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 Applied Numerical page i
Methods
with MATLAB® for Engineers and
Scientists
Fifth Edition

Steven C. Chapra
Emeritus Professor and Louis Berger Chair Tufts University
 page ii

APPLIED NUMERICAL METHODS WITH MATLAB® FOR ENGINEERS

AND SCIENTISTS,

Published by McGraw Hill LLC, 1325 Avenue of the Americas, New

York, NY 10019. Copyright ©2023 by McGraw Hill LLC. All rights
reserved. Printed in the United States of America. No part of this
publication may be reproduced or distributed in any form or by any
means, or stored in a database or retrieval system, without the prior
written consent of McGraw Hill LLC, including, but not limited to, in
any network or other electronic storage or transmission, or
broadcast for distance learning.

Some ancillaries, including electronic and print components, may not

be available to customers outside the United States.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 LCR 27 26 25 24 23 22

ISBN 978-1-265-14822-5
MHID 1-265-14822-8

Cover Image: VisualCommunications/E+/Getty Images

All credits appearing on page or at the end of the book are

considered to be an extension of the copyright page.

The Internet addresses listed in the text were accurate at the time of
publication. The inclusion of a website does not indicate an
endorsement by the authors or McGraw Hill LLC, and McGraw Hill
LLC does not guarantee the accuracy of the information presented at
these sites.
mheducation.com/highered
To page iii

My brothers,
John and Bob Chapra

and

Fred Berger (1947–2015)

who I miss as a good friend, a good man.
and a comrade in bringing the light of engineering
to some of world’s darker corners.
ABOUT THE AUTHOR page iv

Steve Chapra is the Emeritus Professor and Emeritus Berger Chair

in the Civil and Environmental Engineering Department at Tufts
University. His other books include Surface Water-Quality Modeling,
Numerical Methods for Engineers, and Applied Numerical Methods
with Python.
Dr. Chapra received engineering degrees from Manhattan College
and the University of Michigan. Before joining Tufts, he worked for
the U.S. Environmental Protection Agency and the National Oceanic
and Atmospheric Administration, and taught at Texas A&M
University, the University of Colorado, and Imperial College London.
His general research interests focus on surface water-quality
modeling and advanced computer applications in environmental
engineering.
He is a Fellow and Life Member of the American Society of Civil
Engineering (ASCE) and has received many awards for his scholarly
and academic contributions, including the Rudolph Hering Medal
(ASCE) for his research, and the Meriam-Wiley Distinguished Author
Award (American Society for Engineering Education). He has also
been recognized as an outstanding teacher and advisor among the
engineering faculties at Texas A&M University, the University of
Colorado, and Tufts University. As a strong proponent of continuing
education, he has also taught over 90 workshops for professionals
on numerical methods, computer programming, and environmental
modeling.
Beyond his professional interests, he enjoys art, music (especially
classical music, jazz, and bluegrass), and reading history. Despite
unfounded rumors to the contrary, he never has, and never will,
voluntarily bungee jump or sky dive.
 If you would like to contact Steve, or learn more about him, visit
his home page at http://engineering.tufts.edu/cee/people/chapra/ or
e-mail him at steven.chapra@tufts.edu.
CONTENTS page v

About the Author iv

Preface xii

PART ONE Modeling, Computers, and Error

Analysis 1
1.1 Motivation 1
1.2 Part Organization 2

CHAPTER 1
Mathematical Modeling, Numerical Methods,
and Problem Solving 4
1.1 A Simple Mathematical Model 5
1.2 Conservation Laws in Engineering and
Science 12
1.3 Numerical Methods Covered in This Book 13
1.4 Case Study: It’s a Real Drag 17
Problems 20

CHAPTER 2
MATLAB Fundamentals 27
2.1 The Matlab Environment 28
2.2 Assignment 29
2.3 Mathematical Operations 36
2.4 Use of Built-In Functions 39
 2.5 Graphics 42
2.6 Other Resources 46
2.7 Case Study: Exploratory Data Analysis 46
Problems 49

CHAPTER 3
Programming with MATLAB 53
3.1 M-Files 54
3.2 Input-output 61

3.3 Structured Programming 65 page vi

3.4 Nesting and Indentation 79
3.5 Passing Functions to M-Files 82
3.6 Case Study: Bungee Jumper Velocity 88
Problems 92

CHAPTER 4
Roundoff and Truncation Errors 100
4.1 Errors 101
4.2 Roundoff Errors 107
4.3 Truncation Errors 116
4.4 Total Numerical Error 127
4.5 Blunders, Model Errors, and Data Uncertainty
132
Problems 133

PART TWO Roots and Optimization 137

2.1 Overview 137
2.2 Part Organization 138

CHAPTER 5
Roots: Bracketing Methods 140
 5.1 Roots in Engineering and Science 141
5.2 Graphical Methods 142
5.3 Bracketing Methods and Initial Guesses 143
5.4 Bisection 148
5.5 False Position 154
5.6 Case Study: Greenhouse Gases and
Rainwater 158
Problems 161

CHAPTER 6
Roots: Open Methods 166
6.1 Simple Fixed-Point Iteration 167
6.2 The Wegstein Method 173
6.3 Newton-Raphson 177
6.4 Secant Methods 182
6.5 Brent’s Method 184
6.6 Matlab Function: fzero 189
6.7 Polynomials 191
6.8 Case Study: Pipe Friction 194
Problems 199

CHAPTER 7 page vii

Optimization 206
7.1 Introduction and Background 207
7.2 One-Dimensional Optimization 210
7.3 Multidimensional Optimization 219
7.4 Case Study: Equilibrium and Minimum
Potential Energy 221
Problems 223

PART THREE Linear Systems 231

3.1 Overview 231
 3.2 Part Organization 233

CHAPTER 8
Linear Algebraic Equations and Matrices 235
8.1 Matrix Algebra Overview 237
8.2 Solving Linear Algebraic Equations with
Matlab 246
8.3 Case Study: Currents and Voltages in
Circuits 248
Problems 252

CHAPTER 9
Gauss Elimination 256
9.1 Solving Small Numbers of Equations 257
9.2 Naive Gauss Elimination 262
9.3 Pivoting 269
9.4 Tridiagonal Systems 272
9.5 Case Study: Model of a Heated Rod 275
Problems 278

CHAPTER 10
LU Factorization 284
10.1 Overview of Lu Factorization 285
10.2 Gauss Elimination as Lu Factorization 286
10.3 Cholesky Factorization 293
10.4 Matlab Left Division 296
Problems 297

CHAPTER 11 page viii

Matrix Inverse and Condition 298

11.1 The Matrix Inverse 298
11.2 Error Analysis and System Condition 302
11.3 Case Study: Indoor Air Pollution 307
Problems 310
CHAPTER 12
Iterative Methods 315
12.1 Linear Systems: Gauss-Seidel 315
12.2 Nonlinear Systems 322
12.3 Case Study: Chemical Reactions 330
Problems 333

CHAPTER 13
Eigenvalues 336
13.1 Eigenvalues and Eigenvectors—The Basics
338
13.2 Applications of Eigenvalues and
Eigenvectors 341
13.3 Physical Settings—Mass-Spring Systems 347
13.4 The Power Method 350
13.5 MATLAB Function: eig 352
13.6 Case Study: Eigenvalues and Earthquakes
353
Problems 356

PART FOUR Curve Fitting 359

4.1 Overview 359
4.2 Part Organization 361

CHAPTER 14
Linear Regression 362
14.1 Statistics Review 364
14.2 Random Numbers and Simulation 369
14.3 Linear Least-Squares Regression 374
14.4 Linearization of Nonlinear Relationships 382
14.5 Computer Applications 386
14.6 Case Study: Enzyme Kinetics 389
 Problems 394

CHAPTER 15 page ix

General Linear Least-Squares and Nonlinear

Regression 401
15.1 Polynomial Regression 401
15.2 Multiple Linear Regression 405
15.3 General Linear Least Squares 407
15.4 Qr Factorization and the Backslash Operator
410
15.5 Nonlinear Regression 411
15.6 Case Study: Fitting Experimental Data 413
Problems 415

CHAPTER 16
Fourier Analysis 420
16.1 Curve Fitting with Sinusoidal Functions 421
16.2 Continuous Fourier Series 427
16.3 Frequency and Time Domains 430
16.4 Fourier Integral and Transform 431
16.5 Discrete Fourier Transform (DFT) 434
16.6 The Power Spectrum 439
16.7 Case Study: Sunspots 441
Problems 442

CHAPTER 17
Polynomial Interpolation 445
17.1 Introduction to Interpolation 446
17.2 Newton Interpolating Polynomial 449
17.3 Lagrange Interpolating Polynomial 457
17.4 Inverse Interpolation 460
17.5 Extrapolation and Oscillations 461
Problems 465

CHAPTER 18
 Splines and Piecewise Interpolation 469
18.1 Introduction to Splines 469
18.2 Linear Splines 471
18.3 Quadratic Splines 475
18.4 Cubic Splines 478
18.5 Piecewise Interpolation in MATLAB 484
18.6 Multidimensional Interpolation 489
18.7 Smoothing of Data Series 491
18.8 Case Study: Heat Transfer 501
Problems 505

page x

PART FIVE Integration and Differentiation 511

5.1 Overview 511
5.2 Part Organization 512

CHAPTER 19
Numerical Integration Formulas 514
19.1 Introduction and Background 515
19.2 Newton-Cotes Formulas 518
19.3 The Trapezoidal Rule 520
19.4 Simpson’s Rules 527
19.5 Higher-Order Newton-Cotes Formulas 533
19.6 Integration with Unequal Segments 534
19.7 Open Methods 538
19.8 Multiple Integrals 538
19.9 Case Study: Computing Work with
Numerical Integration 541
Problems 544

CHAPTER 20
Numerical Integration of Functions 550
20.1 Introduction 550
 20.2 Romberg Integration 551
20.3 Gauss Quadrature 556
20.4 Adaptive Quadrature 563
20.5 Case Study: Root-Mean-Square Current
566
Problems 570

CHAPTER 21
Numerical Differentiation 574
21.1 Introduction and Background 575
21.2 High-Accuracy Differentiation Formulas 579
21.3 Richardson Extrapolation 582
21.4 Tangent Line Differentiation of Functions
584
21.5 Derivatives of Unequally Spaced Data 587
21.6 Differentiation of Noisy Data 590
21.7 Partial Derivatives 596
21.8 Numerical Differentiation with Matlab 596
21.9 Case Study: Visualizing Fields 601
Problems 603

page xi

PART SIX Ordinary Differential Equations 609

6.1 Overview 609
6.2 Part Organization 613

CHAPTER 22
Initial-Value Problems 615
22.1 Overview 617
22.2 Euler’s Method 617
22.3 Improvements of Euler’s Method 623
22.4 Runge-Kutta Methods 629
22.5 Systems of Equations 634
 22.6 Case Study: Predator-Prey Models and
Chaos 640
Problems 645

CHAPTER 23
Adaptive Methods and Stiff Systems 651
23.1 Adaptive Runge-Kutta Methods 651
23.2 Multistep Methods 660
23.3 Stiffness 664
23.4 Matlab Application: Bungee Jumper with
Cord 670
23.5 Case Study: Pliny’s Intermittent Fountain
671
Problems 676

CHAPTER 24
Boundary-Value Problems 682
24.1 Introduction and Background 683
24.2 The Shooting Method 687
24.3 Finite-Difference Methods 694
24.4 MATLAB Function: bvp4c 701
Problems 704

Appendix A: MATLAB Built-in Functions 710

Appendix B: MATLAB M-File functions 712
Appendix C: INTRODUCTION TO SIMULINK
713
Bibliography 721
Index 723
PREFACE page xii

This book is designed to support a one-semester course in numerical

methods. It has been written for students who want to learn and
apply numerical methods in order to solve problems in engineering
and science. As such, the methods are motivated by problems rather
than by mathematics. That said, sufficient theory is provided so that
students come away with insight into the techniques and their
shortcomings.
MATLAB® provides a great environment for such a course.
Although other environments (e.g., Excel/VBA, Mathcad) or
languages (e.g., Fortran 90, C++, Python) could have been chosen,
MATLAB presently offers a nice combination of handy programming
features with powerful built-in numerical capabilities. On the one
hand, its M-file programming environment allows students to
implement moderately complicated algorithms in a structured and
coherent fashion. On the other hand, its built-in, numerical
capabilities empower students to solve more difficult problems
without trying to “reinvent the wheel.”
The basic content, organization, and pedagogy of the fourth
edition are essentially preserved in the fifth edition. In particular, the
conversational writing style is intentionally maintained in order to
make the book easier to read. This book tries to speak directly to the
reader and is designed in part to be a tool for self-teaching.
That said, this edition has added some new material including a
section in Chapter 6 on the Wegstein method that provides a natural
extension of fixed-point iteration. But the major addition is a section
at the end of Chapter 18 describing smoothing splines. By combining
the attributes of regression and splines into a single algorithm,
smoothing splines are ideal for curve fitting of noisy data. Our
presentation includes both a theoretical description of the algorithm
as well as an M-file function for its implementation. In addition,
there is a description of the built-in function, csaps, which is part of
the MATLAB Curve Fitting Toolbox. Beyond curve fitting, we also
include a new section on how the smoothing spline provides a great
option for numerical differentiation of noisy data in Chapter 21.
Aside from the new material and problems, the fifth edition is very
similar to the fourth. In particular, I have endeavored to maintain
most of the features contributing to its pedagogical effectiveness
including extensive use of worked examples and engineering and
scientific applications. As with the previous editions, I have made a
concerted effort to make this book as “student-friendly” as possible.
Thus, I’ve tried to keep my explanations straightforward and
practical.

Although my primary intent is to empower students by page xiii

providing them with a sound introduction to numerical
problem solving, I have the ancillary objective of making this
introduction exciting and pleasurable. I believe that motivated
students who enjoy engineering and science, problem solving,
mathematics—and yes—coding, will ultimately make better
professionals. If my book fosters enthusiasm and appreciation for
these subjects, I will consider the effort a success.
Acknowledgments. Several members of the McGraw Hill team have
contributed to this project. Special thanks are due to Heather
Ervolino (Product Developer), Beth Bettcher (Portfolio Manager), Lisa
Granger (Marketing Manager), and Maria McGreal (Content Project
Manager) for their encouragement, support, and direction.
During the course of this project, the folks at The MathWorks,
Inc., have truly demonstrated their overall excellence as well as their
strong commitment to engineering and science education. In
particular, Naomi Fernandes of The MathWorks, Inc., Book Program
has been especially helpful.
The generosity of the Berger family has provided me with the
opportunity to work on creative projects such as this book dealing
with computing and engineering. In addition, my colleagues and
students in the School of Engineering at Tufts, notably Linda Abriola,
Laurie Baise, Greg Coyle, Luis Dorfmann, Jon Lamontagne, Babak
Moaveni, Masoud Sanayei, and Rob White, have been very
supportive and helpful.
Significant suggestions were also given by a number of
colleagues. In particular, Dave Clough (University of Colorado–
Boulder), and Mike Gustafson (Duke University) provided valuable
ideas and suggestions. In addition, a number of reviewers provided
useful feedback and advice including Karen Dow Ambtman
(University of Alberta), Jalal Behzadi (Shahid Chamran University),
Carlos Carranza-Torres (University of Minnesota, Duluth), Eric
Cochran (Iowa State University), Frederic Gibou (University of
California at Santa Barbara), Jane Grande-Allen (Rice University),
Raphael Haftka (University of Florida), Scott Hendricks (Virginia Tech
University), Jeff Horsburgh (Utah State University), Ming Huang
(University of San Diego), Oleg Igoshin (Rice University), David Jack
(Baylor University), Se Won Lee (Sungkyunkwan University), Clare
McCabe (Vanderbilt University), Eckart Meiburg (University of
California at Santa Barbara), Luis Ricardez (University of Waterloo),
James Rottman (University of California, San Diego), Bingjing Su
(University of Cincinnati), Chin-An Tan (Wayne State University),
Joseph Tipton (The University of Evansville), Marion W. Vance
(Arizona State University), Jonathan Vande Geest (University of
Arizona), Leah J. Walker (Arkansas State University), Qiang Hu
(University of Alabama, Huntsville), Yukinobu Tanimoto (Tufts
University), Henning T. Søgaard (Aarhus University), and Jimmy
Feng (University of British Columbia).

It should be stressed that although I received useful page xiv

advice from the aforementioned individuals, I am
responsible for any inaccuracies or mistakes you may find in this
book. Please contact me via e-mail if you should detect any errors.
Finally, I want to thank my family, and in particular my wife,
Cynthia, for the love, patience, and support they have provided
through the time I’ve spent on this project.

Steven C. Chapra
Tufts University

Medford, Massachusetts
steven.chapra@tufts.edu
PEDAGOGICAL TOOLS

Theory Presented as It Informs Key Concepts. The text is intended

for Numerical Methods users, not developers. Therefore, theory is
not included for “theory’s sake,” for example no proofs. Theory is
included as it informs key concepts such as the Taylor series,
convergence, condition, etc. Hence, the student is shown how the
theory connects with practical issues in problem solving.

Introductory MATLAB Material. The text includes two introductory

chapters on how to use MATLAB. Chapter 2 shows students how to
perform computations and create graphs in MATLAB’s standard
command mode. Chapter 3 provides a primer on developing
numerical programs via MATLAB M-file functions. Thus, the text
provides students with the means to develop their own numerical
algorithms as well as to tap into MATLAB’s powerful built-in routines.

Algorithms Presented Using MATLAB M-files. Instead of using

pseudocode, this book presents algorithms as well-structured
MATLAB M-files. Aside from being useful computer programs, these
provide students with models for their own M-files that they will
develop as homework exercises.

Worked Examples and Case Studies. Extensive worked examples are

laid out in detail so that students can clearly follow the steps in each
numerical computation. The case studies consist of engineering and
science applications which are more complex and richer than the
worked examples. They are placed at the ends of selected chapters
with the intention of (1) illustrating the nuances of the methods and
(2) showing more realistically how the methods along with MATLAB
are applied for problem solving.
Problem Sets. The text includes a wide variety of problems. Many
are drawn from engineering and scientific disciplines. Others are
used to illustrate numerical techniques and theoretical concepts.
Problems include those that can be solved with a pocket calculator
as well as others that require computer solution with MATLAB.

Useful Appendices and Indexes. Appendix A contains page xv

MATLAB commands, Appendix B contains M-file functions, and new
Appendix C contains a brief Simulink primer.

ADDITIONAL RESOURCES TO SUPPORT THIS TEXTBOOK

Instructor Resources. Instructor Solutions Manual, Lecture

PowerPoints, Image Library, and MATLAB files for key algorithms
from the text are available through Connect®.

PROCTORIO

Remote Proctoring & Browser-Locking Capabilities

Remote proctoring and browser-locking capabilities, hosted by

Proctorio within Connect, provide control of the assessment
environment by enabling security options and verifying the identity
of the student.

Seamlessly integrated within Connect, these services allow

instructors to control students’ assessment experience by restricting
browser activity, recording students’ activity, and verifying students
are doing their own work.
Instant and detailed reporting gives instructors an at-a-glance view
of potential academic integrity concerns, thereby avoiding personal
bias and supporting evidence-based claims.

ReadAnywhere

Read or study when it’s convenient for you with McGraw Hill’s free
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Tegrity: Lectures 24/7

Tegrity in Connect is a tool that makes class time available 24/7 by

automatically capturing every lecture. With a simple one-click start-
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corresponding audio in a format that is easy to search, frame by
frame. Students can replay any part of any class with easy-to-use,
browser-based viewing on a PC, Mac, or any mobile device.

Educators know that the more students can see, hear, and page xvi
experience class resources, the better they learn. In fact, studies
prove it. Tegrity’s unique search feature helps students efficiently
find what they need, when they need it, across an entire semester
of class recordings. Help turn your students’ study time into learning
moments immediately supported by your lecture. With Tegrity, you
also increase intent listening and class participation by easing
students’ concerns about note-taking. Using Tegrity in Connect will
make it more likely you will see students’ faces, not the tops of their
heads.
Test Builder in Connect

Available within Connect, Test Builder is a cloud-based tool that

enables instructors to format tests that can be printed, administered
within a Learning Management System, or exported as a Word
document of the test bank. Test Builder offers a modern, streamlined
interface for easy content configuration that matches course needs,
without requiring a download.

Test Builder allows you to:

• access all test bank content from a particular title.
• easily pinpoint the most relevant content through robust filtering
options.
• manipulate the order of questions or scramble questions and/or
answers.
• pin questions to a specific location within a test.
• determine your preferred treatment of algorithmic questions.
• choose the layout and spacing.
• add instructions and configure default settings.

Test Builder provides a secure interface for better protection of

content and allows for just-in-time updates to flow directly into
assessments.

Writing Assignment

Available within Connect, the Writing Assignment tool delivers a

learning experience to help students improve their written
communication skills and conceptual understanding. As an instructor
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Create page xvii

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page xviii

page xix
page xx
 page 1

PART ONE

Modeling, Computers, and Error

Analysis

1.1 MOTIVATION

What are numerical methods and why should you study them?
Numerical methods are techniques by which mathematical
problems are formulated so that they can be solved with arithmetic
and logical operations. Because digital computers excel at
performing such operations, numerical methods are sometimes
referred to as computer mathematics.
In the pre–computer era, the time and drudgery of implementing
such calculations seriously limited their practical use. However, with
the advent of fast, inexpensive digital computers, the role of
numerical methods in engineering and scientific problem solving has
exploded. Because they figure so prominently in much of our work, I
believe that numerical methods should be a part of every engineer’s
and scientist’s basic education. Just as we all must have solid
foundations in the other areas of mathematics and science, we
should also have a fundamental understanding of numerical
methods. In particular, we should have a solid appreciation of both
their capabilities and their limitations.
 Beyond contributing to your overall education, there are several
additional reasons why you should study numerical methods:

1. Numerical methods greatly expand the types of problems you

can address. They are capable of handling large systems of
equations, nonlinearities, and complicated geometries that are
not uncommon in engineering and science and that are often
impossible to solve analytically with standard calculus. As such,
they greatly enhance your problem-solving skills.
2. Numerical methods allow you to use “canned” software with
insight. During your career, you will invariably have occasion to
use commercially available prepackaged computer programs
that involve numerical methods. The intelligent use of these
programs is greatly enhanced by an understanding of the basic
theory underlying the methods. In the absence of such
understanding, you will be left to treat such packages as “black
boxes” with little critical insight into their inner workings or the
validity of the results they produce.

page 2
3. Many problems cannot be approached using canned programs.
If you are conversant with numerical methods, and are adept at
computer programming, you can design your own programs to
solve problems without having to buy or commission expensive
software.
4. Numerical methods are an efficient vehicle for learning to use
computers. Because numerical methods are expressly designed
for computer implementation, they are ideal for illustrating the
computer’s powers and limitations. When you successfully
implement numerical methods on a computer, and then apply
them to solve otherwise intractable problems, you will be
provided with a dramatic demonstration of how computers can
serve your professional development. At the same time, you will
also learn to acknowledge and control the errors of
approximation that are part and parcel of large-scale numerical
calculations.
5. Numerical methods provide a vehicle for you to reinforce your
understanding of mathematics. Because one function of
numerical methods is to reduce higher mathematics to basic
arithmetic operations, they get at the “nuts and bolts” of some
otherwise obscure topics. Enhanced understanding and insight
can result from this alternative perspective.

With these reasons as motivation, we can now set out to

understand how numerical methods and digital computers work in
tandem to generate reliable solutions to mathematical problems. The
remainder of this book is devoted to this task.

1.2 PART ORGANIZATION

This book is divided into six parts. The latter five parts focus on the
major areas of numerical methods. Although it might be tempting to
jump right into this material, Part One consists of four chapters
dealing with essential background material.
 Chapter 1 provides a concrete example of how a numerical
method can be employed to solve a real problem. To do this, we
develop a mathematical model of a free-falling bungee jumper. The
model, which is based on Newton’s second law, results in an
ordinary differential equation. After first using calculus to develop a
closed-form solution, we then show how a comparable solution can
be generated with a simple numerical method. We end the chapter
with an overview of the major areas of numerical methods that we
cover in Parts Two through Six.
Chapters 2 and 3 provide an introduction to the MATLAB®
software environment. Chapter 2 deals with the standard way of
operating MATLAB by entering commands one at a time in the so-
called calculator, or command, mode. This interactive mode provides
a straightforward means to orient you to the environment and
illustrates how it is used for common operations such as performing
calculations and creating plots.

Chapter 3 shows how MATLAB’s programming mode page 3

provides a vehicle for assembling individual commands into
algorithms. Thus, our intent is to illustrate how MATLAB serves as a
convenient programming environment to develop your own
software.
Chapter 4 deals with the important topic of error analysis, which
must be understood for the effective use of numerical methods. The
first part of the chapter focuses on the roundoff errors that result
because digital computers cannot represent some quantities exactly.
The latter part addresses truncation errors that arise from using an
approximation in place of an exact mathematical procedure.
page 4
 1

Mathematical Modeling, Numerical

Methods, and Problem Solving

CHAPTER OBJECTIVES
The primary objective of this chapter is to provide you with a
concrete idea of what numerical methods are and how they relate
to engineering and scientific problem solving. Specific objectives
and topics covered are

• Learning how mathematical models can be formulated on the

basis of scientific principles to simulate the behavior of a simple
physical system.
• Understanding how numerical methods afford a means to
generate solutions in a manner that can be implemented on a
digital computer.
• Understanding the different types of conservation laws that lie
beneath the models used in the various engineering disciplines
and appreciating the difference between steady-state and
dynamic solutions of these models.
• Learning about the different types of numerical methods we
will cover in this book.

YOU’VE GOT A PROBLEM

S
uppose that a bungee-jumping company hires you. You’re given
the task of predicting the velocity of a jumper (Fig. 1.1) as a
function of time during the free-fall part of the jump. This
information will be used as part of a larger analysis to determine the
length and required strength of the bungee cord for jumpers of
different mass.

FIGURE 1.1
Forces acting on a free-falling bungee jumper.

You know from your studies of physics that the acceleration should
be equal to the ratio of the force to the mass (Newton’s second law).
Based on this insight and your knowledge of physics and fluid
mechanics, you develop the following mathematical model for the
rate of change of velocity with respect to time,

page 5

where υ = downward vertical velocity (m/s), t = time (s), g = the

acceleration due to gravity (≅ 9.81 m/s2), cd = a lumped drag
coefficient (kg/m), and m = the jumper’s mass (kg). The drag
coefficient is called “lumped” because its magnitude depends on
factors such as the jumper’s area and the fluid density (see Sec.
1.4).
Because this is a differential equation, you know that calculus
might be used to obtain an analytical or exact solution for υ as a
function of t. However, in the following pages, we will illustrate an
alternative solution approach. This will involve developing a
computer-oriented numerical or approximate solution.
Aside from showing you how the computer can be used to solve
this particular problem, our more general objective will be to
illustrate (a) what numerical methods are and (b) how they figure in
engineering and scientific problem solving. In so doing, we will also
show how mathematical models figure prominently in the way
engineers and scientists use numerical methods in their work.

1.1 A SIMPLE MATHEMATICAL MODEL

A mathematical model can be broadly defined as a formulation or

equation that expresses the essential features of a physical system
or process in mathematical terms. In a very general sense, it can be
represented as a functional relationship of the form

where the dependent variable is a characteristic that typically

reflects the behavior or state of the system; the independent
variables are usually dimensions, such as time and space, along
which the system’s behavior is being determined; the parameters are
reflective of the system’s properties or composition; and the forcing
functions are external influences acting upon it.
The actual mathematical expression of Eq. (1.1) can range from a
simple algebraic relationship to large complicated sets of differential
equations. For example, on the basis of his observations, Newton
formulated his second law of motion, which states that the time rate
of change of momentum of a body is equal to the resultant force
acting on it. The mathematical expression, or model, of the second
law is the well-known equation

where F is the net force acting on the body (N, or kg m/s2), m is the
mass of the object (kg), and a is its acceleration (m/s2).

The second law can be recast in the format of Eq. (1.1) by page 6
merely dividing both sides by m to give

where a is the dependent variable reflecting the system’s behavior, F

is the forcing function, and m is a parameter. Note that for this
simple case there is no independent variable because we are not yet
predicting how acceleration varies in time or space.
Equation (1.3) has a number of characteristics that are typical of
mathematical models of the physical world.
• It describes a natural process or system in mathematical terms.
• It represents an idealization and simplification of reality. That is,
the model ignores negligible details of the natural process and
focuses on its essential manifestations. Thus, the second law
does not include the effects of relativity that are of minimal
importance when applied to objects and forces that interact on
or about the earth’s surface at velocities and on scales visible to
humans.
• Finally, it yields reproducible results and, consequently, can be
used for predictive purposes. For example, if the force on an
object and its mass are known, Eq. (1.3) can be used to
compute acceleration.
Because of its simple algebraic form, the solution of Eq. (1.2) was
obtained easily. However, other mathematical models of physical
phenomena may be much more complex, and either cannot be
solved exactly or require more sophisticated mathematical
techniques than simple algebra for their solution. To illustrate a more
complex model of this kind, Newton’s second law can be used to
determine the terminal velocity of a free-falling body near the earth’s
surface. Our falling body will be a bungee jumper (Fig. 1.1). For this
case, a model can be derived by expressing the acceleration as the
time rate of change of the velocity (dυ/dt) and substituting it into
Eq. (1.3) to yield

where υ is velocity (in meters per second). Thus, the rate of change
of the velocity is equal to the net force acting on the body
normalized to its mass. If the net force is positive, the object will
accelerate. If it is negative, the object will decelerate. If the net
force is zero, the object’s velocity will remain at a constant level.
Next, we will express the net force in terms of measurable
variables and parameters. For a body falling within the vicinity of the
earth, the net force is composed of two opposing forces: the
downward pull of gravity FD and the upward force of air resistance
FU (Fig. 1.1):

If force in the downward direction is assigned a positive sign, the

second law can be used to formulate the force due to gravity as

where g is the acceleration due to gravity (9.81 m/s2).

Air resistance can be formulated in a variety of ways. page 7

Knowledge from the science of fluid mechanics suggests that
a good first approximation would be to assume that it is proportional
to the square of the velocity,

where cd is a proportionality constant called the lumped drag

coefficient (kg/m). Thus, the greater the fall velocity, the greater the
upward force due to air resistance. The parameter cd accounts for
properties of the falling object, such as shape or surface roughness,
that affect air resistance. For the present case, cd might be a
function of the type of clothing or the orientation used by the jumper
during free fall.
The net force is the difference between the downward and upward
forces. Therefore, Eqs. (1.4) through (1.7) can be combined to yield

Equation (1.8) is a model that relates the acceleration of a falling

object to the forces acting on it. It is a differential equation because
it is written in terms of the differential rate of change (dυ/dt) of the
variable that we are interested in predicting. However, in contrast to
the solution of Newton’s second law in Eq. (1.3), the exact solution
of Eq. (1.8) for the velocity of the jumper cannot be obtained using
simple algebraic manipulation. Rather, more advanced techniques
such as those of calculus must be applied to obtain an exact or
analytical solution. For example, if the jumper is initially at rest (υ =
0 at t = 0), calculus can be used to solve Eq. (1.8) for

where tanh is the hyperbolic tangent that can be computed either

directly1 or via the more elementary exponential function as in

Note that Eq. (1.9) is cast in the general form of Eq. (1.1), where
υ(t) is the dependent variable, t is the independent variable, cd and
m are parameters, and g is the forcing function.

EXAMPLE 1.1 Analytical Solution to the Bungee Jumper Problem

Problem Statement. A bungee jumper with a mass of 68.1 kg leaps
from a stationary hot air balloon. Use Eq. (1.9) to compute velocity
for the first 12 s of free fall. Also determine the terminal velocity
that will be attained for an infinitely long cord (or alternatively, the
jumpmaster is having a particularly bad day!). Use a drag
coefficient of 0.25 kg/m.

Solution. Inserting the parameters into Eq. (1.9) yields page 8

which can be used to compute

According to the model, the jumper accelerates rapidly (Fig. 1.2). A

velocity of 49.4214 m/s (about 110 mi/hr) is attained after 10 s.
Note also that after a sufficiently long time, a constant velocity,
called the terminal velocity, of 51.6983 m/s (115.6 mi/hr) is
reached. This velocity is constant because, eventually, the force of
gravity will be in balance with the air resistance. Thus, the net
force is zero and acceleration has ceased.

FIGURE 1.2
The analytical solution for the bungee jumper problem as computed in Example
1.1. Velocity increases with time and asymptotically approaches a terminal
velocity.
 Equation (1.9) is called an analytical or closed-form page 9
solution because it exactly satisfies the original differential
equation. Unfortunately, there are many mathematical models that
cannot be solved exactly. In many of these cases, the only
alternative is to develop a numerical solution that approximates the
exact solution.
Numerical methods are those in which the mathematical problem
is reformulated so it can be solved by arithmetic operations. This can
be illustrated for Eq. (1.8) by realizing that the time rate of change
of velocity can be approximated by (Fig. 1.3):

FIGURE 1.3
The use of a finite difference to approximate the first derivative of υ with respect
to t.
where Δυ and Δt are differences in velocity and time computed over
finite intervals, υ(ti) is velocity at an initial time ti, and υ(ti+1) is
velocity at some later time ti+1. Note that dυ/dt ≅ Δυ/Δt is
approximate because Δt is finite. Remember from calculus that

Equation (1.11) represents the reverse process. page 10

Equation (1.11) is called a finite-difference approximation
of the derivative at time ti. It can be substituted into Eq. (1.8) to
give

This equation can then be rearranged to yield

Notice that the term in brackets is the right-hand side of the

differential equation itself [Eq. (1.8)]. That is, it provides a means to
compute the rate of change or slope of υ. Thus, the equation can be
rewritten more concisely as

where the nomenclature υi designates velocity at time ti, and Δt =

ti+1 − ti.
We can now see that the differential equation has been
transformed into an equation that can be used to determine the
velocity algebraically at ti+1 using the slope and previous values of υ
and t. If you are given an initial value for velocity at some time ti,
you can easily compute velocity at a later time ti+1. This new value
of velocity at ti+1 can in turn be employed to extend the computation
to velocity at ti+2 and so on. Thus at any time along the way,

This approach is formally called Euler’s method. We’ll discuss it in

more detail when we turn to differential equations later in this book.

EXAMPLE 1.2 Numerical Solution to the Bungee Jumper Problem

Problem Statement. Perform the same computation as in Example
1.1 but use Eq. (1.12) to compute velocity with Euler’s method.
Employ a step size of 2 s for the calculation.
Solution. At the start of the computation (t0 = 0), the velocity of
the jumper is zero. Using this information and the parameter values
from Example 1.1, Eq. (1.12) can be used to compute velocity at t1
= 2 s:

For the next interval (from t = 2 to 4 s), the computation is

repeated, with the result
The calculation is continued in a similar fashion to obtain page 11
additional values:

The results are plotted in Fig. 1.4 along with the exact solution. We
can see that the numerical method captures the essential features
of the exact solution. However, because we have employed
straight-line segments to approximate a continuously curving
function, there is some discrepancy between the two results. One
way to minimize such discrepancies is to use a smaller step size.
For example, applying Eq. (1.12) at 1-s intervals results in a
smaller error, as the straight-line segments track closer to the true
solution. Using hand calculations, the effort associated with using
smaller and smaller step sizes would make such numerical
solutions impractical. However, with the aid of the computer, large
numbers of calculations can be performed easily. Thus, you can
accurately model the velocity of the jumper without having to solve
the differential equation exactly.
Other documents randomly have
different content
The Project Gutenberg eBook of The Boy
Scouts of Woodcraft Camp
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
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laws of the country where you are located before using this
eBook.

Title: The Boy Scouts of Woodcraft Camp

Author: Thornton W. Burgess

Illustrator: C. S. Corson

Release date: May 21, 2017 [eBook #54755]

Most recently updated: October 23, 2024

Language: English

Credits: Produced by Emmy, MFR, Sam W. and the Online

Distributed
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*** START OF THE PROJECT GUTENBERG EBOOK THE BOY SCOUTS

OF WOODCRAFT CAMP ***
The Boy Scouts
of
Woodcraft Camp

By
Thornton W. Burgess
Author of
The Boy Scouts on Swift River
The Boy Scouts on Lost Trail
The Boy Scouts in a Trapper’s Camp
Illustrated by C. S. Corson

The Penn Publishing

Company Philadelphia
1922
THE CHIEF GREETED HIM PLEASANTLY
 To my Wife

whose faith and encouragement

have placed me in her debt
beyond my power to pay
 Introduction
The Boy Scout movement has appealed to me from the very first as
a long step in the right direction. It stands for an organized boyhood
on a world-wide plan. It has in it the essentials for a stronger and
better manhood, based on character building and physical
development. Clear and clean thinking and self-reliance are its
fundamental principles. Its weakness has been and is the difficulty in
securing leaders, men with an understanding of and sympathy with
boys, who can give the necessary time to active work in the field
with the patrols, and who are themselves sufficiently versed in the
lore of the woods and fields.
For years, before ever the Boy Scouts were organized, I had
dreamed of a woodcraft camp for boys, a camp which in its
appointments and surroundings should make constant appeal to the
imagination of red-blooded, adventure-loving boys, and which
should at the same time be a true “school of the woods” wherein
woodcraft and the ways of nature should be taught along much the
same lines as those on which the Boy Scout movement is founded.
In this and succeeding volumes, “The Boy Scouts on Swift River,”
“The Boy Scouts on Lost Trail,” “The Boy Scouts in a Trapper’s
Camp,” I have sought to portray the life of such a school camp under
Boy Scout rules. “The Boy Scouts of Woodcraft Camp” has been
written with a twofold purpose: To stimulate on the part of every
one of my boy readers a desire to master for himself the mysteries
of nature’s great out-of-doors, the secrets of field and wood and
stream, and to show by example what the Boy Scout’s oath means
in the development of character. Many of the incidents in the
succeeding pages are drawn from my own experiences. And if,
because of reading this story, one more boy is led to the Shrine of
the Hemlock, there to inhale the pungent incense from a camp-fire
and to master the art of tossing a flapjack, I shall feel that I have
not written in vain.
The Author.
 Contents
I. The Tenderfoot 11
II. Woodcraft Camp 26
III. First Impressions 39
IV. The Initiation 56
V. The Recall 71
VI. The Specter in Camp 86
VII. First Lessons 100
VIII. Lonesome Pond 116
IX. A Shot in the Dusk 136
X. A Battle for Honor 161
XI. Buxby’s Buncombe 184
XII. Lost 199
XIII. The Honey Seekers 220
XIV. The Supreme Test 237
XV. Crafty Mike 254
XVI. The Poacher of Lonesome Pond 273
XVII. The Haunted Cabin 288
XVIII. On Guard 304
XIX. For the Honor of the Tribe 319
XX. The Home Trail 337
 Illustrations
The Chief Greeted Him Pleasantly Frontispiece
Diagram of Woodcraft Camp 41
“Tell Him You Are to Be a Delaware” 51
He Had Built a Fire 118
Billy’s Apparatus for Making Fire 207
“Run!” He Yelled 233
The Boys Were Drilled in Wig-Wag Signaling 308
The Boy Scouts of Woodcraft Camp
 CHAPTER I
THE TENDERFOOT

In the semi-darkness of daybreak a boy of fourteen jumped from a

Pullman sleeper and slipped a quarter into the hand of the dusky
porter who handed down his luggage.
“You are sure this is Upper Chain?” he inquired.
“’Spects it is, boss, but I ain’t no ways sho’. Ain’t never been up this
way afore,” replied the porter, yawning sleepily.
The boy vainly strove to pierce the night mist which shrouded
everything in ghostly gray, hoping to see the conductor or a
brakeman, but he could see barely half the length of the next
Pullman. A warning rumble at the head of the long train admonished
him that he must act at once; he must make up his mind to stay or
he must climb aboard again, and that quickly.
The long night ride had been a momentous event to him. He had
slept little, partly from the novelty of his first experience in a
sleeping car, and partly from the excitement of actually being on his
way into the big north woods, the Mecca of all his desires and
daydreams. Consequently he had kept a fairly close record of the
train’s running time, dozing off between stations but waking instantly
whenever the train came to a stop. According to his reckoning he
should now be at Upper Chain. He had given the porter strict orders
to call him twenty minutes before reaching his destination, but to his
supreme disgust he had had to perform that service for the darkey.
That worthy had then been sent forward to find the conductor and
make sure of their whereabouts. Unsuccessful, he had returned just
in time to hand down the lad’s duffle.
Now, as the preliminary jerk ran down the heavy train, the boy once
more looked at his watch, and made up his mind. If the train was on
time, and he felt sure that it was, this was Upper Chain, the junction
where he was to change for the final stage of his journey. He would
stay.
The dark, heavy sleepers slowly crept past as the train gathered
way, till suddenly he found himself staring for a moment at the red
and green tail lights. Then they grew dim and blinked out in the
enveloping fog. He shivered a bit, for the first time realizing how
cold it was at this altitude before daybreak. And, to be quite honest,
there was just a little feeling of loneliness as he made out the dim
black wall of evergreens on one side and the long string of empty
freight cars shutting him in on the other. The whistle of the laboring
locomotive shrieked out of the darkness ahead, reverberating with
an eery hollowness from mountain to mountain. Involuntarily he
shivered again. Then, with a boyish laugh at his momentary loss of
nerve, he shouldered his duffle bag and picked up his fishing-rod.
“Must be a depot here somewhere, and it’s up to me to find it,” he
said aloud. “Wonder what I tipped that stupid porter for, anyway!
Dad would say I’m easy. Guess I am, all right. Br-r-r-r, who says this
is July?”
Trudging along the ties he soon came to the end of the string of
empties and, a little way to his right, made out the dim outlines of a
building. This proved to be the depot. A moment later he was in the
bare, stuffy little waiting-room, in the middle of which a big stove
was radiating a welcome warmth.
On a bench at one side sat two roughly-dressed men, who glanced
up as the boy entered. One was in the prime of vigorous manhood.
Broad of shoulder, large of frame, he was spare with the leanness of
the professional woodsman, who lives up to the rule that takes
nothing useless on the trail and, therefore, cannot afford to carry
superfluous flesh. The gray flannel shirt, falling open at the neck,
exposed a throat which, like his face, was roughened and bronzed
by the weather.
The boy caught the quick glance of the keen blue eyes which, for all
their kindly twinkle, bored straight through him. Instinctively he felt
that here was one of the very men his imagination had so often
pictured, a man skilled in woodcraft, accustomed to meeting danger,
clear-headed, resourceful—in fact just such a man as was
Deerslayer, whose rifle had so often roused the echoes in these very
woods.
The man beside him was short, thick-set, black-haired and mare-
browed. His skin was swarthy, with just a tinge of color to hint at
Indian ancestry among his French forebears. He wore the large
check mackinaw of the French Canadian lumberman. Against the
bench beside him rested a double-bladed axe. A pair of beady black
eyes burned their way into the boy’s consciousness. They were not
good eyes; they seemed to carry a hint of hate and evil, an
unspoken threat. The man, taking in the new khaki suit of the boy
and the unsoiled case of the fishing-rod, grunted contemptuously
and spat a mouthful of tobacco juice into the box of sawdust beside
the stove. The boy flushed and turned to meet the kindly, luminous
eyes of the other man.
“If you please, is this Upper Chain?” he inquired.
“Sure, son,” was the prompt response. “Reckon we must hev come
in on th’ same train, only I was up forward. Guess you’re bound for
Woodcraft Camp. So’m I, so let’s shake. My name’s Jim Everly—‘Big
Jim’ they call me—and I’m goin’ in t’ guide fer Dr. Merriam th’ rest o’
th’ summer and try to teach you youngsters a few o’ th’ first
principles. What might yer name be an’ whar be yer from?”
“Walter Upton, but the boys mostly call me ‘Walt.’ My home is in
New York,” replied the boy.
“Never hit th’ trail t’ th’ big woods afore, did yer?” inquired the big
guide, rising to stretch.
“No,” said Walter, and then added eagerly: “But I’ve read lots and
lots of books about them, and I guess I could most find my way
along a trail even if I am a city tenderfoot. I’ve paddled a canoe
some, and I know all about the habits of wild animals and how to
build a fire and——”
“Son,” interrupted Big Jim, “stop right thar! Forget it—all this rot
you’ve been a-readin’. Woodcraft never yet was larned out o’ books,
and it never will be. I reckon you an’ me are goin’ t’ hitch up
together fine, an’ when yer go back t’ yer daddy this fall yer’ll be
able t’ take him out in th’ tall timbers an’ show him a few stunts
what ain’t down in th’ program o’ city schools, but what every
cottontail born in the north woods larns the second day he gets his
eyes open. Now yer jes’ fergit all this stuff yer’ve been a-readin’ and
stick t’ me; we’ll git along fine. I’ll make a woodsman o’ yer yer dad
will be proud o’. Let’s have a look outside t’ see how the weather is.”
As he followed the big fellow out onto the platform Walter felt his
cheeks burn at this wholesale condemnation of his treasured books,
one of which, “A Complete Guide to Woodcraft,” was at that moment
within easy reach in the top of his duffle bag. Despite his natural
admiration for this big guide, to whom the mountains, lakes and
woods were as an open book, and his unbounded delight in having
made a good impression, Walter was not yet willing to overthrow his
former idols for this new one, and he was independent enough to
stand by his opinions until convinced that he was wrong.
“Have you ever read any of them, Mr. Everly?” he inquired
courteously.
“Me? Read them books?” Big Jim’s laugh rolled out infectiously.
“What would I read ’em for, sonny? I’ve seen some o’ them book-
writers in th’ woods, and thet’s enough fer me. Lordy!” and again
Jim’s hearty laugh rolled forth.
Walter laughed a little too, but deep in his heart he resolved that he
would yet show Big Jim that there was some good in the despised
books. To change the subject he inquired about the low-browed
owner of the axe back by the fire.
“Him? Why, thet’s Red Pete, a French canuck with some Indian in
him, an’ th’ meanest man in th’ mountains,” replied Big Jim.
The mist had begun to burn off. Even as they watched they saw it
roll in great tattered masses up the side of the opposite mountain.
With the coming of the sun Walter was able to take note of his
surroundings, and his eager eyes drank in the scene so strange to
him but so familiar to his companion. It was one of those few
moments which come to all of us, when we experience sensations
which so impress themselves upon the memory that never are they
forgotten. Walter felt a thrill that made him tingle from head to foot
and, from sheer delight, clinch his hands till the nails nearly bit into
the flesh. Since he was big enough to read “Deerslayer” and “The
Pathfinder” and Captain Mayne Reid’s fascinating tales of adventure
in forest and on the plains he had lived in an imaginary world of his
own—a wonderful world, where he penetrated vast wildernesses,
voyaged on great rivers and climbed snow-capped mountains. Now
he was really in the great woods; his dreams were coming true in a
measure.
Indeed, it was a scene to stir any red-blooded boy. A gentle breeze,
moving across an unsuspected lake, rolled before it great billowing
masses of vapor. The sun, just rising above the eastern hills, drew
the mist swiftly up the mountainsides in broken, detached masses
that eddied, separated, came together and in an incredibly short
time dissipated in thin, clear air, till naught remained save in the
deepest hollows not yet penetrated by the sun’s rays. Walter drew a
long breath.
“Oh!” he gasped, and again, “Oh!”
Big Jim looked at him curiously, while a sincere liking twinkled in his
blue eyes.
“Never see a sunrise in th’ mountains afore, did yer, sonny?” he
asked. “Jes’ yer wait till yer see a sunup from th’ top of old Baldy,
and watch forty lakes throw off their night clothes all at once.”
Sordid enough was the scene now revealed close at hand in the
clear morning light, the ulcer of so-called civilization, to be seen
wherever man has pushed the outposts of commercialism into the
great forests. A dozen log houses and a few ugly frame buildings,
the latter unpainted for the most part, but with one a glaring red
and another a washed-out blue, dotted an irregular clearing on
either side of the railroad. Close by, the tail of a log jam choked a
narrow river, while the tall iron stack of a sawmill towered above the
rough board roof that afforded some protection to the engine and
saws. Off to the right glistened the end of a lake of which the river
was the outlet, its margin a mass of stark, drowned timber. The
peculiar odor of wet sawdust filled the air. A sawdust road threaded
its way among the scattered buildings, and all about were unsightly
piles of slabs, heaps of bark and mill waste.
But to Walter it was all fascinating. The sky-scrapers of his native
city seemed not half so wonderful as these moss and clay chinked
cabins. He pinched himself to make quite sure he was awake, that it
was all real. An engine and single dingy coach were backing down a
siding.
“Thar’s our train, son,” said his companion. “Better stow yer duffle
aboard. It won’t pull out for half an hour, and then it’ll be a twenty-
minute run over t’ Upper Lake. I want to see Tim Mulligan over
yonder t’ th’ store, but I’ll join yer on th’ train.”
Taking the hint, Walter put his duffle aboard the train beside the
pack basket of his friend, and then, to kill time, started out to form a
closer acquaintance with the town. From most of the houses thin
columns of smoke and the odor of frying bacon or pork proclaimed
that breakfast was being prepared. Occasionally he had glimpses of
weary-faced women in faded calico gowns. One, standing in the
doorway of her cabin, was barefooted. A frowzy-headed, dirty-faced
little urchin stared at him from the shelter of her skirts. The men he
met were for the most part rough, good-natured fellows, dressed in
the flannel shirt of the woods, their trousers thrust into high, laced,
hobnailed boots. Several nodded kindly or exchanged a “howdy”
with the bright-faced boy.
On his way back, as he neared a cabin somewhat apart from the
others, he heard voices in angry dispute. Turning a corner of the
cabin he was just in time to see a boy of about his own age, but a
good head taller, strike a vicious blow at a whimpering hunchback.
In a flash Walter confronted the astonished young ruffian, eyes
flashing and fists doubled.
“You coward!” he shouted. “You miserable coward, to strike a boy
smaller than yourself, and a cripple!”
For an instant the other stared. Then his face darkened with an ugly
scowl, and he advanced threateningly.
“Get out av here! This ain’t any av your business, ye city dude!” he
growled.
“I’ll make it my business when you hit a little fellow like that,” replied
Walter, edging between the bully and his victim.
“Want ter foight?” demanded the other.
“No, I don’t,” said Walter, “but I want you to leave that little chap
alone.”
“Huh, yez do, do yez?” responded the other, and rushing in he aimed
an ugly blow at Walter’s face. The fight was on.
And just here the young ruffian was treated to the greatest surprise
of his bullying career. Instead of crushing his slight antagonist as he
had contemptuously expected to, he lunged into empty space. The
next instant he received a stinging blow fairly on the nose. For a
moment he gasped from sheer surprise, then, with a howl of pain
and rage, he rushed again.
To all appearances it was a most unequal match. The young
backwoodsman was not only taller, but was heavy in proportion; his
muscles were hardened by work and rough outdoor life in a sawmill
village, and hard knocks had toughened him as well. In contrast, the
city boy seemed slight and hopelessly at a disadvantage. But
underneath that neat khaki jacket was a well-knit, wiry frame, and
muscles developed in the home gymnasium. Moreover, Walter’s
father believed in teaching a boy to take care of himself, and it was
not for nothing that Walter had taken lessons in boxing and
wrestling.
As before, he avoided the rush by lightly side-stepping, driving in a
vigorous left to the ear and following this with a right which raised a
lump just under his opponent’s left eye. The latter backed away.
Then he came in again, but more cautiously. He was beginning to
respect this elusive antagonist who hit so hard, yet managed to get
away untouched. It was all so new in his experience that he was
utterly at a loss to know what to expect.
Round and round they circled, each watching for an opening.
Suddenly Walter took the offensive. As he started to rush he slipped
in the wet sawdust. His opponent saw his advantage and swung
hard, but Walter caught the blow on his right forearm, and the next
instant they were locked in a clinch. This was what the bully wanted.
Now he would throw his antagonist and, once he had him down,
that would end the battle, for his ethics knew no quarter for a fallen
foe.
But again he reckoned without his host. Scientific wrestling was an
unheard-of art to the young giant, while in the home gymnasium
Walter had twice won the championship for his weight. For a few
minutes they swayed this way and that, then Walter secured the lock
he was trying for, there was an instant of straining muscles, then the
bully was pinned flat on his back.
A big hand fell on Walter’s shoulder. “Son,” said Big Jim, “I hate t’
break into yer morning exercise, but you an’ me hev an engagement
at Upper Lake, and we’ve got jes’ two minutes t’ ketch thet train.”
Walter jumped up at once, and then held out his hand to the
discomfited bully. “Will you shake?” he asked.
To the surprise of the delighted onlookers the fallen terror of the
village arose and in a manly way, though sheepishly, shook the
outstretched hand, for at heart he had the right stuff in him.
“Ye licked me fair an’ square,” he mumbled. “Oi wish ye’d show me
some av thim thricks.”
“I will if I ever have a chance. You ought to be a Boy Scout,”
shouted Walter as he and Big Jim sprinted for the train.
 CHAPTER II
WOODCRAFT CAMP

The light breeze which had lifted the mist at Upper Chain had
dropped to a dead calm, and when Walter followed the guide from
the train down to the landing on Upper Lake not a ripple broke its
placid surface. As far as he could see it lay like a great magic mirror,
the heavily-wooded shores reflected so clearly that the inverted
forest appeared no less real than the original, so marvelously
counterfeited. In every direction mountain succeeded mountain, for
the most part clothed to their summits with the variegated green of
the mighty woodland growth, the somber spruce of the higher
slopes, black against the lighter green of yellow and white birch,
maple and ash, which had reclaimed to the wilderness the vast
tracts ruthlessly laid bare by reckless lumbering twenty years before.
One of the nearer mountains was crowned with bare, exposed
ledges to which clung a few unsightly blasted trunks, mute
witnesses to the devastation wrought by fire.
By a peculiar optical effect produced by the angle of light in a dead
calm at that time of the day, floating objects appeared magnified to
many times their actual size, so that a launch some two miles
distant, whose rapid put-put had drawn their attention when they
first stepped from the train, appeared to be less than half that
distance away.
Big Jim looked at it long and steadily, shading his eyes with a big
hand.
“Thet’s ‘Woodcraft Girl’ all right,” he said, “and I reckon they’re
comin’ down fer us. Yer make yerself t’ home, son, while I run back
up yonder t’ th’ hotel and rastle up some grub. We’ll be some hungry
before we reach camp if I don’t.”
Walter seated himself on the end of the pier and drank in the beauty
of the exquisite scene. Alongside a little mail boat was getting up
steam, her crew busily stowing away express packages and supplies
of all kinds for the various camps and hotels scattered along the
lake. Half a dozen passengers were already aboard. Two Adirondack
skiffs, each pulled by a brawny guide, a fisherman lolling at ease in
the stern, were just setting out for the fishing grounds. All was
hustle and activity, in strange contrast with the quiet lake and the
majestic calm of the mountains.
In a few minutes Big Jim returned with some sandwiches, which
they promptly disposed of while they waited for the approaching
launch. It was now near enough for Walter to make out the blue
pennant with the magic words “Woodcraft Camp” fluttering at the
bow, and a moment later there came a joyous hail of “Oh, you Jim!”
from the figure in the bow, followed by a wild waving of a small
megaphone.
“Oh, you Bob!” bellowed the big guide, swinging his hat.
The launch drew in rapidly and was deftly laid alongside. From it
sprang two young fellows of seventeen or eighteen, in olive khaki
trousers, flannel shirts and soft-brimmed hats, who straightway fell
upon Walter’s companion and pounded and thumped him and shook
both hands at once, and were pounded and thumped in return.
When their somewhat noisy demonstration was over the one whom
Jim had called Bob turned to Walter and held out his hand. “Guess
your name is Upton, isn’t it?” he inquired with a pleasant smile. “My
name is Seaforth, and this is Louis Woodhull, the best fellow in
Woodcraft Camp. Dr. Merriam sent us down to look for you, but I
see you were already in good company. The doctor was some
worried for fear you might have missed connections at Upper Chain,
but if he’d known that you were trailing in company with this old son
of the backwoods his mind would have been easy. Jim, you great big
stick of seasoned timber, it sure does a fellow good to look at you.
Stow this young fellow and the duffle in the launch while I get the
mail and do some errands, and we’ll be off. The whole camp’s a-
looking for you, though they don’t expect you till to-morrow. You’re
sure needed. Ed Mulligan is guiding over on Big Moose and won’t be
with us this year, but his younger brother, Tom, is taking his place,
and I guess he’ll make good.”
Bob’s errands were soon done, the supplies, duffle and mail pouch
stowed away in the launch, and her nose pointed down the lake.
Bob took the wheel, while Louis ran the engine. Walter was up
forward, “to be properly impressed,” as Bob put it. And if that was
really the object in giving him the best post of observation, its
success left nothing to be desired.
With eager eyes he drank in the wonderful panorama constantly
unfolding—as the launch sped swiftly over the lake. Here the lake
was less than half a mile wide, then abruptly it opened up great
bays which made it more than twice that width from shore to shore.
How he longed to explore those bays and coves! Two big summer
hotels on commanding bluffs were passed, showing but little life as
yet, for the season had not fairly opened. On rocky points, or half
hidden in sheltering coves, he caught glimpses of summer “camps,”
most of them built of logs, but in many cases little short of palatial,
and the boy’s lips curled with scorn at this travesty of wealth upon
the simple life. Gradually the camps became fewer and farther apart
until only an occasional lean-to or a tent now and then, clinging on
the very edge of the forest, was evidence of man’s invasion, and
Walter felt that now in truth he was entering the wilds.
From the good-natured chaff and talk of his companions he gathered
that Big Jim had been chief guide at Woodcraft Camp ever since this
famous school in the woods had been started, and that the two
young men had been among his earliest pupils. With eager ears he
drank in their talk of fish and lures, of deer, rifles and hunting lore.
Occasionally, as they skirted an island or ran around a sunken reef,
one or another would recall a famous catch of bass or a big laker
taken there.
Of the two young men, Seaforth was the more talkative. He was
dark, with sparkling black eyes and a merry, likable face, which, for
all its irrepressible good-humor, had in it a strength and purpose
which denoted a solid foundation of character. He was broad-
shouldered, deep-chested, finely-developed, a splendid type of
young American manhood.
His chum was rather slight in build, but wiry, with light hair and a
rather thin, clean, serious face which gave the impression of
tremendous nervous energy habitually under control. He took but
little part in the conversation, but his quiet smile at the sallies
between Bob and the guide was of a peculiarly winsome sweetness.
His slight reserve drew rather than repelled Walter, who instinctively
felt that the friendship of Louis Woodhull was something well worth
the winning.
They had now come some twelve miles down the lake, and presently
Bob pointed out a long pier jutting out from the eastern shore, and
beyond it, just to the left of a giant pine, a flagstaff from which Old
Glory was fluttering limply in the light breeze just beginning to ripple
the surface of the lake.
“There you are, Upton, your first glimpse of Woodcraft,” he said. “I
hope you’ll——”
But what he hoped Walter never knew. A shrill “Hy-i-i-i-i! We want
that tenderfoot!” cut him short, as a canoe manned by two
youngsters of about Walter’s own age shot out from an island the
launch was just passing. Both boys were in trunks and jerseys and
paddling like mad to intercept the launch. Suddenly the one in the
stern caught sight of the guide. For an instant he stopped paddling,
while a look of pleased surprise passed over his face, and then with
a wild yell of “Jim, oh, you Jim!” he redoubled his efforts.
Seaforth put the wheel over to port a couple of spokes. “No you
don’t, Billy!” he called with a grin. “This boat carries Uncle Sam’s
mail, and it can’t stop to pick up tows.”
“Aw, Louis, slow her down, won’t you?” begged Billy.
Louis smiled good-naturedly; but the engine slowed down not a bit.
“Ta-ta,” called Bob. “The Indian attack is foiled, Billy. I’m ashamed of
you! Your paddling is abominable. Where’s that new stroke that’s
going to win the championship? See you later.”
And then it happened. One moment two boys were frantically
digging up the water with their paddles and the next a canoe was
floating bottom up, one boy white-faced and frightened, clinging to
the bow, and the other, with a malicious grin on his freckled face,
swimming at the stern.
The instant it happened Seaforth put the wheel hard over and,
describing a short circle, headed for the canoe. Walter’s heart had
been in his mouth, but the others seemed not a bit disturbed. Louis
stopped the launch, and while the guide righted and emptied the
canoe, he and Seaforth hauled the victims aboard.
“You little beggar!” growled Bob as he grabbed Billy by the slack of
his jersey, “I’ve a mind to duck you until you howl for mercy. You did
that purposely.”
Billy grinned. “You didn’t suppose I was going to let you land Big Jim
and I not be there, did you?” he asked.
“That’s all right, Billy, but this is going to be reported,” broke in
Louis.
“Don’t, please don’t, Louis,” begged the culprit.
“Sorry, son, but it’s got to be. We love you, Billy, and because we
love you we’re going to report. You addle-pated little scamp, when
will you ever learn that whatever risks a man may run himself he has
no right to involve others in danger? How did you know that Allen
there would be able to take care of himself, plunged unexpectedly
into the water? He’s been in camp only three days, so what did you
know of his powers of resource? No, my son, we hate to tell tales,
but we’ve a duty to you to perform, so prepare to pay the penalty.”
The launch was now once more under way with the canoe in tow.
Walter was duly introduced to the penitent Billy and his victim, Harry
Allen, like himself a new recruit and therefore a tenderfoot.
Several boys had gathered on the pier to size up any newcomers the
launch might bring, and Walter felt himself the target for a battery of
eyes. The ordeal was light, however, compared with what it would
have been at nightfall or earlier in the day, for it was now nine
o’clock and the boys were largely scattered in the duties and
pursuits of camp life.
As the launch was made fast Billy whispered, “Here comes Dr.
Merriam; isn’t he a peach?”
Walter looked up with just a little feeling of awe to see the man of
whom he had heard so much—a scientist, explorer, author and
lecturer, honored by many scientific societies and institutions of
learning both at home and abroad, and now content to bury himself
in the north woods as the founder and head of the most unique
school in the world—a school with a purpose which was, as he
himself whimsically expressed it, “to make big men of little boys.”
Woodcraft Camp was the outgrowth of years of study and
observation of boy life and the needs of the tremendous army of
youth annually turned loose upon the country for three months of
idleness and mischief. It was, in effect, a vacation school, so cleverly
masked in the guise of a camp that probably not one among the
pupils, save a few of the older boys, recognized it as such. Its
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