Classical STEM · The textbook

Calculus for Everyone

Understanding Physics and the Mathematics of Change

By Dr. Mitch Stokes · Illustrated by Summer Stokes

This book is for only two kinds of people: those who are interested in math and those who are not. Dr. Mitch Stokes presents the mathematics of change in an extremely effective way for anyone with a first-year course in algebra, without dumbing calculus down. It is for students who would never have dreamt of taking calculus, for those who have already taken a standard course, and for those who will go on to take one.

Beautifully designed with over 600 hand-drawn illustrations, the text sets out to mend the broken relationship between the liberal arts and STEM, between science and the humanities.

490 pages · 26 chapters · hardback, full colour · Grades 9–12 and college · Algebra 1 is the only prerequisite · a semester or a year

Calculus for Everyone, the hardback
You’re buyingCalculus for EveryoneThe hardback textbook
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  • Casebound hardback, full colour, 490 pages, with over 600 hand-drawn illustrations
  • Study questions and exercises in every chapter: the quiz and exam pool
Complete the course each its own item in your cart
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Total$120

All three as one order: the Calculus for Everyone bundle, $229
Schools and co-ops: group licensing · A live class: Kepler Education

Look inside

Calculus isn’t a luxury, Preface, pp. xxvi–xxvii
Calculus isn’t a luxuryPreface, pp. xxvi–xxvii · spread 1 of 7
The full table of contents26 chapters, 490 pages

Front matter · Acknowledgments · How to Use This Book · Preface: Mathematics and a Classical Christian Education, Calculus Isn’t a Luxury, The Right Kind of Less

1The Problem of Changep. 1Change Is Important · Order Is Also Important · Thales Sets a Good Example · Pythagoras: A Mathematical Cosmos · Plato the Pythagorean · Plato, Pythagoras, and the Liberal Arts · Plato’s Pythagorean Project
2Space, Time, and Numbersp. 17Zeno’s Paradox: Is Change Even Possible? · Problems with Space · Representing Physical Objects with Mathematical Ones · Problems with Numbers · Quantifying the World: Numbers as Stand-Ins · Problems with Time · The Problem of Motion and User-Friendliness
3The Paradox of Speedp. 37Average Speed versus Instantaneous Speed · An Instant: A Point in Time · Introducing the Delta Notation · Applying the Delta Notation to Speed · Is Our Definition of Speed Coherent?
4The Platonic-Pythagorean Project before the Scientific Revolutionp. 49The Big Picture (So Far) · Eudoxus Is the First to Complete His Homework · Geometry and the Influence of Euclid’s Elements · What about Terrestrial Objects? · Aristotle and the Problem of Change · Aristotle and the Platonic-Pythagorean Project · Aristotle’s Physics · Aristotle’s Physics of Free Fall · Archimedes: Mathematics and Statics
5The Scientific Revolution and the Need for Calculusp. 75What Is the Scientific Revolution? · Copernicanism, Pythagoreanism, and Cosmology · Galileo, Archimedes, and Terrestrial Physics · Free Fall: Galileo versus the Aristotelians · Updating Galileo’s Law · A Way to Calculate Instantaneous Velocity? Alas.
6Newton and Calculusp. 97Newton Unifies the Universe · The Enlightenment · What Is Calculus? · Why Is It Called Calculus?
7The Essential Tools: Variables, Functions, and Graphsp. 111Variables and the Problem of Change · Which Physical Properties Can Numbers Stand For? · Interpreting and Predicting · Functions: Relations between Variables · Graphs: Pictures of Functions · Descartes and Analytic Geometry · Some Conventions Regarding Functions
8A New Tool: The Limitp. 129Approaching a Forbidden Value · Approaching the Limit · Remembering a Function’s History · Same Limit, Different Behavior · Standing versus Seeing
9The Method of Approximation and Defining Instantaneous Speedp. 145The Need for Speed · Free Fall and Average Speed · The Method of Approximation · Defining Instantaneous Speed
10Using the Method of Increments to Calculate Instantaneous Speedp. 163Remember: Dividing by 0 Is Illegal · We Need a Different Formula for Average Velocity · Finding a Formula for Average Velocity · The Big Picture: The Method of Increments · Approaching the Instant from the Opposite Direction
11Using the Method of Increments to Find an Instantaneous Speed Functionp. 179Finding v(t) · Galileo Would Be Proud (or Jealous) · Mathemagical? An Example of Mathematics’ Power · Appreciating v(t)
12The Derivativep. 191Instantaneous Speed and the Derivative · Derivative: The Definition · Rate of Change at an Instant · The Method of Increments in Terms of Rate of Change · Example: Using the Method of Increments to Find the Derivative · Derivatives versus Plain Ol’ Limits · Notation
13Finding More Derivativesp. 209The Derivative for Any Function of the Form y(x) = ax² · An Infinite Number of Calculations · … y(x) = bx · … y(x) = c · … y(x) = ax² + bx + c · The Derivative of a Derivative (of a Derivative)
14Using the Power Rule to Find Derivativesp. 229The Power Rule · Derivatives for a Sum of Power Functions · Other Kinds of Functions
15Derivatives and the Problem of Changep. 241Acceleration: How Fast Speed Changes · Up versus Down: Taking Direction into Account · Dropping an Object · Interpreting Mathematics · Throwing an Object Straight Up · Throwing an Object Straight Down · Free Fall in General · Why Does Differentiation Work?
16Graphs and Slopesp. 267Graphs · Slopes · Start with Δx and Δy · A Changing Slope · The Derivative as Slope
17Slopes and Derivativesp. 281Finding Δy/Δx · The Derivative: The Instantaneous Slope · Slopes and the Method of Increments · What about the Power Rule?
18Slopes and the Problem of Changep. 295Mathematical Pictures versus Physical Pictures · Slopes and Free Fall: d(t) · Slopes and Free Fall: v(t) · Slopes and Free Fall: a(t)
19More Information from Derivatives and Their Graphsp. 307Extracting Information from Derivatives · Slope versus y-Value (Again) · Derivatives of Derivatives
20Looking Closer at Graphs of Free Fallp. 323The Problem of Change · Galileo’s Law of Free Fall · Taking Direction into Account Again · Interpreting the Height, Velocity and Acceleration Functions’ Graphs · Combining All Three Functions on a Single Graph · An Object Thrown Vertically Upward
21The Anti-derivative: Undoing Derivativesp. 347The Reverse Power Rule: A First Approximation · A Problem with the Approximation · The Correct Reverse Power Rule · Some New Notation · Anti-derivatives for a Sum of Power Functions · Anti-derivatives: Not Just for Power Functions · The Problem of Change and Finding C · Notation: Finding Two C’s · Finding C’s from a Graph
22Defining the Integralp. 367The Method of Exhaustion · Integrals and Area · Area under a Curve: Integrals and Functions · Integrals and Circumscribed Rectangles
23Using the Method of Summation to Calculate Integralsp. 383The Method of Summation · Special Sum Rules · Inscribed Areas · Circumscribed Areas · More (Complicated) Examples: y(x) = x² · The Integral Notation
24The Fundamental Theorem of Calculusp. 411Derivatives and Integrals · Anti-derivatives · The Fundamental Theorem: The Integral Is the Anti-derivative · Derivatives and Integrals (Again) · Indefinite Integrals (versus Definite Integrals) · Integrals and the Problem of Change · Coming to Terms with Calculus: Integrate · Coming to Terms with Calculus: Differentiate
25Interpreting Areasp. 433Interpreting the Area of Acceleration Functions · Interpreting the Area of Velocity Functions · Interpreting the Area of Height Functions
EEpilogue: The Problem of Changep. 447Pythagoreanism Today · (Much) More to Come · But What about Zeno?

Playful pages. Serious math.

A teacher’s notebook set in a fine book: every equation is hand-lettered, every idea is drawn, and the margins carry the teacher’s red pen. Over 600 illustrations by Summer Stokes, who also designed the book’s layout.

A gorilla atop a skyscraper drops a ball, marked at each second.
“The smaller we make the time interval, the closer the average velocity approximates the instantaneous velocity.”Chapter 9
A cat falling, feet first, past the instant of interest.
“…let’s drop a cat.… And don’t worry; cats always land on their feet.”Chapter 11
A stick figure walks up a line toward a gap at the point (2, 4).
“You can’t stand on the gap, but that’s not a barrier to knowing where the gap is, just a restriction on where you can stand.”Chapter 8 · The limit
Two coins labelled derivative and integral.
“…the derivative and the integral are two sides of the same coin.”Chapter 24 · The Fundamental Theorem

Majors on the majors

  • Three ideas, taught whole. The limit, the derivative and the integral, and the Fundamental Theorem that unites them. Everything else waits until these are understood.
  • Only power functions. So the student sees the calculus part of calculus, not a hodgepodge of tricks for every kind of function.
  • The long way first. The Method of Increments and the Method of Summation before the Power Rule and the shortcuts, so the shortcuts mean something.
  • Every idea three ways. Numerically, geometrically and physically, with the free fall of a cannonball, a cat or a bowling ball as the running example.
  • The story around the math. Thales, Pythagoras, Plato, Zeno, Galileo and Newton: why calculus was needed, and why it was needed so badly.
  • Study questions as grammar. The questions at the end of each chapter are the vocabulary of the subject; the exercises are the practice. Safety first: write out every step.
Hand-lettered: the three central concepts of calculus. 1, the limit of a function. 2, the derivative of a function. 3, the integral of a function. Joined by the Fundamental Theorem of Calculus.

“The problem isn’t that the fundamentals of calculus are too difficult for the average student. Rather, the problem is that we make it difficult.”

Preface
The curriculum

Three pieces, bought together or apart

The textbook is the course. The answer key is for whoever grades it, and the video course is Dr. Stokes teaching it, lesson by lesson.

The lessons

The video course

32 lessons with Dr. Stokes, 21 hours, one for every chapter. Stream or download in the Roman Roads app.

$85.00
View & buy

All three as one order: the Calculus for Everyone bundle, $229.00.

Classical Conversations

Chosen for the Challenge IV Research strand, from 2025–26

Challenge IV families need the textbook; the Exercise Solutions are the tutor’s answer key.

At a glance

Title
Calculus for Everyone: Understanding Physics and the Mathematics of Change
Author
Dr. Mitch Stokes; illustrations and interior design by Summer Stokes
Format
Casebound hardback, full colour, over 600 hand-drawn illustrations
Pages
490, in 26 chapters
Size
Crown Quarto, 7.44 × 9.68 in.
ISBN
978-1-944482-54-1
Published
Roman Roads Press, 2020; current printing v1.2.1, 2025
Term
A semester or a year
Credit
One high-school math credit, or one high-school introduction to physics credit
Grades
9–12 and college
Prerequisite
Algebra 1
Dr. Mitch Stokes
The author

Dr. Mitch Stokes

An engineer turned philosopher: Senior Fellow of Philosophy and head of math, science and music at New Saint Andrews College, with a PhD from Notre Dame, a master’s in mechanical engineering and five patents in gas-turbine technology. He taught real calculus to liberal-arts students for fifteen years before writing it down.

Good to know

Questions

Does my student need the video course?

No. The textbook is the whole course, written to be read. The video course is Dr. Stokes teaching each chapter, which many families use as the lesson and then read the chapter again; it is the difference between a textbook and a teacher.

Do we need the Exercise Solutions and Answer Key?

If someone is grading, yes: it has the answers to every study question, worked solutions to every exercise, and the answer keys for the four exams, with the two schedules. A student working alone can do without it, but will have nothing to check against.

What math does my student need first?

Algebra 1. The book sticks to power functions on purpose, so the calculus shows without a thicket of algebra in the way.

How much credit is it, and how long does it take?

One high-school math credit, or one high-school introduction to physics credit. The 32-week schedule takes a year at a chapter a week; the 16-week schedule covers it in a semester.

We are in Classical Conversations. Is this the book?

Yes. Calculus for Everyone is the resource for the Challenge IV Research strand from the 2025–26 year, and the Exercise Solutions are the answer key.

Can a school or co-op use it?

Yes. Ask us about group licensing for the video course, and Kepler Education teaches a live class with the book.

I found a mistake.

Thank you. The errata sheet on the Calculus for Everyone page lists the corrections to the current printing, and the error form there sends new ones to us.

Calculus is for everyone.

Newton 1; Zeno 0. · Epilogue