MATHEMATICAL PHYSICS BY Donald H. Menzel PROFESSOR OF ASTROPHYSICS HARVARD UNIVERSITY 1953Preface In discussing the external physical world, we may start with Newton’s laws of motion, Hamilton’s principle, or similar basic postulates and develop therefrom the essential whole of macroscopic classical physics. Or we can adopt Schrédinger’s wave equation and study the microscopic properties of atoms. Modern physicists, with their natural inclination to emphasize the newer phases of the subject, sometimes skip over or omit the classical prob- Jems entirely. ‘This volume, although primarily concerned with classical physios, specially emphasizes those topics closely related to modern phases, either in technique or subject matter. Several topics seldom presented, c.g., electron theory or general relativity, appear in considerable detail, because an understanding of them is increasingly vital to the student of atomic physics. ‘The book has been designed for use in junior, senior, or graduate courses in mathematical physics. The student is expected to possess a good working knowledge of differential and integral calculus. Some prior experience with differential equations is desirable, though not absolutely necessary. All other phases of mathematics, function theory, vectors, matrices, dyadics, tensors, partial differential equations, etc., flow directly from the physics during the presentation of the various subjects. Such topics as exis- tence theorems, convergence, and high degree of mathematical rigor do not receive special emphasis because they chiefly concern the pure mathematician. Rigor in physics is an important consideration, but a feeling for the mathe- matics as part of a physical process is even more important. ‘To develop the student's abilities and to assist his understanding of new principles, the methods followed in the book are not always the shortest or the most clegant in the mathematical sense. Some deliberate duplication oceurs to explain.a topic more fully or to demonstrate the superiority of new technique. Also, as an aid to both student and teacher, the intervening steps and auxiliary argument in the development of a formuls appear in greater detail than usual. The book generally avoids phrases like “after « little algebra, we get” or “it is obvious that,” which commonly imply tha: the reader must spend some time in laborious if not recondite verification of the intermediate steps. As a consequence, the book will also be suited to the independent reader. ‘A general simplification of the derivations permits the treatment of topics often omitted. To compensate for the fact that selected topics and problemsa PREFACE appear in considerably greater detail than usual, other less essential topics have been omitted or shortened. As far as possible, assumptions and postulates have been distinguished from conclusions that follow directly from the analysis. . Tn the references to sections, equations, eto., the roman numeral signifies the major Part (I to V), the numeral following indicates the section, with a decimal to mark the equation. Thus II-20.18 refers to equation 18, section 20, Part II. Omission of the roman numeral signifies that the given equation falls in the same Part under immediate consideration. Omission of the numer- ical part before the decimal indicates that the equation falls within the same section wherein the reference occurs. In Part IV, Electromagnetic Theory, the basic formulae appear in both Gaussian and rationalized mxs notation. The reader can choose for himself which one he prefers. Each system has certain advantages and disadvantages, but both are here to stay and a scientist must understand something of both systems if he desires to read the literature, I wish to acknowledge especially the generous help and assistance given to me by George H. Shortley, Carl Anderson, Max Krook, and Ceeilia Payne- Gaposchkin, who read the manuscript and made many helpful suggestions. I am indebted to Edward U. Condon, former editor of this Prentice-Hall Physics Series, for his encouragement. Everett Dulitt gave particularly belp- ful advice on arcs units and on Part IV in general. Mrs. Stanley P. Wyatt, Jr. and Mrs. Richard M. Adams aided me in the preparation of the manuscript in its successive draft forms. And to my students, who have used the original notes in various mimeographed editions, go my. special thanks for helpful advice and criticism. Cambridge, Mass. Donaup H. Menzen