In Memoriam:

Tom Apostol
20 August 1923- 8 May 2016

I remind the reader of how and when I learned of this textbook: the late 1970's, my
high-school calculus teacher--first day of class--expressed horror at the fact that
calculus was being taught at Caltech beginning with integrals, followed by
derivatives. How can this be accomplished ?, he asked. Impossible, he said.
Thus, I searched for this text ! What a find it was !
(1) It has been my contention (and remains so) that Integrals should be introduced
prior to derivatives. My opinion being that students are lulled into a false sense
of security when they spend most of their time focusing upon the derivative. Thus,
most of their time should be spent on integrals. Besides, once you learn of the
relationship between the two (integrals and derivatives), everything falls into
place. What next ?
(2) As with physics textbooks, I will say the same thing regarding mathematics
textbooks: Read the problem-sets first ! So, look at page eight of Apostol's
textbook: You will utilize geometry, algebra, inequalities, summation and induction
(well, the induction is referred to). In any event, that initial problem-set will
set the tone and the pace for the remainder of the book. Always read the problem
sets first ! Then, begin studying the textual material !
(3) Even if one decides not to peruse the entirety of the text, my next opinion is
that everyone (mathematics or physics students) should have to complete the initial
forty-pages of this textbook. Why do I say that ? This is a forty-page mini-course
of introductory analysis ! Number systems, upper and lower bounds, mathematical
induction, inequalities. The problem- sets provide for more ! An example:
introduction to Cauchy-Schwarz inequality (with proof) alongside reference to its
later utility for the study of vector algebra (problem #15, page 36 ). How
wonderful is that !
(4) Conic Sections, remember those ? Tom Apostol presents the discussion in roughly
twenty pages. What is new ? Again, we look at one problem: " Prove that a
similarity transformation carries an ellipse with center at the origin into another
ellipse with the same eccentricity." (exercise #21, page 305). That problem will
lead you to yet another (#22), concerning homogeneous differential equations. How
irresistible is that ! All is seen to be connected !
(5) The notational aspects (and utility) of "little o" and "big O" introduced
section # 7.9 (page 370). A section useful for many years to come !
(6) Differential of a function, introduced in a multi-step problem (#10 a through
g, page 146). No fuss, it is simply introduced for computational convenience.
(7) Computational skill and insight: functions defined on different domains
(reinforces the material of chapter one).
This computational skill and insight also reinforced in two problems (#10 and #11,
page 148).
(8) Volume One concludes with infinite series, approximately sixty-pages. This
conclusion shows interrelationships among various concepts: sum, integral,
functions, inequalities ( See, too, problem #19, page 434). (Kuratowski, another
favorite, begins his text with infinite sequences and series ! See, too,
Sokolnikoff and Redheffer chapter one).
(9) Chapter Five, vector algebra: Learn of linear dependence (problem #21, page
264). A problem continues that theme (problem #10, page 282) asking for a
geometrical and algebraic interpretation of your results. Excellent Pedagogy !
(10) Inequalities, concavity & second derivative (page 388) again, reinforced by
two more excellent problems !
(That is, problems #9 and #10, page 390).
(11) In conclusion: My review is comparatively brief, as I have only scratched the
surface. Why is that ?
Any review is going to fall short of the mark, mine is no exception. This text
(along with Courant) remains my go-to resource. I love this book. I have utilized
the book as a resource my entire adult mathematical-life.
It is well-written. It opens doors. It will prove invaluable throughout your
mathematical-life (physicists included).
I must thank my high-school calculus teacher (the late Michael Wagner) for his
questioning tone:
How can you possibly teach (and, learn) calculus with Integration prior to
differentiation ?
Tom Apostol shows the way.