A half-century ago, advanced calculus was a well-defined subject at the core of the undergraduate mathematics curriulum. The classic texts of Taylor [19], Buck [1], Widder [21], and Kaplan [9], for example, show some of the ways it was approached. Over time, certain aspects of the course came to be seen as more significant—those seen as giving a rigorous foundation to calculus—and they be- came the basis for a new course, an introduction to real analysis, that eventually supplanted advanced calculus in the core.