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The How and Why of
One Variable Calculus
The How and Why of
One Variable Calculus

Amol Sasane
London School of Economics, UK
This edition first published 2015
© 2015 John Wiley & Sons, Ltd
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professional should be sought.

Library of Congress Cataloging-in-Publication Data applied for.

ISBN: 9781119043386
A catalogue record for this book is available from the British Library.

Cover Image: Tuomas Kujansuu/iStockphoto

Set in 10/12pt, TimesLtStd by SPi Global, Chennai, India

1 2015
To my parents
Contents

Preface ix

Introduction xi

Preliminary notation xv

1 The real numbers 1

1.1 Intuitive picture of R as points on the number line 2
1.2 The field axioms 6
1.3 Order axioms 8
1.4 The Least Upper Bound Property of R 9
1.5 Rational powers of real numbers 20
1.6 Intervals 21
1.7 Absolute value | · | and distance in R 23
1.8 (∗) Remark on the construction of R 26
1.9 Functions 28
1.10 (∗) Cardinality 40
Notes 43

2 Sequences 44
2.1 Limit of a convergent sequence 46
2.2 Bounded and monotone sequences 54
2.3 Algebra of limits 59
2.4 Sandwich theorem 64
2.5 Subsequences 68
2.6 Cauchy sequences and completeness of R 74
2.7 (∗) Pointwise versus uniform convergence 78
Notes 85

3 Continuity 86
3.1 Definition of continuity 86
3.2 Continuous functions preserve convergence 91
viii CONTENTS

3.3 Intermediate Value Theorem 99

3.4 Extreme Value Theorem 106
3.5 Uniform convergence and continuity 111
3.6 Uniform continuity 111
3.7 Limits 115
Notes 124

4 Differentiation 125
4.1 Differentiable Inverse Theorem 136
4.2 The Chain Rule 140
4.3 Higher order derivatives and derivatives at boundary points 144
4.4 Equations of tangent and normal lines to a curve 148
4.5 Local minimisers and derivatives 157
4.6 Mean Value, Rolle’s, Cauchy’s Theorem 159
4.7 Taylor’s Formula 167
4.8 Convexity 172
0
4.9 0 form of l’Hôpital’s Rule 180
Notes 182

5 Integration 183
5.1 Towards a definition of the integral 183
5.2 Properties of the Riemann integral 198
5.3 Fundamental Theorem of Calculus 210
5.4 Riemann sums 226
5.5 Improper integrals 232
5.6 Elementary transcendental functions 245
5.7 Applications of Riemann Integration 278
Notes 296

6 Series 297
6.1 Series 297
6.2 Absolute convergence 305
6.3 Power series 320
Appendix 335
Notes 337

Solutions 338
Solutions to the exercises from Chapter 1 338
Solutions to the exercises from Chapter 2 353
Solutions to the exercises from Chapter 3 369
Solutions to the exercises from Chapter 4 388
Solutions to the exercises from Chapter 5 422
Solutions to the exercises from Chapter 6 475

Bibliography 493

Index 495
Preface

Who is this book is for?

This book is meant as a textbook for an honours course in Calculus, and is aimed at first year
students beginning studies at the university. The preparation assumed is high school level
Mathematics. Any arguments not met before in high school (for example, geometric argu-
ments à la Euclid) can be picked up along the way or simply skipped without any loss of con-
tinuity. This book may also be used as supplementary reading in a traditional methods-based
Calculus course or as a textbook for a course meant to bridge the gap between Calculus and
Real Analysis.

How should the student read the book?

Students reading the book should not feel obliged to study every proof at the first reading.
It is more important to understand the theorems well, to see how they are used, and why they
are interesting, than to spend all the time on proofs. So, while reading the book, one may
wish, after reading the theorem statement, to first study the examples and solve a few relevant
exercises, before returning to read the proof of that theorem.
The exercises are an integral part of studying this book. They are a combination of purely
drill ones (meant for practising Calculus methods), and those meant to clarify the mean-
ings of the definitions, theorems, and even to facilitate the goal of developing ‘mathematical
maturity’. The student should feel free to skip exercises that seem particularly challenging
at the first instance, and return back to them now and again. Although detailed solutions are
provided, the student should not be tempted to consult the given solution too soon. In the learn-
ing process leading to developing understanding, it is much better to think about the exercise
(even if one does not find the answer oneself!), rather than look at the provided solution in
order to understand how to solve it. In other words, it is the struggle to solve the exercise
that turns out to be more important than the mere knowledge of the solution. After all, given
a new problem, it will be the struggle that pays off, and not the knowledge of the solution
of the (now irrelevant) old exercise! So the student should absolutely not feel discouraged if
he or she doesn’t manage to solve an exercise problem. Some of the exercises that are more
abstract/technical/challenging as compared to the other exercises are indicated with an asterisk
symbol (∗).
x PREFACE

Acknowledgements
I would like to thank Sara Maad Sasane (Lund University) for going through the entire
manuscript, pointing out typos and mistakes, and offering insightful suggestions and
comments. Thanks are also due to Lassi Paunonen (Tampere University) and Raymond
Mortini (University of Lorraine-Metz) for many useful comments. A few pedagogical ideas
in this book stem from some of the references listed at the end of this book. This applies also
to the exercises. References are given in the section on notes at the end of the chapters, but
no claim to originality is made in case there is a missing reference. The figures in this book
have been created using xfig, Maple, and MATLAB. Finally, it is a pleasure to thank the
editors and staff at Wiley, especially Debbie Jupe, Heather Kay, and Prachi Sinha Sahay.
Thanks are also due to the project manager, Sangeetha Parthasarathy, for cheerfully and
patiently overseeing the typesetting of the book.

Amol Sasane
London, 2014.
Introduction

What is Calculus?
Calculus is a branch of mathematics in which the focus is on two main things: given a
real-valued function of a real variable, what is the rate of change of the function at a point
(Differentiation), and what is the area under the graph of the function over an interval
(Integration).

Differentiation and Integration

f
f

c a b
What is the steepness/slope of f What is the area under the graph of f
at the point c? over an interval from a to b?

Differentiation Integration
Differentiation is concerned with Integration is concerned with
velocities, accelerations, curvatures, etc. areas, volumes, average values, etc.
These are rates of change These take into account
of function values the totality of function values,
and are defined locally. and are not defined locally.
xii INTRODUCTION

We will see later on that the rate of change of f at c is defined by

f (x) − f (c)
f  (c) = lim ,
x→c x−c
and what matters is not what the function is doing far away from the point c, but rather the
manner in which the function behaves in the vicinity of c. This is what we mean when we say
that ‘differentiation is a local concept’. On the other hand, we will learn that for nice functions,
the area will be given by an expression that looks like
 
N  
b
b−a b−a
f (x)dx = lim f a+ n ,
a N→∞ N N
n=0

and we see that in the above process, the values of the function over the entire interval from a
to b do matter. In this sense integration is a ‘non-local’ or ‘global’ process.
Thus it seems that in Calculus, there are these two quite different topics of study. However
there is a remarkable fact, known as that Fundamental Theorem of Calculus, which creates a
bridge between these seemingly different worlds: it says, roughly speaking that the processes
of differentiation and integration are inverses of each other:
 b  x
 d
f (x)dx = f (b) − f (a) and f (ξ)dξ = f (x).
a dx a
This interaction between differentiation and integration provides a powerful body of under-
standing and calculational technique, called ‘Calculus’. Problems that would be otherwise
computationally difficult can be solved mechanically using a few simple Calculus rules, and
without the exertion of a great deal of penetrating thought.

Why study Calculus?

The reason why Calculus is a standard component of all scientific undergraduate education is
because it is universally applicable in Physics, Engineering, Biology, Economics, and so on.
Here are a few very simple examples:

(1) What is the escape velocity of a rocket on the surface of the Earth?
(2) If a hole of radius 1 cm is drilled along a diametrical axis in a solid sphere of radius
2 cm, then what is the volume of the body left over?
(3) If a strain of bacteria grows at a rate proportional to the amount present, and if the
population doubles in an hour, then what is the population of bacteria at any time t?
(4) If the manufacturing cost of x lamps is given by C(x) = 2700 − 100x, and the revenue
function is given by R(x) = x − 0.03x2 , then what is the number of lamps maximising
the profit?
We will primarily be concerned with developing and understanding the tools of Calculus,
but now and then in the exercises and examples chosen, we will consider a few toy models
from various application areas to illustrate how the techniques of Calculus have universal
applications.
 INTRODUCTION xiii

What will we learn in this book?

This book is divided into six chapters, listed below.
(1) The real numbers.
(2) Sequences.
(3) Continuity.
(4) Differentiation.
(5) Integration.
(6) Series.
This covers the core component of a single/one variable Calculus course, where the basic
object of study is a real-valued function of one real variable, and one studies the themes of
differentiation and integration for such functions. On the other hand, in multi/several variable
Calculus, the basic object of study is an Rm -valued/vector valued function of several variables,
and the themes of differentiation and integration for such functions. This book does not cover
this latter subject.
We refrain from giving a brief gist of the contents of each of the chapters, since it won’t
make much sense to the novice at this stage, but instead we appeal to whatever previous expo-
sure the student might have had in high school regarding these concepts. We will of course
study each of these topics from scratch. We make one pertinent point though in the paragraph
below.
A discussion of Calculus needs an ample supply of examples, which are typically through
considering specific functions one meets in applications. The simplest among these illustrative
functions are the algebraic functions, but it would be monotonous to just consider these. Much
more interesting things happen with the so-called elementary transcendental functions such as
the logarithm, exponential function, trigonometric functions, and so on. A rigorous definition
of these unfortunately needs the very tools of Calculus that are being developed in this course.
It would be a shame, however, if such rich examples centered around these functions have to
wait till a rigorous treatment has been done. So we adopt a dual approach: we will choose
to illustrate our definitions/theorems with these functions, and not exclude these functions
from our preliminary discussion, hoping that the student has some exposure to the definitions
(at whatever intuitive/rigour level) and properties of these transcendental functions. Later on,
when the time is right (Chapter 5), we will give the precise mathematical definitions of these
functions and prove the very properties that were accepted on faith in the initial parts of this
book. This dual approach adopted by us has the advantage of not depriving the student of
the nice illustrations of the results provided by these functions, and of preparing the student
for the actual treatment of these functions later on. In any case, if the student meets a very
unfamiliar property or manipulation involving these functions in the initial part of this book,
it is safe to simply skip the relevant part and revisit it after Chapter 5 has been read.

How did Calculus arise?

Some preliminary ideas of Calculus are said to date back to as much as 2000 years ago when
Archimedes determined areas using the Method of Exhaustion; see the following discussion
and Figure 1.
xiv INTRODUCTION

The development of Differential and Integral Calculus is largely attributed to Newton

(1642–1727) and Leibniz (1646–1716), and the foundations of the subject continued to be
investigated into the 19th century, among others by Cauchy, Bolzano, Riemann, Weierstrass,
Lebesgue, and so on.
We end this introduction with making a few remarks about the ‘Method of Exhaustion’,
which besides treating this historical milestone in the development of Calculus, will also pro-
vide some motivation to begin our journey into Calculus with a study of the real numbers.

···

Figure 1. Determination of the area of a circle using the Method of Exhaustion.

In Figure 1, it is clear that what we are doing is trying to obtain the area of a circle by inscribing
polygons inside it, each time doubling the number of sides, hence ‘exhausting’ more and more
of the circular area. The idea is then that if A is the area of the circle we seek, and an is the
area of the polygon at the nth step, then for large n, an approximates A. As we have that
a1 ≤ a2 ≤ a3 ≤ · · ·, and since an misses A by smaller and smaller amounts as n increases, we
expect that A should the ‘smallest’ number exceeding the numbers a1 , a2 , a3 , · · ·. Does such a
number always exist?
Obviously, one can question the validity of this heuristic approach to solving the problem.
The objections are for example:
(1) We did not really define what we mean by the area enclosed.
(2) We are not sure about what properties of numbers we are allowed to use. For example,
we seem to be needing the fact that ‘if we have an increasing sequence of numbers,
all of which are less than a certain number1 , then there is a smallest number which
is bigger than each of the numbers a1 , a2 , a3 , · · ·’. Is this property true for rational
numbers?
Such questions might seem frivolous to a scientist who is just interested in ‘real world appli-
cations’. But such a sloppy attitude can lead to trouble. Indeed, some work done in the 16th to
the 18th century relying on a mixture of deductive reasoning and intuition, involving vaguely
defined terms, was later shown to be incorrect. To give the student a quick example of how
things might easily go wrong, one might naively, but incorrectly, guess that the answer to
question (2) above is yes. This prompts the question of whether there is a bigger set of num-
bers than the rational numbers for which the property happens to be true? The answer is yes,
and this is the real number system R.
Thus a thorough treatment of Calculus must start with a careful study of the number system
in which the action of Calculus takes place, and this is the real number system R, where our
journey begins!
1 imagine a square circumscribing the circle: then each of the numbers a , a , a , · · · are all less than the area of
1 2 3
the square
Preliminary notation

A := B or B =: A A is defined to be B; A is defined by B

∀ for all; for every

∃ there exists

¬S negation of the statement S; it is not the case that S

a∈A the element a belongs to the set A

∅ the empty set containing no elements

A⊂B A is a subset of B

AB A is a subset of B, but is not equal to B

A\B the set of elements of A that do not belong to B

A∩B intersection of the sets A and B


Ai intersection of the sets Ai , i ∈ I
i∈I

A∪B union of the sets A and B


Ai union of the sets Ai , i ∈ I
i∈I

A1 × · · · × An Cartesian product of the sets A1 , · · · , An ;

{(a1 , · · · , an ) : a1 ∈ A1 , · · · , an ∈ An }
1

The real numbers

From the considerations in the Introduction, it is clear that in order to have a firm foundation
of Calculus, one needs to study the real numbers carefully. We will do this in this chapter. The
plan is as follows:

(1) An intuitive, visual picture of R: the number line. We will begin our understanding of
R intuitively as points on the ‘number line’. This way, we will have a mental picture of R,
in order to begin stating the precise properties of the real numbers that we will need in the
sequel. It is a legitimate issue to worry about the actual construction of the set of real numbers,
and we will say something about this in Section 1.8.
(2) Properties of R. Having a rough feeling for the real numbers as being points of the real
line, we will proceed to state the precise properties of the real numbers we will need. So we
will think of R as an undefined set for now, and just state rigorously what properties we need
this set R to have. These desirable properties fall under three categories:
(a) the field axioms, which tell us about what laws the arithmetic of the real numbers should
follow,
(b) the order axiom, telling us that comparison of real numbers is possible with an
order > and what properties this order relation has, and
(c) the Least Upper Bound Property of R, which tells us roughly that unlike the set of
rational numbers, the real number line has ‘no holes’. This last property is the most
important one from the viewpoint of Calculus: it is the one which makes Calculus
possible with real numbers. If rational numbers had this nice property, then we would
not have bothered studying real numbers, and instead we would have just used rational
numbers for doing Calculus.

The How and Why of One Variable Calculus, First Edition. Amol Sasane.
© 2015 John Wiley & Sons, Ltd. Published 2015 by John Wiley & Sons, Ltd.
2 THE HOW AND WHY OF ONE VARIABLE CALCULUS

(3) The construction of R. Although we will think of real numbers intuitively as ‘numbers
that can be depicted on the number line’, this is not acceptable as a rigorous mathematical
definition. So one can ask:

Is there really a set R that can be constructed which has the stipulated properties
(2)(a), (b), and (c) (and which will be detailed further in Sections 1.2, 1.3, 1.4)?

The answer is yes, and we will make some remarks about this in Section 1.8.

Intuitive visual picture of

as points on the number line

0 1

Construction of
Properties of
(1) Field axioms (laws of arithmetic)
(2) Order axioms (>, <, = )
(3) The Least Upper Bound Property

1.1 Intuitive picture of R as points on the number line

In elementary school, we learn about

the natural numbers N := {1, 2, 3, · · · }

the integers Z := {· · · , −3, −2, −1, 0, 1, 2, 3, · · · }, and
 n  
the rational numbers Q := : n, d ∈ Z, d = 0 .
d
Incidentally, the rationale behind denoting the rational numbers by Q is that it reminds us of
‘quotient’, and Z for integers comes from the German word ‘zählen’ (meaning ‘count’). In
the above, n
d
2 1 −3
represents a whole family of ‘equivalent fractions’; for example, = = etc.
4 2 −6
We are accustomed to visualising these numbers on the ‘number line’. What is the number
line? It is any line in the plane, on which we have chosen a point O as the ‘origin’, represent-
ing the number 0, and chosen a unit length by marking off a point on the right of O, where
the number 1 is placed. In this way, we get all the positive integers, 1, 2, 3, 4, · · · by repeat-
edly marking off successively the unit length towards the right, and all the negative integers
−1, −2, −3, · · · by repeatedly marking off successively the unit length towards the left.
 THE REAL NUMBERS 3

Chosen unit length

−2 −1 0 1 2

Just like the integers can be depicted on the number line, we can also depict all rational num-
bers on it as follows. First of all, here is a procedure for dividing a unit length on the number
line into d (∈ N) equal parts, allowing us to construct the rational number 1/d on the number
line. See Figure 1.1.

O A B
0 1

A′

B′

Figure 1.1 Construction of rational numbers: in the above picture, given the length 1 (that
is, knowing the position of B), we can construct the length 1/5, and so the point A corresponds
to the rational number 1/5.

The steps are as follows: Let the points O and B correspond to the numbers 0 and 1.

(1) Take any arbitrary length (OA ) along a ray starting at O in any direction other than
that of the number line itself.
(2) Let B be a point on the ray such that (OB ) = d · (OA ).
(3) Draw AA parallel to BB to meet the number line at A.

Conclusion: From the similar triangles ΔOAA and ΔOBB , we see that the length
(OA) = 1/d.
Having obtained 1/d, we can now construct n/d on the number line for any n ∈ Z, by
repeating the length 1/d n times towards the right of 0 if n > 0, and towards the left −n times
from 0 if n is negative.
Hence, we can depict all the rational numbers on the number line. Does this exhaust the
number line? That is, suppose that we start with all the points on the number line being
coloured black, and suppose that at a later time, we colour all the rational ones by red: are
there any black points left over? The answer is yes, and we demonstrate this below. We will
show that there does ‘exist’, based on geometric reasoning, a point
√ on the number line, whose
square is 2, but we will also argue that this number, denoted by 2, is not a rational number.
4 THE HOW AND WHY OF ONE VARIABLE CALCULUS
√
First of all, the picture below shows that 2 exists as a point on the number line. Indeed,
by looking at the right angled triangle ΔOBA, Pythagoras’s Theorem tells us that the length
of the hypotenuse OA satisfies
((OA))2 = ((OB))2 + ((AB))2 = 12 + 12 = 2,
√
and so (OA) is a number, denoted say by 2, whose square is 2. By taking O as the centre
and radius (OA), we can draw a circle √
using a√compass that intersects the number line at
a point C, corresponding to the number 2. Is 2 a rational number? We show below that
it isn’t!
A

√
O B 2

√
Exercise 1.1. Depict −11/6 and 3 on the number line.
√
Theorem 1.1 (An ‘origami’ proof of the irrationality of 2). There is no rational number
q ∈ Q such that q2 = 2.
√
Proof. Suppose that 2 is a rational number. Then some scaling of the triangle

√
2
1

by an integer will produce a similar triangle, all of whose sides are integers. Choose the
smallest such triangle, say ΔABC, with integer lengths (BC) = (AB) = n, and (AC) = N,
n, N ∈ N. Now do the following origami: fold along a line passing through A so that B lies on
AC, giving rise to the point B on AC. The ‘crease’ in the paper is actually the angle bisector
AD of the angle ∠BAC.
A A

Fold along a line

N passing through A
n
so that B
lies on AC. B′

C n B C D B
 THE REAL NUMBERS 5

In ΔCB D, ∠CB D = 90◦ , ∠B CD = 45◦ . So ΔCB D is an isosceles right triangle. We have
(CB ) = (B D) = (AC) − (AB ) = N − n ∈ N, while

(CD) = (CB) − (DB) = n − (B C) = n − (N − n) = 2n − N ∈ N.

So ΔCB D is similar to the triangle

√
2
1

has integer side lengths, and is smaller than ΔABC, contradicting the choice of ΔABC.
So there is no rational number q such that q2 = 2. 

A different proof is given in the exercise below.

√
Exercise 1.2. (∗) We offer a different proof of the irrationality of 2, and en route learn a
technique to prove the irrationality of ‘surds’.1

(1) Prove the Rational Zeros Theorem: Let c0 , c1 , · · · , cd be d ≥ 1 integers such that
c0 and cd are not zero. Let r = p/q where p, q are integers having no common factor
and such that q > 0. Suppose that r is a zero of the polynomial c0 + c1 x + · · · + cd xd .
Then q divides cd and p divides c0 .
√
(2) Show that 2 is irrational.
√
(3) Show that 3 6 is irrational.

Thus, we have seen that the elements of Q can be depicted on the number line, and that not
all the points on the number line belong to Q. We think of R as all the points on the number
line. As mentioned earlier, if we take out everything on the number line (the black points)
except for the rational numbers Q (the red points), then there will√
be holes among the rational
numbers (for example, there will be a missing black point where 2 lies on the number line).
We can think of the real numbers as ‘filling in’ these holes between the rational numbers.
We will say more about this when we make remarks about the construction of R. Right now,
we just have an intuitive picture of the set of real numbers as a bigger set than the rational
numbers, and we think of the real numbers as points on the number line. Admittedly, this is
certainly not a mathematical definition, and is extremely vague. In order to be precise, and to
do Calculus rigorously, we just can’t rely on this vague intuitive picture of the real numbers.
So we now turn to the precise properties of the real numbers that we are allowed to use in

1 Surds refer to irrational numbers that arise as the nth root of a natural number. The mathematician al-Khwarizmi

(around 820 AD) called irrational numbers ‘inaudible’, which was later translated to the Latin surdus for ‘mute’.
6 THE HOW AND WHY OF ONE VARIABLE CALCULUS

developing Calculus. While stating these properties, we will think of the set R as an (as yet)
undefined set containing Q which will satisfy the properties of

(1) the field axioms (laws of arithmetic in R),

(2) the order axioms (allowing us to compare real numbers with >, <, =), and
(3) the Least Upper Bound Property (making Calculus possible in R),

stipulated below.
It is a pertinent question if one can construct (if there really exists) such a set R satisfying
the above properties (1–3). The answer to this question is yes, but it is tedious. So in this
first introductory course, we will not worry ourselves too much with it. It is a bit like the
process of learning physics: typically one does not start with quantum mechanics and the
structure of an atom, but with the familiar realm of classical mechanics. To consider another
example, imagine how difficult it would be to learn a foreign language if one starts to painfully
memorise systematically all the rules of grammar first; instead a much more fruitful method
is to start practicing simple phrases, moving on to perhaps children’s comic books, listening
to pop music in that language, news, literature, and so on. Of course, along the way one picks
up grammar and a formal study can be done at leisure later resulting in better comprehension.
We will actually give some idea about the construction of the real numbers in Section 1.8.
Right now, we just accept on faith that the construction of R possessing the properties we are
about to learn can be done, and to have a concrete object in mind, we rely on our familiarity
with the number line to think of the real numbers when we study the properties (1), (2), (3)
listed above.
We also remark that property (3) (the Least Upper Bound Property) of R will turn out to be
crucial for doing Calculus. The properties (1), (2) are also possessed by the rational number
system Q, but we will see that (3) fails for Q.

1.2 The field axioms

The content of this section can be summarised in one sentence: (R, +, ·) forms a field. What
does this mean? It is a compact way of saying the following. R is a set, equipped with two
operations:
+ : R × R → R,

called addition, which sends a pair of real numbers (x, y) to their sum x + y, and the other
operation is
· : R × R → R,

called multiplication, which sends a pair of real numbers (x, y) to their product x · y, and these
two operations satisfy certain laws, called the ‘field axioms’.2 The field axioms for R are

2 There are other number systems, for example, the rational numbers Q which also obey similar laws of arithmetic,

and so (Q, +, ·) is also deemed to be a field. So the word ‘field’ is invented to describe the situation that one has a
number system F with corresponding operations + and · which obey the usual laws of arithmetic, rather than listing
all of these laws.
 THE REAL NUMBERS 7

listed below:
⎧
⎪
⎪ (F1) (Associativity) For all x, y, z ∈ R, x + (y + z) = (x + y) + z.
⎪
⎪
⎪
⎪ For all x ∈ R, x + 0 = x = 0 + x.
⎨(F2) (Additive identity)
+ (F3) (Inverses) For all x ∈ R, there exists − x ∈ R
⎪
⎪
⎪
⎪ such that x + (−x) = 0 = −x + x.
⎪
⎪
⎩(F4) (Commutativity) For all x, y ∈ R, x + y = y + x.
⎧
⎪
⎪ (F5) (Associativity) For all x, y, z ∈ R, x · (y · z) = (x · y) · z.
⎪
⎪
⎪
⎪ (Multiplicative identity) 1 = 0 and for all x ∈ R, x · 1 = x = 1 · x.
⎨(F6)
· (F7) (Inverses) For all x ∈ R\{0}, there exists x−1 ∈ R
⎪
⎪
⎪
⎪ such that x · x−1 = 1 = x−1 · x.
⎪
⎪
⎩(F8) (Commutativity) For all x, y ∈ R, x · y = y · x.

+, · (F9) (Distributivity) For all x, y, z ∈ R, x · (y + z) = x · y + x · z.

With these axioms, it is possible to prove the usual arithmetic manipulations we are accus-
tomed to. Here are a couple of examples.

Example 1.1. For every a ∈ R, a · 0 = 0.

F2 F9
Let a ∈ R. Then we have a · 0 = a · (0 + 0) = a · 0 + a · 0. So with x := a · 0, we have got
x + x = x. Adding −x on both sides (F3!), and using (F1) we obtain
F1 F3 F2
0 = x + (−x) = (x + x) + (−x) = x + (x + (−x)) = x + 0 = x = a · 0,

completing the proof of the claim. ♦

Example 1.2. If a, b ∈ R, and a · b = 0, then a = 0 or b = 0.

If a = 0, then we are done. Suppose that a = 0. By (F7), there exists a real number a−1 such
that a · a−1 = a−1 · a = 1. Hence

b = 1 · b = (a−1 · a) · b = a−1 · (a · b) = a−1 · 0 = 0.

So if a = 0, then b = 0. Thus a, b ∈ R such that a · b = 0 ⇒ a = 0 or b = 0 . ♦

Of course in this book, we will not do such careful justifications every time we need to manip-
ulate real numbers. We have listed the above laws to once and for all stipulate the laws of
arithmetic for real numbers that justify the usual calculational rules we are familiar with, so
that we know the source of it all. For example, the student may wish to try his/her hand at
producing a rigorous justification based on (F1) to (F9) of the following well known facts.
Exercise 1.3. (∗) Using the field axioms of R, prove the following:
(1) Additive inverses are unique.
(2) For all a ∈ R, (−1) · a = −a.
(3) (−1) · (−1) = 1.
8 THE HOW AND WHY OF ONE VARIABLE CALCULUS

1.3 Order axioms

We now turn to order axioms for the real numbers. This is the source of the inequality ‘>’
that we are used to, enabling one to compare two real numbers. The relation > between real
numbers arises from a special subset P of the real numbers.

Order axiom. There exists a subset P of R such that

(O1) If x, y ∈ P, then x + y ∈ P and x · y ∈ P.
(O2) For every x ∈ R, one and only one of the following statements is true:
1◦ x = 0.
2◦ x ∈ P.
3◦ −x ∈ P.

Definition 1.1 (Positive numbers). The elements of P are called positive numbers. For real
numbers x, y, we say that

x > y if x − y ∈ P,
x < y if y − x ∈ P,
x ≥ y if x = y or x > y,
x ≤ y if x = y or x < y.

It is clear from (O2) that 0 is not a positive number. Also, from (O2) it follows that for real
numbers x, y, one and only one of the following statements is true:
1◦ x = y.
2◦ x > y.
3◦ x < y.
Why is this so? If x = y, then x − y = 0, and so by (O2), we have the mutually exclusive
possibilities x − y ∈ P or y − x = −(x − y) ∈ P happening, that is, either x > y or x < y.

Example 1.3. 1 > 0.

We have three possible, mutually exclusive cases:
1◦ 1 = 0.
◦
2 1 ∈ P.
3◦ −1 ∈ P.
As 1 = 0, we know that 1◦ is not possible.
Suppose that 3◦ holds, that is, −1 ∈ P. From Exercise 1.3(3), (−1) · (−1) = 1. Using
(O1), and the fact that −1 ∈ P, it then follows that 1 = (−1) · (−1) ∈ P. So if we assume
that 3◦ holds, then we obtain that both 2◦ and 3◦ are true, which is impossible as it
violates (O2).
Thus by (O2), the only remaining case, namely 2◦ must hold, that is, 1 ∈ P. ♦
Another Random Scribd Document
with Unrelated Content
principals and for neutrals, but, like the code of the duello, it has no
sanctions to enforce the rules but public opinion.
Among the most important of these rules is respect of combatants
for the peace and independence of neutral states, especially when
the neutrality has been specifically guaranteed by the warring states.
Another very important rule is that unfortified towns shall not be
bombarded, and that to fortified towns twenty-four hours’ notice
shall be given, to permit the removal of non-combatants. The
military oligarchy who have corrupted and misrepresented the
German people, have not attained to, or have fallen from, the stage
of civilization needed for the observance of these rules. They
invaded Belgium and Luxemburg, and dropped bombs into Antwerp
without notice.
In these acts, the Germans have done what they could to destroy
the International Law which has been one of the most laborious and
most hopeful products of civilization.

All law, local and international, has been made by the most
advanced people, and must be guarded by them against the less
advanced. Each civilized nation has a police force to guard its
national law, but International Law has not yet progressed so far. Yet
whatever may have been the origins of the present war, the
Germans’ conduct of it has made them international outlaws, and
constituted the nations fighting them a police to maintain the law.
Whatever the time and sacrifice involved, whatever other nations
may be needed to strengthen the police force, the law must be
vindicated, or civilization must go backward generations, and build
the law up again.
That a union to develop and enforce International Law may result
from the present war, seems among the possible compensations of
the waste and misery. The world will have had enough of war, and
more than enough, to a degree never before concentrated in as brief
a period. In the early and long wars, men had not outgrown the
stolid conviction that war was the inevitable and normal condition of
the race; and at that stage of the race’s evolution, so it was. But
evolution has progressed, men’s—many men’s—ideas are different,
and during this unparalleled tragic absurdity, they are going to
become still more different, and at an unprecedented rate. Never
before did a nation go to war as England now has done, to vindicate,
enforce, and preserve what had been evolved of International Law.
The German barbarities have made all England’s allies warriors in
the same cause, and have opened the eyes of the world, as never
before, to its value, its dignity, and, the blood flowing for it is going
to add, its sacredness. To the seed planted at The Hague, this blood
will be a fertilizing stream, and a growth may be expected that will
be a shade and a defence to the nations.
 EN CASSEROLE
Special to Our Readers
In this number, we have put the war articles last, giving them the
place of second emphasis, and at the cost of cutting into the
Casserole, because at the time the table of contents was made up,
we considered the topic of our first article, Free Speech, of more
consequence than any War possible among civilized nations. But we
did not then suppose that one of the nations we considered civilized
was capable of stamping on treaties, violating neutralities, dropping
unnotified bombs on cities, and, if late reports are true, guiding the
Turk in another assault on civilization.
Resistance to such infamies we regard as of more pressing
importance than even the main object to which our leading articles
have been heretofore devoted, namely, the elevation of the humbler
man. We even regard that as, in the long run, the most effective
agency toward Peace. But sometimes in emergencies, the long run
has to be disregarded. Thus, not the least of the bad effects of the
war is its diversion of effort from the social and political amelioration
to which, for a generation, the world has given a degree of interest
without precedent in all previous history. From this cause, where we
would have our peculiar function the saving one of a brake, even our
own humble efforts must be considerably diverted by an emergency
so overwhelming; and we know that our readers, despite their
inclination for the still air of delightful studies, can not fail to respond
to so general and poignant an interest.
Buzzing around this subject, one of our most valued contributors
writes: “Please don’t print a peace article. There are only two
possible kinds of peace in this world, while man is man: the peace of
exhaustion and the pax romana.”
How prophecy does rage on this subject—on both sides!
Which peace with each other did the chief European nations enjoy
from 1871 to 1914, and the English speaking nations from 1814 to
1914? And we seem abundantly justified in hoping that it may be
permanent.
“While man is man.” Which man—Homer’s,—butchering unarmed
foes whom he finds in bathing; or today’s,—arbitrating most of his
quarrels, and busying himself over schemes for the automatic
settlement of the rest? Any one who fails to recognize the change in
man, may well fail, especially at a time like this, to recognize the
increasing peace and aids to peace among the nations. Between
civilized peoples, war comes now mainly because of one decaying
institution—autocratic government, and of one vanishing human
peculiarity—the madness of the crowd—the readiness of men to do
in mass what they scorn to do as individuals—to get excited over
foolish causes, or no cause at all, and to find glory in doing at
wholesale, work which, at retail, they shrink from as robbery and
murder.

Academic Courtesy
A certain college professor was asked by a lawyer for technical
information needed in a property case. The professor spent half a
day in disentangling the material and putting it into practicable
shape. With it he presented a bill for $25.00.
Was this sensible or shocking?—business or betrayal? The lawyer,
who seems in no way to have begrudged the money, told the tale as
an instance of vulgar commercialism worming its ugly way into the
fair ethics of the academic profession. And with him doubtless most
college professors themselves would agree, even in the face of his
confession that for any scraps of legal information formally sought
by the professor a lawyer would charge a fee.
To a layman the case for the defence seems simple. Here is no
shining opportunity for the idealism of the scientist who, preferring
to give to humanity the fruit of his works, refuses to patent
discoveries made in the university laboratory. Nor is there in such an
instance any question of aid to a disinterested “seeker after truth.” A
professor of Greek will gravely spend several hours in answering a
village clergyman’s question about the New Testament “baptism.”
The historian himself will take the free hours of several days to make
out reading lists for a woman’s club. But why should one man who is
making his living give time and work freely to another man who is
going to use them to increase his earnings? The professor’s salary,
unadorned by inherited capital or wife’s dower or extra work, is not a
living wage. He has to endure the annual appeal to humanitarian
alumni to consider his needs, the reiterated disclosures of his poor
economies and poorer expenditures. Why should he not take from a
lawyer’s pocket, rather than from a “donor’s,” in return for desirable
goods, money which will pay part of his expenses to the next
meeting of that learned society before which he is to read an
unmarketable paper?
Why, indeed? we seem to hear the college professor echo. There is
no reason save that he likes learning without courtesy, as little as
religion without charity—and courtesy, like charity, makes no
exceptions.

Simplified Spelling
While Germany is fighting in disregard of International Law, and the
allies fighting in its defence, it is a good time to impress a very
powerful consideration for simplifying English spelling.
Probably the strongest reason why International Law has developed
so much more slowly than law in the separate nations, has been the
greater difficulty of the nations understanding each other, and this is
rapidly disappearing under increased facilities of intercommunication.
Apparently there is no agency in sight which would promote this as
much as an international language. Many considerations nominate
English for the place: not only do more people speak it already than
speak any other civilized language; but quite probably more people
not born to it, speak it. Of all civilized languages, it is by far the
simplest in its inflections and the richest in its vocabulary, and
contains most words already contained in other languages. As a
possible world-language, it far surpasses them all, except in the
difficult inconsistencies of its spelling; and many devoted men,
including virtually all the leading authorities, are now working hard
to remedy these, perhaps their strongest motive being, as it is that
of their most generous supporter, the interests of peace.

And now for a few words regarding some details of the

simplification, which wil contain a few examples of mildly impruuvd
forms, insted of the most outrageusly inconsistent of the uzual wons.
Those we uze wil be inconsistent enuf in all consience.
Of experienses discuraging to those who favor the reform, the worst
we hav encounterd has been in the letrs from members of the
Simplified Spelling Board which hav bin evoked by our articls.
Probably not one in five of those letrs has containd any new forms
whatever, or at least enuf to be notist. If the anointed aposls of the
reform don’t bac it up any betr than that, those who oppose it hav
occasion to rejoise. On the other hand, the letrs from som of the
faithful who really wer faithful, wer deliberately impruuvd until they
wer very funny, tho very probably our grandchildren woud not find
anything funny in them.
If the reform ever coms, it now seems most likely to com thru peepl
getting so familiar with the milder impruuvd forms in
correspondence, advertisments, and prospectuses, that they wil be
reddy to giv their children a consistent scooling.
In such ways, and thru argument and right reson, probably there
may gro up, in time, approval enuf to start the better forms in som
scools, and when that is don, the spred and establishment of such
forms seems inevitabl.
But there wil be som difficultys that ar obvius even now. Inevitably
at this stage, experts ar qarreling among themselvs, tho qarreling is
hardly the term: for the differenses ar in the best of temper. It is a
question whether enuf new forms ar yet agreed upon, even by those
who attemt thurro and consistent reform, to make possibl a scool-
bouk that woud succeed. The foregoing sentence givs som
illustrations. The word we spel as thurro is spelt by the S. S. B. as
thoro, and by the S. S. S. as thuro. The word we spel woud is spelt
by the S. S. S. as wood, and the S. S. B. leavs it alone, after som
tentativ votes that resulted in wud. Wood is excellent if identity with
present practis wer desirabl, but if wood is right (riit?), how about
food and door, and how, in any case, about using o to express a u
sound? The S. S. S. setls part of the difficulty by keeping wood as
now, and making food = fuud, and door = doer. The present doer
(won who duz) it makes duer. With fuud and duer we agree; but
with doer for door we don’t: we think door as it is, is as good as
possibl, and think that coast, ghost, globe, lore, etc., would be vastly
impruuvd if they wer made uniform and to agree with door, thus:
coost, goost, gloob, loor.
It is a question wether reform had betr wait for a betr agrement of
experts, or wether there is now enuf agrement to justify anybody’s
going ahed with his share of it, and such personal extras as his
consience reqires (reqiirs?) him to ad; and letting everybody’s
personal extras fight (fiit?) it out to a survival of the fittest.
 FOOTNOTES:
[1] See H. de B. Gibbins, Industry in England, p. 382.
[2] See W. H. Dawson, The Evolution of Modern Germany,
chapter XIII. On the general subject of agricultural
decentralization see Prof. V. G. Simkhovitch, Marxism versus
Socialism.
[3] Thirteenth Census, Agriculture, chapter I.
[4] Thirteenth Census, Manufacturing. Handicrafts and
establishments producing less than $500 worth of goods per year
are not considered.
[5] Apparently there was a Greek colony in the city.—The notes
are by the Editor.
[6] The O in Megaphon is long, representing the Greek omega.
Quite possibly the author’s use of the word is satirical.
[7] About three cents.
[8] The language of this first section bears a striking resemblance
to the beautiful translation, by Alexander Kerr, of a work called
“The Republic of Plato.”
[9] The ancient Greek manner of knocking for admission seems
to have survived.
[10] The theological terminology of antiquity clings to the
narrator’s language.
[11] Now called “rough-and-tumble”, or “catch-as-catch-can”.
[12] Meaning the hard glove.
[13] Socrates is in striking agreement with Fred Newton Scott,
The Undefended Gate, English Journal, January, 1914, p. 5.
[14] Socrates altered several terms as he read, probably for the
sake of humor. An examination of the original shows “kimono” for
“chiton.”
[15] He evidently foresees the comic Sunday supplement.
[16] This means lager beer, which has never appealed to the
Hellenes, either now or in antiquity. The celebrated potologist
Symposiastes records his conviction (Opera XL, 3, 2) that
barbarian, barley (from which beer is made), bar (where it is
sold), barrel, baron, and baroque are all etymologically related.
[17] Can this mean tobacco?
[18] The elephant.
[19] He means pessimism, which is known to have existed before
the term came into use.
[20] The only important exception to this statement is the
University of Virginia. The feeling of college faculties evoked by its
change from democratic to monarchical organization is probably
expressed by a contemporaneous editorial. “The thirteenth of
June is to be an important date in the history of the American
college. On that day the democratic system of government by the
entire body of professors, which has marked out the University of
Virginia from almost all other institutions of learning in the
country, is to come to an end. This system, in spite of all that can
properly be said on the other side, has good features which it is a
pity to see extinguished.”—The Nation, June 11, 1903.
It is evidently the college president who speaks in an editorial
some weeks later in the same publication. “We believe that the
president should be something of an autocrat in his proper
domain and that faculty government would be bad
government.”—The Nation, Sept. 24, 1903.
[21] J. McKeen Cattell, University Control, Science Press, 1913.
[22] The Schoolmaster’s Year Book, 1904, p. 4.
[23] Charles W. Eliot, “The University President in the American
Commonwealth,” Educational Review, December, 1911.
 INDEX
THE UNPOPULAR REVIEW
Vol. II

[Titles of Articles are printed in heavier type. The names of authors

of articles are printed in italics.]

A., Miss, 160-162.

Academic Courtesy, 441.
Academic Donors, A Post Graduate School for, 213.
Academic Leadership, 132
—uneasiness of mind among thoughtful men; its significance
and character, 132-133
—present small regard for scholarship, 134
—education and society, 135
—need of discipline; failure of language and science courses,
135-137
—superior discipline of classical studies, 137
—“efficiency,” 138
—lack of academic solidarity, 138-139
—value of common background of the classics for social
efficiency, 140
—Elyot’s Boke Named the Governour quoted, 141-142
—the Magna Charta of education, 142-143
—intellectual aristocracy the basis of English education, 143-
145
—the aristocratic principle embodied in Greek and Latin
literature, 145-146
—liberty and distinction, 147-148
—real service of the classics in education, 148-149
 —duty of the college to mould character and foster
leadership, 150-151.
Addams, Jane, 5-6.
Advertisement, 216.
Advertising, 246.
Agriculture, 240.
Allinson, Mrs. F. G., ‘Academic Courtesy,’ 441;
‘The Muses on the Hearth,’ 189.
Americanism, 128.
Anarchists, 231.
Angell, Norman, 403.
Arbitration in New Zealand, 29.
Asquith, H. H., 402.
Associated Press, 230.
Austria. See War.

B., Madame, 388-389.

Balkans. See War.
Bartlett, Geo. C, 153-156.
Bax. See Morris and Bax.
Beer, 259.
Belgium. See War.
Belloc, Hilaire, 332.
Bergson, Henri, 184.
Bernhardi, General, 201.
Bismarck, 405.
Blues, On Having the, 301
 —gloomy persons, 301
—superior persons and the blues, 301-302
—a fallacy, 302-303
—depression a result of weak nerves, 303
—folly of fearing disaster, 303-304
—blessings in disguise, 304-305
—moral benefits of the Sicilian and Calabrian earthquakes,
305
—worst blues, 306
—uncertainty as to the goodness of nature, 306
—borrowed troubles, how to avoid, 307-308
—over-refinement in work, 308
—value of sleep, 309
—on “rising superior,” 309-311
—keeping busy, 310
—faith in immortality, 311-312
—the Providence that helps, 312-313
—have reasonable since life is reliable, 313
—brooding on death, 314
—the normal feeling toward it, 315
—mourning customs, 316
—proper preparation for the end, 316-317.
Bosnia and Herzegovina. See War.
Brewster, William T., ‘The Principles and Practice of Kicking,’ 318.
Bruce, H. Addington, ‘Our Debt to Psychical Research,’ 372.
Bumpus, H. C., ‘Trade Unionism in a University,’ 347.
Burrows, C. W., 207.
Butler, Nicholas M., 365.

Cattell, J. M., 358.

Charcot, J. M., 389-390.
Chautauqua, Lecturing at, 116
 —personal point of view, 116
—sudden summons, 116
—arrival, reception and hotel, 117
—early swim, Hall of Philosophy, lecture on Poe, 118
—the settlement and its depressing effect, 119
—relief map of Palestine, 120
—various emotions, fame, embarrassment, 120-121
—secret of the art of lecturing, 122
—steamboat ride, Bemus Point and drinks, 123
—Sunday and forbidden recreations, 124
—life at the hotel, 125-126
—Higgins Hall, 126
—the point of conversion to a liking for the place, 126
—listening to lectures, 127
—pathetic pursuit of culture by the elderly, 127-128
—Americanism of the people, 128
—Chautauqua a genuine democracy, 128-129
—economic conduct of the Institution, 129
—teas and picnics, 130
—a reception; pleasant memories, 131.
Chesterton, G. K., 319, 332.
Chicago anarchists of 1886, 231-233.
Christian Science, 71.
Civil War, 411.
Classics in education, 132.
Colleges, 189, 356.
Comer, Mrs., 273.
Commercialism in college professors, 441.
Competition, 246.
Conventionality, 280.
Corporations, 80.
Culture, 127.
Curse of Adam and the Curse of Eve, The, 266
—some opinion on women and marriage, 266-268
—drudgery in man’s life and woman’s, 268-269
—woman’s freedom, 269-270
—women and war, 270
—differentiation of men and women the best product of
civilization, 271
—and more important to woman than to man, 272
—chastity, 272
—effect of Feminism on women, 273
—the dress of men and women, 274, 275
—distinctive titles for married and single women, 276
—married names of women, 276, 277
—sex war, 277, 278
—self-sacrifice in man and woman, 278
—value of matrimony, 278
—answer to Feminism, 278-279.

Death, 314.
Democracy in Education, 356.
Democratic individualism, 246-247.
Demos, 248.
Dickinson, Lowes, 384, 430.
Disfranchisement of Property, The. See Property.
Distribution, 245.
Domestic science, 189.
Dreams, 152.
Du Prel, 157.

Education, 134, 189.

Education, Monarchy and Democracy in, 356
—anomaly of educational monarchy in America and
educational democracy in Europe, 356-357
—difficulty of the discussion, 357-358
—origin and growth of monarchy in colleges, 358-359
—evils of this condition, 359-360
—objections against faculty legislation, discussed, 360-363
—what college professors wish, 363-365
—relation of professors and president, 365-366
—what might be learned from business methods, 367-368
—presidential prerogative, 368
—why professors are discouraged, 369-370
—ground for hope, 371.
Electricity, 244.
Eliot, Chas. W., 139, 369.
Eliot, George, as control, 168-174.
Ellis, Havelock, 184, 185.
Elyot, Sir Thomas, 141.
En Casserole, 205, 440.
England. See War.
Essex Junction, 92.
Eugenics, 60.
Europe. See War.
Experiment in Syndicalism, An. See Syndicalism.

Farmers. See Agriculture.

Femina, 271.
Feminism, 266.
Feudalism, A Stubborn Relic of, 21
—tipping a survival of feudal relation, 21
 —Europe and America, 22
—ideal and practical ethics, 22-23
—is tipping almsgiving? 23
—position of servants, 23-24
—reasonableness of tipping, 24-25
—rich and poor, 25
—private families, 25
—progress toward ideal condition, 26
—moderate tips legitimate, 26-27
—wider application, 27
—impracticability of socialism, 27-28.
Fisher, Dorothy C., ‘The Gentleman-Sportsman,’ 334.
Flatland, The Way to, 59
—“Life Extension” movement, 59
—university efficiency proposition and Harvard University, 59-
60
—eugenics movement, 60-61
—prohibition, 61-62
—flatness and superficiality of prevailing thought, 62-63
—loss involved in applying factory methods to university life,
64-65
—loss to human dignity and rights involved in the eugenics
propaganda, 65-67
—significance of the prohibition movement and its impairment
of personal liberty, 67-69
—“Life Extension” movement, 69-70
—the body as a machine, 70
—concern for health, 71
—periodic examinations and liability to errors in diagnosis, 71-
72
—greatest objection an invasion of personal liberty, 72-73
—character of these movements and what they indicate, 73-
74.
Fly Time, Philosophy in, 209.
Foster, Chas. H., 152-156, 159, 160.
France. See War.
Francis Joseph, 405, 429.
Franklin, Fabian, ‘Some Free-Speech Delusions,’ 223;
‘The Way to Flatland,’ 59.
Freedom of the press, 223, 230-231, 233.
Free-Speech Delusions, Some, 223
—new martyrdom of certain agitators, 223-224
—factitious grievances of the I. W. W., 224-225
—the hunger strike, 225-228
—range and limits of freedom of speech, 226-227
—true and false doctrine of free speech, 228-229
—J. S. Mill quoted, 229
—confused and shallow thinking on the subject, 228-230
—illustrated by the notion that the newspapers suppress
news, 230-231
—illustrated also by the notion that the Chicago Anarchists of
1886 were unjustly convicted, 231-233
—duty of intelligent men, 233-235
—underlying reason for free speech, 235.

Galsworthy, John, 332.

Gary, Judge, 233.
Gentleman-Sportsman, The, 334
—reasons for killing lions in Africa, 334
—“unsportsmanlike” methods, 334-335
—“giving the game a chance” compared to the cats playing
with the mouse, 335-337
—cat nature and man’s nature, 337-338
—true principle as to destroying life, 339-340
—place of sportsmanship and hunting in modern life, 340-342
—better ways of securing excitement, 342-343
—waste of physical courage, 343-344
 —candor needed, 344-345
—danger to young minds in the hypocrisy of sport, 345-346.
Germany, 199.
See also War.
Gerould, Katharine F., ‘Tabu and Temperament,’ 280.
Gilman, Charlotte P., 270, 271.
Goodrich-Freer, Miss, 381-384.
Gosson, Stephen, 327, 328.
Greek and Latin, 132.
Grey, Sir Edward, 401, 402, 434.
Gurney, Edmund, 174, 376.

Habay, Juliette, 270.

Hamilton, Clayton, ‘Railway Junctions,’ 91
—‘Lecturing at Chautauqua,’ 116.
Hapsburgs, 405.
Harden, Maximilian, 202.
Harvard University, 60.
“Harvey,” as control, 160-162.
Hell, 314.
Hodgson, Dr. Richard, 164-167, 170-174.
Hohenzollerns, 406.
Holland, Mrs., 167.
Holt, Emily, 385.
Holt, Henry, ‘Advertisement,’ 216;
‘Hypnotism, Telepathy, and Dreams,’ 152;
‘On Having the Blues,’ 301;
‘Philosophy in Fly Time,’ 209;
 ‘Simplified Spelling,’ 217, 442;
‘Special to our Readers,’ 205, 440;
‘A Stubborn Relic of Feudalism,’ 21;
‘A Suggestion Regarding Vacations,’ 216;
‘The War: By a man in the street,’ 429.
Howells, W. D., 105.
Hunger strike, 225-228.
Hunting, 334.
Hypnotism, 375.
Hypnotism, Telepathy and Dreams, 152
—some of Foster’s dreams, 152-156
—possession, 155
—explanation attempted, 156-157
—where do dreams come from? 157
—the cosmic soul, 157-159
—Wm. James on matter and mind, 158
—a hint of the explanation of hypnotism, 159-160
—Stillman’s story of Turner and Miss A. under “Harvey” as
control, 160-162
—telepathy and teloteropathy, 162-163
—Mrs. Piper and some manifestations of free interflow of
minds, 163-174
—story of A. and B., Mrs. Piper’s sitting with George “Pelham”
as control, 164-166
—cross-correspondences, Mrs. Verrall and Mrs. Holland, 167
—Piper sittings with George Eliot as control, 168-174
—sensitives and their dream-life experiences, 174-175
—what are personalities? 175-177
—postcarnate life, 176
—our dream life and its indication of the postcarnate, 177-181
—the cosmic soul as an explanation of dreams, 181-183
—Lombroso on dreams, 183
—dream life as an evidence of immortality, 184
 —Ellis and Bergson quoted, 184-185
—Nature and immortality, 185-186
—new moral and intellectual interests, 186
—new evidence for immortality, 186-188.
Hysteria, 389.

Immigration, 45.
Immortality, 184-188, 311.
Industrial decentralization, 243-245.
I. W. W., 224, 225, 238.
International language, 443.
International law, 437-439.
Investments, Unsocial, 1
—new social conscience in reality a class conscience, 1-2
—excommunication of special property interests, 2-3
—instances of such excommunication, 3-4
—private ethical problems arising, 4-7
—Jane Addams’s solution, 5-6
—how we dispose of the saloon, 7-8
—unfit tenements, 8
—the loan shark, 9
—mistaken method of suppressing anti-social interests, and
consequences, 10-11
—the principle of compensation, 12
—its expediency, 13
—superior claim of expediency, 14
—public share in evils of anti-social interests, 14-15
—growth and change of majority opinion as to illegitimate
industries, 15
—liquor question, cold storage, artificial butter as instances,
15-17
—single tax argument, 17
—legislative evils, 17
 —need of security of property, 18
—relation of security of human life to security of property, 18-
19
—rights of labor, 19-20
—justice of the principle of compensation, 20.
Is Socialism Coming? See Socialism.

James, Wm., 157, 158, 174.

Janet, Pierre, 376, 387-391.
Johnson, A. S., ‘Setting Bounds to Laughter,’ 210;
‘Unsocial Investments,’ 1;
‘The War: By an economist,’ 411.
Jordan, David Starr, ‘The Land of the Sleepless Watchdog,’ 197.

Kaiser. See War.

Keim, General, 200.
Kenton, Edna, 268, 269, 270, 277.
Key, Ellen, 267, 274.
Kicking, The Principles and Practice of, 318
—kicking in football and in metaphor, 318-319
—the pleasure of kicking, muck-raking, etc., 319-320
—abuses of the pastime, 320
—crude motives, 320-322
—the object of the kick, 322
—kicking at life, 323
—futility of kicking at alleged tendencies, 323-324
—the inapposite kick at institutions, 324-325
—duty of frowning on specific abuses and impositions, 325-
326
—method and technic of the kick, 326
—the reactionary kick, 327-330
—ineffectiveness of a crude technic, 330-331
—some skilful kickers named, 331-332
 —sketch of the ideal kicker, 332-333.
Kipling, R., 278-279.

Labor. See New Zealand.

Labor: “True Demand” and Immigrant Supply, 45
—economic motives for immigration in the past, 45-47
—temporary immigrants, 47-48
—Greeks, 48
—conclusion of the Immigration Commission, 48
—misconception in the argument for the indispensability of
immigrants, 49
—restriction argument; wage figures, unemployment, casual
labor, 49-50
—“social surplus” and its bearing on future policy, 51-52
—contract-labor exclusion, 52-53
—bureaus for ascertaining the “true demand,” 53
—embargo, sliding scale, and Burnett Bill, 54
—determining real economic need, 54
—declarations of intention to migrate, 55
—assimilation, 55-56
—a national question, 56
—international aspect, 57
—wider scope, 57-58.
Land of the morning, 413, 415, 416.
Land of the Sleepless Watchdog, The, 197
—the watchdog in the southwestern United States, 197-198
—a parable of Europe, 198-199
—Prof. Nippold, 198-199
—Gen. Keim, 200
—Gen. Bernhardi, 201
—Pangermanism, 201
—Harden, 202
—Germany and the war spirit, 202-203
—Europe not in favor of war, 203-204.
Larkinism, 238.
Laughter, Setting Bounds to, 210.
Lecturing at Chautauqua. See Chautauqua.
Legislatures, 17, 20.
Léontine, 388-389.
“Life Extension” movement, 59.
Liquor question, 3, 7, 12.
See also Prohibition.
Lodge, Sir Oliver, 174.
Lombroso, 183.
Lusk, Hugh H., ‘An Experiment in Syndicalism,’ 29.

McCombs, Wm. F., 135, 140.

Madison, Wisconsin, 347.
Malet, Lucas, 266, 274.
Manners and morals, 284, 286.
Marx, Karl, 236.
Mather, F. J., Jr., ‘Minor Uses of the Middling Rich,’ 104;
‘A Post Graduate School for Academic Donors,’ 213;
‘The War: By a historian,’ 392.
Means, David McGregor, ‘The Disfranchisement of Property,’ 75.
Mexico, 209, 409, 419, 424, 425, 427, 436.
Mill, J. S., quoted, 229.
Minor Uses of the Middling Rich. See Rich.
Monarchy and Democracy in Education. See Education.
More, Paul Elmer, ‘Academic Leadership,’ 132.
Morgenland, 413, 415, 416.
Morris and Bax, 274.
Münsterberg, Hugo, 373.
Muses on the Hearth, The, 189
—the home, 189
—women’s colleges and the teaching of domestic science,
189-190
—education of girls, 190
—how to learn housekeeping, 191
—its larger meaning, 191-192
—college the place to form habits of mental discipline, 192-
193
—human life back of vocations, 193
—wider vision, and deeper love of learning needed for
women, 194-195.
Myers, F. W. H., 157, 174.

Nation, New York, 137, 356, 430.

New Zealand, industrial strike, 29.
Newbold, Prof. J. R., 168.
Newspapers, 112, 230, 248.
Nippold, Prof., 198-199.
Noise, 250.
Norton, C. E., 301.

On Having the Blues. See Blues.

Our Debt to Psychical Research. See Psychical Research.

Peace, 407, 409, 440.

“Pelham,” George, 164-167.
Pessimism, 263.
Phelps, E. J., 92.
Philosophy in Fly Time, 209.
Piddington, Mr., 167.
Piper, Mrs., 163-174.
Podmore, Frank, 375.
Post Graduate School for Academic Donors, A, 213.
Powers, F. P., ‘The Curse of Adam and the Curse of Eve,’ 266.
Poynings, Blanche, 384-386.
Press. See Associated Press; Newspapers.
Principles and Practice of Kicking, The. See Kicking.
Prohibition, 61.
Property, The Disfranchisement of, 75
—statistics, 75
—savings banks deposits, 76
—life insurance payments, 77
—pensions, 78
—waste in government expenses, 78-79
—Macaulay cited, confidence in the State, 79
—increasing taxes, 79-80
—corporate wealth in the United States, 80-81
—its disfranchisement, 81-82
—divorce of corporate ownership and management, 82-83
—small corporations, 84
—manhood suffrage and property suffrage, 85
—delegated legislation, 86
—power of legislatures over property, 86-87
—corporate influence in legislatures, 87
—present relation of legislatures and corporation managers,
88
—hostility to corporations and its effect on small businesses,
89
—the suffering of the country from attack on property, 89-90.
Psychical Research, Our Debt to, 372
—attitude toward the occult of scientific men, 372-373
—of the public, 373
—psychology’s debt to psychical research, 374
—Frank Podmore, 375
—aim and spirit of the Society for Psychical Research, 375
—hypnotism and its value, 375-376
—work of Janet and Gurney, 376-377
—subconscious ideas, 377
—Gurney’s experiments and subconscious mentation, 378-380
—subconscious perception and subconscious memory, 381
—crystal gazing, Mrs. Goodrich-Freer’s demonstration of
memory registration of subconscious percepts, 381-384
—dissociated subconscious memories and Lowes Dickinson,
384-386
—some of the first-fruits of systematic psychical research, 386
—practical value of automatic writing, crystal-gazing and
hypnotism, 387
—French savants, 387
—Pierre Janet’s experiments in hypnotic telepathy and their
bearing on hysteria and other nervous diseases, 387-391.
Psychology, 394.
Psychotherapy, 391.
Publishers, 206.

Railway Junctions, 91
—fine phrase of R. L. Stevenson, 91
—Essex Junction and E. J. Phelps’s verses, 92
—pleasure to be got from places, 93
—picture of possible pleasure at Essex Junction, 93-94
—enjoying railway junctions, 94-95
—a Bavarian junction near Rothenburg, 95-96
—Bobadilla, Spain, 96-97
—Dol, France, 97-98
 —Nevers and Pyrgos, 98-99
—true enjoyment of travel, 99-100
—American haste, 100
—anecdote of R. L. Stevenson, 101
—Thos. Browne, quoted, 101
—enjoyment of the present, 102
—anecdote of a wait at Basel, 102
—possibilities of adventure in the dullest places, 103.
Republic of Megaphon, The (the evils of the modern
newspaper shown by a Socratic dialogue), 248
—its apparent value and trifling cost, 249-251
—Nature of its news, 252
—its low price necessitates profits from advertising, 254
—its lowering of quality, 254-255
—its falsification of truth, 256
—its willingness to sell itself, 257
—its low taste and vulgar language, 257
—its vulgar advertising of worthless goods, 258
—its vulgarization of art, 258
—its immoral advertising, 259
—its flattery of the people and faultfinding with the few, 260
—its tendency to set class against class, 261
—its teaching of skepticism in religion, of baseness in leaders,
and selfishness in all men and consequent injury to the state,
262-263
—how the truth may be told and how the newspapers tell it,
264-265.
Rhodes, Cecil, 424, 425.
Rich, Minor Uses of the Middling, 104
—charges general and specific against the rich, 104
—historic view of wealth, 105
—newly rich, multimillionaires, and middling rich, 105-106
—character of the middling rich, 107
—honesty and virtue implied in moderate wealth, 108
 —discipline, efficiency and good manners of the middling rich,
109
—strong position in comparison with the capitalist and the
wage-earner, 110
—usefulness of this class in conservation of civilization, 111
—usefulness on the lighter side of life, 112
—newspapers, 112-113
—poverty likely to decrease, 113
—socialism, personality of wealth, 113-114
—great fortunes, 114
—prospects, 115.
Rogers, Anna A., 267, 277.
Russell, Chas. Edw., 232.
Russia. See War.

Schreiner, Olive, 269, 270, 271.

Servia. See War.
Setting Bounds to Laughter, 210.
Sex discussion, 294.
Shaw, Geo. B., 267, 332.
Showerman, Grant, ‘The Republic of Megaphon,’ 248.
Sill, E. R., 306.
Simplified Spelling, 217, 442.
Single Tax, 4, 17.
Slavs. See War.
Slosson, Preston W., ‘Is Socialism Coming?’ 236.
Smith, G. A., 379.
Social justice, 1, 14.
Socialism, 27, 113, 114.
Socialism, Is [it] Coming? 236
—Karl Marx and his method of realizing democracy, 236-237
—the present position of Socialism, 237-238
—factors that make for concentration in production, 238-239
—advantages of the rich industry, 239-240
—objections to the Socialist’s contention, 240-245
—the tendency in agriculture toward small holdings, 240-242
—the future of agriculture, 242-243
—decentralizing factors in industry, 243-245
—electricity, 244
—skilled labor, 245
—the problem of distribution, 245-246
—rational competition, 246
—picture of a democratic individualism in the future, 246-247.
Socratic dialogue on newspapers, 248.
Some Free-Speech Delusions. See Free-Speech Delusions.
Spanish-American War, 409.
Special to our Readers, 205, 440.
Spelling. See Simplified Spelling.
Sportsmanship, 334.
Stevenson, R. L., 91, 101.
Stillman, W. J., 160-162.
Strikes. New Zealand, 29;
Wisconsin University, 347.
Stubborn Relic of Feudalism, A. See Feudalism.
Suggestion Regarding Vacations, A, 216.
Syndicalism, 238.
Syndicalism, An Experiment in, 29
—New Zealand’s Court of Arbitration, 29
—its success, 30
 —Australian antagonism, 31
—Waihi gold mine strike and resulting conditions, 31-32
—failure of Federation of Labor, 33
—introduction of Syndicalist methods, 33-34
—new unions to undermine the old, 35-36
—strike of Waterside Workers and Seamens Unions, 37-38
—apparent success, 39
—public interference and its methods, 39-41
—new unions to defeat the syndicalists, 42
—failure of federationists, 42
—lesson for America, 43
—reasons for the result, 43-44.

Tabu and Temperament, 280

—meaning of temperament, 280
—the revolt against convention, 281
—primitive conventionality, 282
—need and advantages of convention, 283
—manners and morals, 284
—originality, 285
—essence of good manners, 286
—charm, 286-292
—need of some social code, 288-289
—on being shocked, 289-290
—requisites for being charming, 290-291
—the unreliability of temperament, 291
—unconventionality and the moral order, 292
—the free discussion of vice, 293
—advantage of avoiding sex discussion, 294
—brutality and danger of discussing questionable topics, 294-
297
—the rightness of tabu, 298
—absurd position of present-day iconoclasts, 299
—need of self-control, 299-300.
Tarbell, Ida M., 266, 268, 277.
Telepathy, 152.
Teloteropathy, 163, 164.
Temperament, 280.
Thring, Edw., 363.
Tipping, 21.
Tobacco, 259.
Todd, Arthur J., ‘Labor: “True Demand” and Immigrant Supply,’
45.
Trade Unionism in a University, 347
—relation of the State of Wisconsin to the University of
Wisconsin, 347
—character of the University, 348
—the student legislative body, 348-349
—student labor trouble and threatened strike, 349-353
—significance of the occurrence as to university development
and results, 353-355.
Triple Entente, 404, 406, 407.

Universities, 356.
University efficiency, 59.
Unpopular Review, 155, 206.
Unsocial Investments. See Investments.

Vacations, A Suggestion Regarding, 216.

Verrall, Mrs., 167.
Victorian literature, 319.
Virginia, University of, 356.

Waihi gold mine strike, 31.

War, in Europe not possible, 197;
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