thought I could do myself credit; which was also the opinion
of the solicitor, who was evidently anxious for me to undertake it.
Eventually, I decided to accept the brief, and having written a letter to
that effect, I set myself to spend the remainder of the evening in
studying the instructions and mastering the rather involved details.
For time was short, since the case was down for hearing in a couple
of days’ time and the morrow would be taken up by my engagements
at Hilborough Square.
I pass over the incidents of the funeral. It was a dismal and
unpleasant affair, lacking all the dignity and pathos that relieve the
dreariness of an ordinary funeral. None of us could forget, as we sat
back in the mourning coach as far out of sight as possible, that the
corpse in the hearse ahead was the corpse of a murdered man, and
that most of the bystanders knew it. Even in the chapel, the majestic
service was marred and almost vulgarized by the self-consciousness
of the mourners and at the grave-side we found one another peering
furtively around for signs of recognition. To all of us it was a profound
relief, when we were once more gathered together in the drawing
room, to hear the street door close finally and the mourning carriage
rumble away down the square.
I took an early opportunity of mentioning the brief and I could see
that to both the women the prospect of my departure came as a
disagreeable surprise.
“How soon will you have to leave us?” Madeline asked, anxiously.
“I must start for Maidstone to-morrow morning,” I replied.
“Oh, dear!” she exclaimed. “How empty the place will seem and
how lost we shall be without you to advise us.”
“I hope,” said I, “that the occasions for advice are past, and I shall
not be so very far away, if you should want to consult me.”
“No,” said Barbara, “and I suppose you will not be away for very
long. Shall you come back when your case is finished or shall you
stay for the rest of the assizes?”
“I shall probably have some other briefs offered, which will detain
me until the assizes are over. My solicitor hinted at some other
cases, and of course there is the usual casual work that turns up on
circuit.”
“Well,” she rejoined, “we can only wish you good luck and plenty
of work, though we shall be glad when it is time for you to come
back; and we must be thankful that you were here to help us through
the worst of our troubles.”
The general tenor of this conversation, which took place at the
lunch table, was not, apparently, to Wallingford’s taste; for he sat
glumly consuming his food and rather ostentatiously abstaining from
taking any part in the discussion. Nor was I surprised; for the obvious
way in which both women leant on me was a reproach to his
capacity, which ought to have made my advice and guidance
unnecessary. But though I sympathized in a way with his
displeasure, it nevertheless made me a little uneasy. For there was
another matter that I wanted to broach; one in which he might
consider himself concerned; namely, my commission to Thorndyke. I
had, indeed, debated with myself whether I should not be wiser to
keep my own counsel on the subject; but I had decided that they
were all interested parties and that it would seem unfriendly and
uncandid to keep them in the dark. But, for obvious reasons, I did not
propose to acquaint them with Thorndyke’s views on the case.
The announcement, when I made it, was received without
enthusiasm, and Wallingford, as I had feared, was inclined to be
resentful.
“Don’t you think, Mayfield,” said he, “that you ought to have
consulted the rest of us before putting this private inquiry agent, or
whatever he is, on the case?”
“Perhaps I ought,” I admitted. “But it is important to us all that the
mystery should be cleared up.”
“That is quite true,” said Barbara, “and for my part, I shall never
rest until the wretch who made away with poor Harold is dragged out
into the light of day—that is, if there is really such a person; I mean,
if Harold’s death was not, after all, the result of some ghastly
accident. But is it wise for us to meddle? The police have the case in
hand. Surely, with all their experience and their machinery of
detection, they are more likely to be successful than a private
individual, no matter how clever he may be.”
“That,” I replied, “is, in fact, Dr. Thorndyke’s own view. He wished
to leave the inquiry to the police; and I may say that he will not come
into the case unless it should turn out that the police are unable to
solve the mystery.”
“In which case,” said Wallingford, “it is extremely unlikely that an
outsider, without their special opportunities, will be able to solve it.
And if he should happen to find a mare’s nest, we shall share the
glory and the publicity of his discovery.”
“I don’t think,” said I, “that you need have any anxiety on that
score. Dr. Thorndyke is not at all addicted to finding mare’s nests
and still less to publicity. If he makes any discovery he will probably
keep it to himself until he has the whole case cut and dried. Then he
will communicate the facts to the police; and the first news we shall
have on the subject will be the announcement that an arrest has
been made. And when the police make an arrest on Thorndyke’s
information, you can take it that a conviction will follow inevitably.”
“I don’t think I quite understand Dr. Thorndyke’s position,” said
Madeline. “What is he? You seem to refer to him as a sort of superior
private detective.”
“Thorndyke,” I replied, “is a unique figure in the legal world. He is
a barrister and a doctor of medicine. In the one capacity he is
probably the greatest criminal lawyer of our time. In the other he is,
among other things, the leading authority on poisons and on crimes
connected with them; and so far as I know, he has never made a
mistake.”
“He must be a very remarkable man,” Wallingford remarked, drily.
“He is,” I replied; and in justification of my statement, I gave a
sketch of one or two of the cases in which Thorndyke had cleared up
what had seemed to be a completely and helplessly insoluble
mystery. They all listened with keen interest and were evidently so
far impressed that any doubts as to Thorndyke’s capacity were set at
rest. But yet I was conscious, in all three, of a certain distrust and
uneasiness. The truth was, as it seemed to me, that none of them
had yet recovered from the ordeal of the inquest. In their secret
hearts, what they all wanted—even Barbara, as I suspected—was to
bury the whole dreadful episode in oblivion. And seeing this, I had
not the courage to remind them of their—of our position as the actual
suspected parties whose innocence it was Thorndyke’s function to
make clear.
In view of my impending departure from London, I stayed until the
evening was well advanced, though sensible of a certain impatience
to be gone; and when, at length, I took my leave and set forth
homeward, I was conscious of the same sense of relief that I had felt
on the previous day. Now, for a time, I could dismiss this horror from
my mind and let my thoughts occupy themselves with the activities
that awaited me at Maidstone; which they did so effectually that by
the time I reached my chambers, I felt that I had my case at my
fingers’ ends.
I had just set to work making my preparations for the morrow
when my glance happened to light on the glazed bookcase in which
the long series of my diaries was kept; and then I suddenly
bethought me of the abstract which I had promised to make for
Thorndyke. There would be no time for that now; and yet, since he
had seemed to attach some importance to it, I could not leave my
promise unfulfilled. The only thing to be done was to let him have the
diary, itself. I was a little reluctant to do this for I had never yet
allowed any one to read it. But there seemed to be no alternative;
and, after all, Thorndyke was a responsible person; and if the diary
did contain a certain amount of confidential matter, there was nothing
in it that was really secret or that I need object to any one reading.
Accordingly, I took out the current volume, and, dropping it into my
pocket, made my way round to King’s Bench Walk.
My knock at the door was answered by Thorndyke, himself, and
as I entered the room, I was a little disconcerted at finding a large
man seated in an easy chair by the fire with his back to me; and still
more so when, on hearing me enter, he rose and turned to confront
me. For the stranger was none other than Mr. Superintendent Miller.
His gratification at the meeting seemed to be no greater than
mine, though he greeted me quite courteously and even cordially. I
had the uncomfortable feeling that I had broken in on a conference
and began to make polite preparations for a strategic retreat. But
Thorndyke would have none of it.
“Not at all, Mayfield,” said he. “The superintendent is here on the
same business as you are, and when I tell him that you have
commissioned me to investigate this case, he will realize that we are
colleagues.”
I am not sure that the superintendent realized this so very vividly,
but it was evident that Thorndyke’s information interested him.
Nevertheless he waited for me and Thorndyke to make the opening
moves and only relaxed his caution by slow degrees.
“We were remarking when you came in,” he said, at length, “what
a curiously baffling case this is, and how very disappointing. At first it
looked all plain sailing. There was the lady who used to prepare the
special diet for the unfortunate man and actually take it up to him
and watch him eat it. It seemed as if we had her in the hollow of our
hand. And then she slipped out. The arsenic that was found in the
stomach seemed to connect the death with the food; but then there
was that confounded bottle of medicine that seemed to put the food
outside the case. And when we came to reckon up the evidence
furnished by the medicine, it proved nothing. Somebody put the
poison in. All of them had the opportunity, more or less, and all about
equally. Nothing pointed to one more than another. And that is how it
is all through. There is any amount of suspicion; but the suspicion
falls on a group of people, not on any one in particular.”
“Yes,” said Thorndyke, “the issues are most strangely confused.”
“Extraordinarily,” said Miller. “This queer confusion runs all
through the case. You are constantly thinking that you have got the
solution, and just as you are perfectly sure, it slips through your
fingers. There are lots of clues—fine ones; but as soon as you follow
one up it breaks off in the middle and leaves you gaping. You saw
what happened at the search, Mr. Mayfield.”
“I saw the beginning—the actual search; but I don’t know what
came of it.”
“Then I can tell you in one word. Nothing. And yet we seemed to
be right on the track every time. There was that secret drawer of Mr.
Wallingford’s. When I saw that packet of white powder in it, I thought
it was going to be a walk-over. I didn’t believe for a moment that the
stuff was cocaine. But it was. I went straight to our analyst to have it
tested.”
As the superintendent was speaking I caught Thorndyke’s eye,
fixed on me with an expression of reproachful inquiry. But he made
no remark and Miller continued: “Then there were those two empty
bottles. The one that I found in the library yielded definite traces of
arsenic. But then, whose bottle was it? The place was accessible to
the entire household. It was impossible to connect it with any one
person. On the other hand, the bottle that I found in Miss Norris’s
cupboard, and that was presumably hers—though she didn’t admit it
—contained no arsenic; at least the analyst said it didn’t, though as it
smelt of lavender and had a red stain at the bottom, I feel convinced
that it had had Fowler’s Solution in it. What do you think, Doctor?
Don’t you think the analyst may have been mistaken?”
“No,” Thorndyke replied, decidedly. “If the red stain had been due
to Fowler’s Solution there would have been an appreciable quantity
of arsenic present; probably a fiftieth of a grain at least. But Marsh’s
test would detect a much smaller quantity than that. If no arsenic
was found by a competent chemist who was expressly testing for it,
you can take it that no arsenic was there.”
“Well,” Miller rejoined, “you know best. But you must admit that it
is a most remarkable thing that one bottle which smelt of lavender
and had a red stain at the bottom, should contain arsenic, and that
another bottle, exactly similar in appearance and smelling of
lavender and having a red stain at the bottom, should contain no
arsenic.”
“I am entirely with you, Miller,” Thorndyke agreed. “It is a most
remarkable circumstance.”
“And you see my point,” said Miller. “Every discovery turns out a
sell. I find a concealed packet of powder—with the owner lying like
Ananias—but the powder turns out not to be arsenic. I find a bottle
that did contain arsenic, and there is no owner. I find another, similar
bottle, which has an owner, and there is no arsenic in it. Rum, isn’t
it? I feel like the donkey with the bunch of carrots tied to his nose.
The carrots are there all right, but he can never get a bite at ’em.”
Thorndyke had listened with the closest attention to the
superintendent’s observations and he now began a cautious cross-
examination—cautious because Miller was taking it for granted that I
had told him all about the search; and I could not but admire his
discretion in suppressing the fact that I had not. For, while
Thorndyke, himself, would not suspect me of any intentional
concealment, Miller undoubtedly would, and what little confidence he
had in me would have been destroyed. Accordingly, he managed the
superintendent so adroitly that the latter described, piecemeal, all the
incidents of the search.
“Did Wallingford say how he came to be in possession of all this
cocaine and morphine?” he asked.
“No,” replied Miller. “I asked him, but he refused to say where he
had got it.”
“But he could be made to answer,” said Thorndyke. “Both of
these drugs are poisons. He could be made to account for having
them in his possession and could be called upon to show that he
came by them lawfully. They are not ordinarily purchasable by the
public.”
“No, that’s true,” Miller admitted. “But is there any object in going
into the question? You see, the cocaine isn’t really any affair of ours.”
“It doesn’t seem to be,” Thorndyke agreed, “at least, not directly;
but indirectly it may be of considerable importance. I think you ought
to find out where he got that cocaine and morphine, Miller.”
The superintendent reflected with the air of having seen a new
light.
“I see what you mean, Doctor,” said he. “You mean that if he got
the stuff from some Chinaman or common dope merchant, there
wouldn’t be much in it; whereas, if he got it from some one who had
a general stock of drugs, there might be a good deal in it. Is that the
point?”
“Yes. He was able to obtain poisons from somebody, and we
ought to know exactly what facilities he had for obtaining poisons
and what poisons he obtained.”
“Yes, that is so,” said Miller. “Well, I will see about it at once.
Fortunately he is a pretty easy chappie to frighten. I expect, if I give
him a bit of a shake-up, he will give himself away; and if he won’t, we
must try other means. And now, as I think we have said all that we
have to say at present, I will wish you two gentlemen good night.”
He rose and took up his hat, and having shaken our hands, was
duly escorted to the door by Thorndyke; who, when he had seen his
visitor safely on to the stairs, returned and confronted me with a look
of deep significance.
“You never told me about that cocaine,” said he.
“No,” I admitted. “It was stupid of me, but the fact is that I was so
engrossed by your rather startling observations on the case that this
detail slipped my memory.
“And it really had not impressed me as being of any importance. I
accepted Wallingford’s statement that the stuff was cocaine and that,
consequently, it was no concern of ours.”
“I don’t find myself able to agree to that ‘consequently,’ Mayfield.
How did you know that the cocaine was no concern of ours?”
“Well, I didn’t see that it was, and I don’t now. Do you?”
“No; I know very little about the case at present. But it seems to
me that the fact that a person in this house had a considerable
quantity of a highly poisonous substance in his possession is one
that at least requires to be noted. The point is, Mayfield, that until we
know all the facts of this case we cannot tell which of them is or is
not relevant. Try to bear that in mind. Do not select particular facts as
important and worthy of notice. Note everything in any way
connected with our problem that comes under your observation and
pass it on to me without sifting or selection.”
“I ought not to need these exhortations,” said I. “However, I will
bear them in mind should I ever have anything more to
communicate. Probably I never shall. But I will say that I think Miller
is wasting his energies over Wallingford. The man is no favourite of
mine. He is a neurotic ass. But I certainly do not think he has the
makings of a murderer.”
Thorndyke smiled a little drily. “If you are able,” said he, “to
diagnose at sight a potential murderer, your powers are a good deal
beyond mine. I should have said that every man has the makings of
a murderer, given the appropriate conditions.”
“Should you really?” I exclaimed. “Can you, for instance, imagine
either of us committing a murder?”
“I think I can,” he replied. “Of course, the probabilities are very
unequal in different cases. There are some men who may be said to
be prone to murder. A man of low intelligence, of violent temper,
deficient in ordinary self-control, may commit a murder in
circumstances that would leave a man of a superior type unmoved.
But still, the determining factors are motive and opportunity. Given a
sufficient motive and a real opportunity, I can think of no kind of man
who might not commit a homicide which would, in a legal sense, be
murder.”
“But is there such a thing as a sufficient motive for murder?”
“That question can be answered only by the individual affected. If
it seems to him sufficient, it is sufficient in practice.”
“Can you mention a motive that would seem to you sufficient?”
“Yes, I can. Blackmail. Let us take an imaginary case. Suppose a
man to be convicted of a crime of which he is innocent. As he has
been convicted, the evidence, though fallacious, is overwhelming.
He is sentenced to a term of imprisonment—say penal servitude. He
serves his sentence and is in due course discharged. He is now free;
but the conviction stands against him. He is a discharged convict.
His name is in the prison books, his photograph and his finger-prints
are in the Habitual Criminals’ Register. He is a marked man for life.
“Now suppose that he manages to shed his identity and in some
place where he is unknown begins life afresh. He acquires the
excellent character and reputation to which he is, in fact, entitled. He
marries and has a family; and he and his family prosper and enjoy
the advantages that follow deservedly from his industry and excellent
moral qualities.
“And now suppose that at this point his identity is discovered by a
blackmailer who forthwith fastens on him, who determines to live on
him in perpetuity, to devour the products of his industry, to
impoverish his wife and children and to destroy his peace and
security by holding over his head the constant menace of exposure.
What is such a man to do? The law will help him so far as it can; but
it cannot save him from exposure. He can obtain the protection of
the law only on condition that he discloses the facts. But that
disclosure is precisely the evil that he seeks to avoid. He is an
innocent man, but his innocence is known only to himself. The fact,
which must transpire if he prosecutes, is that he is a convicted
criminal.
“I say, Mayfield, what can he do? What is his remedy? He has but
one; and since the law cannot really help him, he is entitled to help
himself. If I were in that man’s position and the opportunity presented
itself, I would put away that blackmailer with no more qualms than I
should have in killing a wasp.”
“Then I am not going to blackmail you, Thorndyke, for I have a
strong conviction that an opportunity would present itself.”
“I think it very probable,” he replied with a smile. “At any rate, I
know a good many methods that I should not adopt, and I think
arsenic poisoning is one of them. But don’t you agree with me?”
“I suppose I do, at least in the very extreme case that you have
put. But it is the only case of justifiable premeditated homicide that I
can imagine; and it obviously doesn’t apply to Wallingford.”
“My dear Mayfield,” he exclaimed. “How do we know what does
or does not apply to Wallingford? How do we know what he would
regard as an adequate motive? We know virtually nothing about him
or his affairs or about the crime itself. What we do know is that a
man has apparently been murdered, and that, of the various persons
who had the opportunity to commit the murder (of whom he is one)
none had any intelligible motive at all. It is futile for us to argue back
and forth on the insufficient knowledge that we possess. We can
only docket and classify all the facts that we have and follow up each
of them impartially with a perfectly open mind. But, above all, we
must try to increase our stock of facts. I suppose you haven’t had
time to consider that abstract of which we spoke?”
“That is really what brought me round here this evening. I haven’t
had time, and I shan’t have just at present as I am starting to-morrow
to take up work on the Southeastern Circuit. But I have brought the
current volume of the diary, itself, if you would care to wade through
it.”
“I should, certainly. The complete document is much preferable to
an abstract which might leave me in the dark as to the context. But
won’t you want to have your diary with you?”
“No, I shall take a short-hand note-book to use while I am away.
That is, in fact, what I usually do.”
“And you don’t mind putting this very confidential document into
the hands of a stranger?”
“You are not a stranger, Thorndyke. I don’t mind you, though I
don’t think I would hand it to anybody else. Not that it contains
anything that the whole world might not see, for I am a fairly discreet
diarist. But there are references to third parties with reflections and
comments that I shouldn’t care to have read by Thomas, Richard
and Henry. My only fear is that you will find it rather garrulous and
diffuse.”
“Better that than overcondensed and sketchy,” said he, as he
took the volume from me. He turned the leaves over, and having
glanced at one or two pages exclaimed: “This is something like a
diary, Mayfield! Quite in the classical manner. The common, daily
jottings such as most of us make, are invaluable if they are kept up
regularly, but this of yours is immeasurably superior. In a hundred
years’ time it will be a priceless historical work. How many volumes
of it have you got?”
“About twenty: and I must say that I find the older ones quite
interesting reading. You may perhaps like to look at one or two of the
more recent volumes.”
“I should like to see those recording the events of the last three
years.”

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(Ebook PDF) Multivariable Calculus 7Th Edition

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16 Vector Calculus 1079

16.1 Vector Fields 1080

16.9 The Divergence Theorem 1152

Problems Plus 1163

17 Second-Order Differential Equations 1165

17.1 Second-Order Linear Equations 1166

Focus on conceptual understanding.

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

What’s New in the Seventh Edition?

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

SEVENTH EDITION REVIEWERS

Ancillaries for Instructors Ancillaries for Instructors and Students

PowerLecture Stewart Website

Printed Test Bank Cengage Customizable YouBook

■ Electronic items ■ Printed items (Table continues on page xiv.)

CourseMate Study Guide

Maple CD-ROM CalcLabs with Maple

Ancillaries for Students Linear Algebra for Calculus

■ Electronic items ■ Printed items

10 Parametric Equations and

So far we have described plane curves by giving y as a function of x 关y 苷 f 共x兲兴 or x as a function

660 CHAPTER 10 PARAMETRIC EQUATIONS AND POLAR COORDINATES

10.1 Curves Defined by Parametric Equations

FIGURE 1 x 苷 f 共t兲 y 苷 t共t兲

SECTION 10.1 CURVES DEFINED BY PARAMETRIC EQUATIONS 661

y No restriction was placed on the parameter t in Example 1, so we assumed that t could

v EXAMPLE 2 What curve is represented by the following parametric equations?

EXAMPLE 3 What curve is represented by the given parametric equations?

y SOLUTION Again we have

662 CHAPTER 10 PARAMETRIC EQUATIONS AND POLAR COORDINATES

TEC Module 10.1A gives an animation of the

TRIG gives you the family of parametric curves

If you choose a 苷 b 苷 c 苷 d 苷 1 and click

x 苷 cos t and y 苷 sin t relate to the circle in

FIGURE 8 x=cos t y=sin 2t y=sin 2t

SECTION 10.1 CURVES DEFINED BY PARAMETRIC EQUATIONS 663

3 EXAMPLE 6 Use a graphing device to graph the curve x 苷 y 4 ⫺ 3y 2.

SOLUTION If we let the parameter be t 苷 y, then we have the equations

_1.5 1.5 _2 2 _1.8 1.8

FIGURE 10 FIGURE 11 FIGURE 12

664 CHAPTER 10 PARAMETRIC EQUATIONS AND POLAR COORDINATES

FIGURE 14 y 苷 ⱍ TC ⱍ ⫺ ⱍ QC ⱍ 苷 r ⫺ r cos ␪ 苷 r共1 ⫺ cos ␪ 兲

Therefore parametric equations of the cycloid are

1 x 苷 r共␪ ⫺ sin ␪ 兲 y 苷 r共1 ⫺ cos ␪ 兲 ␪僆⺢

Families of Parametric Curves

x 苷 a ⫹ cos t y 苷 a tan t ⫹ sin t

SECTION 10.1 CURVES DEFINED BY PARAMETRIC EQUATIONS 665

a=_2 a=_1 a=_0.5 a=_0.2

a=0 a=0.5 a=1 a=2

FIGURE 17 Members of the family

1– 4 Sketch the curve by using the parametric equations to plot 9. x 苷 st , y苷1⫺t

17. x 苷 sinh t, y 苷 cosh t

; Graphing calculator or computer required 1. Homework Hints available at stewartcalculus.com

666 CHAPTER 10 PARAMETRIC EQUATIONS AND POLAR COORDINATES

23. Suppose a curve is given by the parametric equations x 苷 f 共t兲,

24. Match the graphs of the parametric equations x 苷 f 共t兲 and 1 t 1 t

SECTION 10.1 CURVES DEFINED BY PARAMETRIC EQUATIONS 667

their points of intersection correct to one decimal place. x 苷 r ␪ ⫺ d sin ␪ y 苷 r ⫺ d cos ␪

x 苷 x 1 ⫹ 共x 2 ⫺ x 1 兲t y 苷 y1 ⫹ 共 y 2 ⫺ y1 兲t 41. If a and b are fixed numbers, find parametric equations for

; 32. Use a graphing device and the result of Exercise 31(a) to

; 34. (a) Find parametric equations for the ellipse

43. A curve, called a witch of Maria Agnesi, consists of all pos-

39. Derive Equations 1 for the case ␲兾2 ⬍ ␪ ⬍ ␲. A P

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