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vi Contents
Summary 194 8-4c What If the Assumed Heteroskedasticity Function Is

Key Terms 196 Wrong? 262
8-4d Prediction and Prediction Intervals with
Problems 196
Heteroskedasticity 264
Computer Exercises 199
8-5 The Linear Probability Model Revisited 265
Appendix 6A 203
Summary 267
Key Terms 268
chapter 7 Multiple Regression Analysis with
Problems 268
Qualitative Information: Binary (or Dummy)
Variables 205
7-1 Describing Qualitative Information 205 chapter 9 More on Specification and Data
7-2 A Single Dummy Independent Variable 206 Issues 274
7-2a Interpreting Coefficients on Dummy Explanatory
Variables When the Dependent Variable Is 9-1 Functional Form Misspecification 275
log(y) 211 9-1a RESET as a General Test for Functional Form
Misspecification 277
7-3 Using Dummy Variables for Multiple
Categories 212 9-1b Tests against Nonnested Alternatives 278
7-3a Incorporating Ordinal Information by Using 9-2 Using Proxy Variables for Unobserved Explanatory
Dummy Variables 214 Variables 279
7-4 Interactions Involving Dummy Variables 217 9-2a Using Lagged Dependent Variables as Proxy
Variables 283
7-4a Interactions among Dummy Variables 217
9-2b A Different Slant on Multiple Regression 284
7-4b Allowing for Different Slopes 218
7-4c Testing for Differences in Regression Functions 9-3 Models with Random Slopes 285
across Groups 221 9-4 Properties of OLS under Measurement Error 287
7-5 A Binary Dependent Variable: The Linear Probability 9-4a Measurement Error in the Dependent Variable 287
Model 224 9-4b Measurement Error in an Explanatory Variable 289
7-6 More on Policy Analysis and Program 9-5 Missing Data, Nonrandom Samples, and Outlying
Evaluation 229 Observations 293
7-7 Interpreting Regression Results with Discrete 9-5a Missing Data 293
Dependent Variables 231 9-5b Nonrandom Samples 294
Summary 232 9-5c Outliers and Influential Observations 296
Key Terms 233 9-6 Least Absolute Deviations Estimation 300
Problems 233 Summary 302
Computer Exercises 237 Key Terms 303
Problems 303
chapter 8 Heteroskedasticity 243 Computer Exercises 307
8-1 Consequences of Heteroskedasticity for OLS 243

Part 2
8-2 Heteroskedasticity-Robust Inference after OLS
Estimation 244 Regression Analysis with Time
8-2a Computing Heteroskedasticity-Robust LM Tests 248
Series Data 311
8-3 Testing for Heteroskedasticity 250
8-3a The White Test for Heteroskedasticity 252
8-4 Weighted Least Squares Estimation 254
chapter 10 Basic Regression Analysis with
8-4a The Heteroskedasticity Is Known up to a Time Series Data 312
Multiplicative Constant 254
10-1 The Nature of Time Series Data 312
8-4b The Heteroskedasticity Function Must Be Estimated:
Feasible GLS 259 10-2 Examples of Time Series Regression Models 313
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Contents vii
10-2a Static Models 314 Problems 365

10-2b Finite Distributed Lag Models 314 Computer Exercises 368
10-2c A Convention about the Time
Index 316
chapter 12 Serial Correlation and
10-3 Finite Sample Properties of OLS under Classical
Assumptions 317
Heteroskedasticity in Time Series
10-3a Unbiasedness of OLS 317 Regressions 372
10-3b The Variances of the OLS Estimators and the
12-1 Properties of OLS with Serially Correlated
Gauss-Markov Theorem 320
Errors 373
10-3c Inference under the Classical Linear Model
12-1a Unbiasedness and Consistency 373
Assumptions 322
12-1b Efficiency and Inference 373
10-4 Functional Form, Dummy Variables, and Index
12-1c Goodness of Fit 374
Numbers 323
12-1d Serial Correlation in the Presence
10-5 Trends and Seasonality 329 of Lagged Dependent Variables 374
10-5a Characterizing Trending Time
12-2 Testing for Serial Correlation 376
Series 329
12-2a A t Test for AR(1) Serial Correlation with Strictly
10-5b Using Trending Variables in Regression
Exogenous Regressors 376
Analysis 332
12-2b The Durbin-Watson Test under Classical
10-5c A Detrending Interpretation of Regressions
Assumptions 378
with a Time Trend 334
12-2c Testing for AR(1) Serial Correlation without
10-5d Computing R-Squared When the Dependent
Strictly Exogenous Regressors 379
Variable Is Trending 335
12-2d Testing for Higher Order Serial
10-5e Seasonality 336
Correlation 380
Summary 338
12-3 Correcting for Serial Correlation with Strictly
Key Terms 339 Exogenous Regressors 381
Problems 339 12-3a Obtaining the Best Linear Unbiased Estimator in
Computer Exercises 341 the AR(1) Model 382
12-3b Feasible GLS Estimation with AR(1)
Errors 383
chapter 11 Further Issues in Using OLS
12-3c Comparing OLS and FGLS 385
with Time Series Data 344 12-3d Correcting for Higher Order Serial
Correlation 386
11-1 Stationary and Weakly Dependent Time
Series 345 12-4 Differencing and Serial Correlation 387
11-1a Stationary and Nonstationary Time 12-5 Serial Correlation–Robust Inference
Series 345 after OLS 388
11-1b Weakly Dependent Time Series 346 12-6 Heteroskedasticity in Time Series
11-2 Asymptotic Properties of OLS 348 Regressions 391
11-3 Using Highly Persistent Time Series in 12-6a Heteroskedasticity-Robust Statistics 392
Regression Analysis 354 12-6b Testing for Heteroskedasticity 392
11-3a Highly Persistent Time Series 354 12-6c Autoregressive Conditional
11-3b Transformations on Highly Persistent Time Heteroskedasticity 393
Series 358 12-6d Heteroskedasticity and Serial Correlation in
11-3c Deciding Whether a Time Series Is I(1) 359 Regression Models 395
11-4 Dynamically Complete Models and the Absence Summary 396

of Serial Correlation 360 Key Terms 396
11-5 The Homoskedasticity Assumption for Time Series Problems 396
Models 363 Computer Exercises 397
Summary 364
Key Terms 365
viii Contents
Part 3 chapter 15 Instrumental Variables Estimation

and Two Stage Least Squares 461
Advanced Topics 401
15-1 Motivation: Omitted Variables in a Simple
chapter 13 Pooling Cross Sections across Regression Model 462
Time: Simple Panel Data Methods 402 15-1a Statistical Inference with the IV Estimator 466
15-1b Properties of IV with a Poor Instrumental
13-1 Pooling Independent Cross Sections across Variable 469
Time 403 15-1c Computing R-Squared after IV Estimation 471
13-1a The Chow Test for Structural Change 15-2 IV Estimation of the Multiple Regression
across Time 407 Model 471
13-2 Policy Analysis with Pooled Cross 15-3 Two Stage Least Squares 475
Sections 407 15-3a A Single Endogenous Explanatory Variable 475
13-3 Two-Period Panel Data Analysis 412 15-3b Multicollinearity and 2SLS 477
13-3a Organizing Panel Data 417 15-3c Detecting Weak Instruments 478
13-4 Policy Analysis with Two-Period Panel 15-3d Multiple Endogenous Explanatory Variables 478
Data 417 15-3e Testing Multiple Hypotheses after 2SLS
13-5 Differencing with More Than Two Time Estimation 479
Periods 420 15-4 IV Solutions to Errors-in-Variables Problems 479
13-5a Potential Pitfalls in First Differencing Panel 15-5 Testing for Endogeneity and Testing
Data 424 Overidentifying Restrictions 481
Summary 424 15-5a Testing for Endogeneity 481
Key Terms 425 15-5b Testing Overidentification Restrictions 482
Problems 425 15-6 2SLS with Heteroskedasticity 484
Computer Exercises 426 15-7 Applying 2SLS to Time Series Equations 485
Appendix 13A 432 15-8 Applying 2SLS to Pooled Cross Sections and
Panel Data 487
Advanced Panel Data
chapter 14 Summary 488
Methods 434 Key Terms 489
Problems 489
14-1 Fixed Effects Estimation 435 Computer Exercises 492
14-1a The Dummy Variable Regression 438 Appendix 15A 496
14-1b Fixed Effects or First Differencing? 439
14-1c Fixed Effects with Unbalanced
Panels 440
chapter 16 Simultaneous Equations
14-2 Random Effects Models 441
Models 499
14-2a Random Effects or Fixed Effects? 444
16-1 The Nature of Simultaneous Equations
14-3 The Correlated Random Effects Models 500
Approach 445
16-2 Simultaneity Bias in OLS 503
14-3a Unbalanced Panels 447
16-3 Identifying and Estimating a Structural
14-4 Applying Panel Data Methods to Other Data Equation 504
Structures 448
16-3a Identification in a Two-Equation System 505
Summary 450 16-3b Estimation by 2SLS 508
Key Terms 451 16-4 Systems with More Than Two Equations 510
Problems 451 16-4a Identification in Systems with Three or More
Computer Exercises 453 Equations 510
Appendix 14A 457 16-4b Estimation 511
Contents ix
16-5 Simultaneous Equations Models with Time 18-5a Types of Regression Models Used for
Series 511 Forecasting 587
16-6 Simultaneous Equations Models with Panel Data 514 18-5b One-Step-Ahead Forecasting 588
Summary 516 18-5c Comparing One-Step-Ahead Forecasts 591
18-5d Multiple-Step-Ahead Forecasts 592
Key Terms 517
18-5e Forecasting Trending, Seasonal, and Integrated
Problems 517
Processes 594
Summary 598
Key Terms 599
chapter 17 Limited Dependent Variable Models
Problems 600
and Sample Selection Corrections 524
17-1 Logit and Probit Models for Binary Response 525
17-1a Specifying Logit and Probit Models 525 chapter 19Carrying Out an Empirical
17-1b Maximum Likelihood Estimation of Logit and Project 605
Probit Models 528
17-1c Testing Multiple Hypotheses 529 19-1 Posing a Question 605
17-1d Interpreting the Logit and Probit Estimates 530 19-2 Literature Review 607
17-2 The Tobit Model for Corner Solution 19-3 Data Collection 608
Responses 536 19-3a Deciding on the Appropriate Data Set 608
17-2a Interpreting the Tobit Estimates 537 19-3b Entering and Storing Your Data 609
17-2b Specification Issues in Tobit Models 543 19-3c Inspecting, Cleaning, and Summarizing Your
17-3 The Poisson Regression Model 543 Data 610
17-4 Censored and Truncated Regression Models 547 19-4 Econometric Analysis 611
17-4a Censored Regression Models 548 19-5 Writing an Empirical Paper 614
17-4b Truncated Regression Models 551 19-5a Introduction 614
17-5 Sample Selection Corrections 553 19-5b Conceptual (or Theoretical) Framework 615
17-5a When Is OLS on the Selected Sample 19-5c Econometric Models and Estimation Methods 615
Consistent? 553 19-5d The Data 617
17-5b Incidental Truncation 554 19-5e Results 618
Summary 558 19.5f Conclusions 618
Key Terms 558 19-5g Style Hints 619
Problems 559 Summary 621
Computer Exercises 560 Key Terms 621
Appendix 17A 565 Sample Empirical Projects 621
Appendix 17B 566 List of Journals 626
Data Sources 627
chapter 18 Advanced Time Series Topics 568
Appendix A Basic Mathematical Tools 628
18-1 Infinite Distributed Lag Models 569
18-1a The Geometric (or Koyck) Distributed Lag 571 A-1 The Summation Operator and Descriptive
18-1b Rational Distributed Lag Models 572 Statistics 628
18-2 Testing for Unit Roots 574 A-2 Properties of Linear Functions 630
18-3 Spurious Regression 578 A-3 Proportions and Percentages 633
18-4 Cointegration and Error Correction Models 580 A-4 Some Special Functions and their Properties 634
18-4a Cointegration 580 A-4a Quadratic Functions 634
18-4b Error Correction Models 584 A-4b The Natural Logarithm 636
A-4c The Exponential Function 639
18-5 Forecasting 586
x Contents
A-5 Differential Calculus 640 Appendix C Fundamentals of Mathematical

Summary 642 Statistics 674
Key Terms 642
Problems 643 C-1 Populations, Parameters, and Random
Sampling 674
C-1a Sampling 674
Appendix B Fundamentals of Probability 645
C-2 Finite Sample Properties of Estimators 675
B-1 Random Variables and Their Probability C-2a Estimators and Estimates 675
Distributions 645 C-2b Unbiasedness 676
B-1a Discrete Random Variables 646 C-2d The Sampling Variance of Estimators 678
B-1b Continuous Random Variables 648 C-2e Efficiency 679
B-2 Joint Distributions, Conditional Distributions, C-3 Asymptotic or Large Sample Properties
and Independence 649 of Estimators 681
B-2a Joint Distributions and Independence 649 C-3a Consistency 681
B-2b Conditional Distributions 651 C-3b Asymptotic Normality 683
B-3 Features of Probability Distributions 652 C-4 General Approaches to Parameter
B-3a A Measure of Central Tendency: The Expected Estimation 684
Value 652 C-4a Method of Moments 685
B-3b Properties of Expected Values 653 C-4b Maximum Likelihood 685
B-3c Another Measure of Central Tendency: C-4c Least Squares 686
The Median 655 C-5 Interval Estimation and Confidence
B-3d Measures of Variability: Variance and Standard Intervals 687
Deviation 656 C-5a The Nature of Interval Estimation 687
B-3e Variance 656 C-5b Confidence Intervals for the Mean from a Normally
B-3f Standard Deviation 657 Distributed Population 689
B-3g Standardizing a Random Variable 657 C.5c A Simple Rule of Thumb for a 95% Confidence
B-3h Skewness and Kurtosis 658 Interval 691
B-4 Features of Joint and Conditional C.5d Asymptotic Confidence Intervals for Nonnormal
Distributions 658 Populations 692
B-4a Measures of Association: Covariance and C.6 Hypothesis Testing 693
Correlation 658 C.6a Fundamentals of Hypothesis Testing 693
B-4b Covariance 658 C.6b Testing Hypotheses about the Mean in a Normal
B-4c Correlation Coefficient 659 Population 695
B-4d Variance of Sums of Random Variables 660 C.6c Asymptotic Tests for Nonnormal Populations 698
B-4e Conditional Expectation 661 C.6d Computing and Using p-Values 698
B-4f Properties of Conditional Expectation 663 C.6e The Relationship between Confidence Intervals and
B-4g Conditional Variance 665 Hypothesis Testing 701
B-5 The Normal and Related Distributions 665 C.6f Practical versus Statistical Significance 702
B-5a The Normal Distribution 665 C.7 Remarks on Notation 703
B-5b The Standard Normal Distribution 666 Summary 703
B-5c Additional Properties of the Normal Key Terms 704
Distribution 668 Problems 704
B-5d The Chi-Square Distribution 669
B-5e The t Distribution 669
Appendix D Summary of Matrix Algebra 709
B-5f The F Distribution 670
Summary 672 D-1 Basic Definitions 709
Key Terms 672 D-2 Matrix Operations 710
Problems 672 D-2a Matrix Addition 710
Contents xi
D-2b Scalar Multiplication 710 Appendix E The Linear Regression Model

D-2c Matrix Multiplication 711 in Matrix Form 720
D-2d Transpose 712
D-2e Partitioned Matrix Multiplication 712 E-1 The Model and Ordinary Least Squares
D-2f Trace 713 Estimation 720
D-2g Inverse 713 E-1a The Frisch-Waugh Theorem 722
D-3 Linear Independence and Rank E-2 Finite Sample Properties of OLS 723
of a Matrix 714 E-3 Statistical Inference 726
D-4 Quadratic Forms and Positive Definite E-4 Some Asymptotic Analysis 728
Matrices 714
E-4a Wald Statistics for Testing Multiple Hypotheses 730
D-5 Idempotent Matrices 715
Summary 731
D-6 Differentiation of Linear and Quadratic
Key Terms 731
Forms 715
Problems 731
D-7 Moments and Distributions of Random
Vectors 716
D-7a Expected Value 716 Appendix FAnswers to Chapter
D-7b Variance-Covariance Matrix 716 Questions 734
D-7c Multivariate Normal Distribution 716
D-7d Chi-Square Distribution 717
D-7e t Distribution 717 Appendix G Statistical Tables 743
D-7f F Distribution 717
References 750
Summary 717
Glossary 756
Key Terms 717
Index 771
Problems 718
Preface
My motivation for writing the first edition of Introductory Econometrics: A Modern Approach was
that I saw a fairly wide gap between how econometrics is taught to undergraduates and how empirical
researchers think about and apply econometric methods. I became convinced that teaching introduc-
tory econometrics from the perspective of professional users of econometrics would actually simplify
the presentation, in addition to making the subject much more interesting.
Based on the positive reactions to earlier editions, it appears that my hunch was correct. Many
instructors, having a variety of backgrounds and interests and teaching students with different lev-
els of preparation, have embraced the modern approach to econometrics espoused in this text. The
emphasis in this edition is still on applying econometrics to real-world problems. Each econometric
method is motivated by a particular issue facing researchers analyzing nonexperimental data. The
focus in the main text is on understanding and interpreting the assumptions in light of actual empiri-
cal applications: the mathematics required is no more than college algebra and basic probability and
statistics.
Organized for Today’s Econometrics Instructor

The sixth edition preserves the overall organization of the fifth. The most noticeable feature that
distinguishes this text from most others is the separation of topics by the kind of data being ana-
lyzed. This is a clear departure from the traditional approach, which presents a linear model, lists all
assumptions that may be needed at some future point in the analysis, and then proves or asserts results
without clearly connecting them to the assumptions. My approach is first to treat, in Part 1, multiple
regression analysis with cross-sectional data, under the assumption of random sampling. This set-
ting is natural to students because they are familiar with random sampling from a population in their
introductory statistics courses. Importantly, it allows us to distinguish assumptions made about the
underlying population regression model—assumptions that can be given economic or behavioral con-
tent—from assumptions about how the data were sampled. Discussions about the consequences of
nonrandom sampling can be treated in an intuitive fashion after the students have a good grasp of the
multiple regression model estimated using random samples.
An important feature of a modern approach is that the explanatory variables—along with the
dependent variable—are treated as outcomes of random variables. For the social sciences, allow-
ing random explanatory variables is much more realistic than the traditional assumption of nonran-
dom explanatory variables. As a nontrivial benefit, the population model/random sampling approach
reduces the number of assumptions that students must absorb and understand. Ironically, the classical
approach to regression analysis, which treats the explanatory variables as fixed in repeated samples
and is still pervasive in introductory texts, literally applies to data collected in an experimental setting.
In addition, the contortions required to state and explain assumptions can be confusing to students.
My focus on the population model emphasizes that the fundamental assumptions underlying
regression analysis, such as the zero mean assumption on the unobservable error term, are properly
xii
Preface xiii
stated conditional on the explanatory variables. This leads to a clear understanding of the kinds of
problems, such as heteroskedasticity (nonconstant variance), that can invalidate standard inference
procedures. By focusing on the population, I am also able to dispel several misconceptions that arise
in econometrics texts at all levels. For example, I explain why the usual R-squared is still valid as a
goodness-of-fit measure in the presence of heteroskedasticity (Chapter 8) or serially correlated errors
(Chapter 12); I provide a simple demonstration that tests for functional form should not be viewed
as general tests of omitted variables (Chapter 9); and I explain why one should always include in a
regression model extra control variables that are uncorrelated with the explanatory variable of inter-
est, which is often a key policy variable (Chapter 6).
Because the assumptions for cross-sectional analysis are relatively straightforward yet realis-
tic, students can get involved early with serious cross-sectional applications without having to worry
about the thorny issues of trends, seasonality, serial correlation, high persistence, and spurious regres-
sion that are ubiquitous in time series regression models. Initially, I figured that my treatment of
regression with cross-sectional data followed by regression with time series data would find favor
with instructors whose own research interests are in applied microeconomics, and that appears to be
the case. It has been gratifying that adopters of the text with an applied time series bent have been
equally enthusiastic about the structure of the text. By postponing the econometric analysis of time
series data, I am able to put proper focus on the potential pitfalls in analyzing time series data that do
not arise with cross-sectional data. In effect, time series econometrics finally gets the serious treat-
ment it deserves in an introductory text.
As in the earlier editions, I have consciously chosen topics that are important for reading journal
articles and for conducting basic empirical research. Within each topic, I have deliberately omitted
many tests and estimation procedures that, while traditionally included in textbooks, have not with-
stood the empirical test of time. Likewise, I have emphasized more recent topics that have clearly
demonstrated their usefulness, such as obtaining test statistics that are robust to heteroskedasticity
(or serial correlation) of unknown form, using multiple years of data for policy analysis, or solving
the omitted variable problem by instrumental variables methods. I appear to have made fairly good
choices, as I have received only a handful of suggestions for adding or deleting material.
I take a systematic approach throughout the text, by which I mean that each topic is presented by
building on the previous material in a logical fashion, and assumptions are introduced only as they
are needed to obtain a conclusion. For example, empirical researchers who use econometrics in their
research understand that not all of the Gauss-Markov assumptions are needed to show that the ordi-
nary least squares (OLS) estimators are unbiased. Yet the vast majority of econometrics texts intro-
duce a complete set of assumptions (many of which are redundant or in some cases even logically
conflicting) before proving the unbiasedness of OLS. Similarly, the normality assumption is often
included among the assumptions that are needed for the Gauss-Markov Theorem, even though it is
fairly well known that normality plays no role in showing that the OLS estimators are the best linear
unbiased estimators.
My systematic approach is illustrated by the order of assumptions that I use for multiple regres-
sion in Part 1. This structure results in a natural progression for briefly summarizing the role of each
assumption:
MLR.1: Introduce the population model and interpret the population parameters (which we hope
to estimate).
MLR.2: Introduce random sampling from the population and describe the data that we use to
estimate the population parameters.
MLR.3: Add the assumption on the explanatory variables that allows us to compute the
estimates from our sample; this is the so-called no perfect collinearity assumption.
MLR.4: Assume that, in the population, the mean of the unobservable error does not depend on the
values of the explanatory variables; this is the “mean independence” assumption combined with a
zero population mean for the error, and it is the key assumption that delivers unbiasedness of OLS.
xiv Preface
After introducing Assumptions MLR.1 to MLR.3, one can discuss the algebraic properties of ordi-
nary least squares—that is, the properties of OLS for a particular set of data. By adding Assumption
MLR.4, we can show that OLS is unbiased (and consistent). Assumption MLR.5 (homoskedastic-
ity) is added for the Gauss-Markov Theorem and for the usual OLS variance formulas to be valid.
Assumption MLR.6 (normality), which is not introduced until Chapter 4, is added to round out the
classical linear model assumptions. The six assumptions are used to obtain exact statistical inference
and to conclude that the OLS estimators have the smallest variances among all unbiased estimators.
I use parallel approaches when I turn to the study of large-sample properties and when I treat
regression for time series data in Part 2. The careful presentation and discussion of assumptions
makes it relatively easy to transition to Part 3, which covers advanced topics that include using pooled
cross-sectional data, exploiting panel data structures, and applying instrumental variables methods.
Generally, I have strived to provide a unified view of econometrics, where all estimators and test sta-
tistics are obtained using just a few intuitively reasonable principles of estimation and testing (which,
of course, also have rigorous justification). For example, regression-based tests for heteroskedasticity
and serial correlation are easy for students to grasp because they already have a solid understanding
of regression. This is in contrast to treatments that give a set of disjointed recipes for outdated econo-
metric testing procedures.
Throughout the text, I emphasize ceteris paribus relationships, which is why, after one chapter on
the simple regression model, I move to multiple regression analysis. The multiple regression setting
motivates students to think about serious applications early. I also give prominence to policy analysis
with all kinds of data structures. Practical topics, such as using proxy variables to obtain ceteris pari-
bus effects and interpreting partial effects in models with interaction terms, are covered in a simple
fashion.
New to This Edition

I have added new exercises to almost every chapter, including the appendices. Most of the new com-
puter exercises use new data sets, including a data set on student performance and attending a Catholic
high school and a time series data set on presidential approval ratings and gasoline prices. I have also
added some harder problems that require derivations.
There are several changes to the text worth noting. Chapter 2 contains a more extensive dis-
cussion about the relationship between the simple regression coefficient and the correlation coef-
ficient. Chapter 3 clarifies issues with comparing R-squareds from models when data are missing
on some variables (thereby reducing sample sizes available for regressions with more explanatory
variables).
Chapter 6 introduces the notion of an average partial effect (APE) for models linear in the param-
eters but including nonlinear functions, primarily quadratics and interaction terms. The notion of an
APE, which was implicit in previous editions, has become an important concept in empirical work;
understanding how to compute and interpret APEs in the context of OLS is a valuable skill. For more
advanced classes, the introduction in Chapter 6 eases the way to the discussion of APEs in the non-
linear models studied in Chapter 17, which also includes an expanded discussion of APEs—including
now showing APEs in tables alongside coefficients in logit, probit, and Tobit applications.
In Chapter 8, I refine some of the discussion involving the issue of heteroskedasticity, including
an expanded discussion of Chow tests and a more precise description of weighted least squares when
the weights must be estimated. Chapter 9, which contains some optional, slightly more advanced
topics, defines terms that appear often in the large literature on missing data. A common practice
in empirical work is to create indicator variables for missing data, and to include them in a multiple
regression analysis. Chapter 9 discusses how this method can be implemented and when it will pro-
duce unbiased and consistent estimators.
Preface xv
The treatment of unobserved effects panel data models in chapter 14 has been expanded to
include more of a discussion of unbalanced panel data sets, including how the fixed effects, random
effects, and correlated random effects approaches still can be applied. Another important addition is a
much more detailed discussion on applying fixed effects and random effects methods to cluster sam-
ples. I also include discussion of some subtle issues that can arise in using clustered standard errors
when the data have been obtained from a random sampling scheme.
Chapter 15 now has a more detailed discussion of the problem of weak instrumental variables so
that students can access the basics without having to track down more advanced sources.
Targeted at Undergraduates, Adaptable

for Master’s Students
The text is designed for undergraduate economics majors who have taken college algebra and one
semester of introductory probability and statistics. (Appendices A, B, and C contain the requisite
background material.) A one-semester or one-quarter econometrics course would not be expected
to cover all, or even any, of the more advanced material in Part 3. A typical introductory course
includes Chapters 1 through 8, which cover the basics of simple and multiple regression for
cross-sectional data. Provided the emphasis is on intuition and interpreting the empirical exam-
ples, the material from the first eight chapters should be accessible to undergraduates in most
economics departments. Most instructors will also want to cover at least parts of the c hapters
on regression analysis with time series data, Chapters 10 and 12, in varying degrees of depth.
In the one-semester course that I teach at Michigan State, I cover Chapter 10 fairly carefully,
give an overview of the material in Chapter 11, and cover the material on serial correlation in
Chapter 12. I find that this basic one-semester course puts students on a solid footing to write
empirical papers, such as a term paper, a senior seminar paper, or a senior thesis. Chapter 9
c ontains more specialized topics that arise in analyzing cross-sectional data, including data
problems such as outliers and nonrandom sampling; for a one-semester course, it can be skipped
without loss of continuity.
The structure of the text makes it ideal for a course with a cross-sectional or policy analysis
focus: the time series chapters can be skipped in lieu of topics from Chapters 9 or 15. Chapter 13 is
advanced only in the sense that it treats two new data structures: independently pooled cross sections
and two-period panel data analysis. Such data structures are especially useful for policy analysis, and
the chapter provides several examples. Students with a good grasp of Chapters 1 through 8 will have
little difficulty with Chapter 13. Chapter 14 covers more advanced panel data methods and would
probably be covered only in a second course. A good way to end a course on cross-sectional methods
is to cover the rudiments of instrumental variables estimation in Chapter 15.
I have used selected material in Part 3, including Chapters 13 and 17, in a senior seminar geared
to producing a serious research paper. Along with the basic one-semester course, students who have
been exposed to basic panel data analysis, instrumental variables estimation, and limited dependent
variable models are in a position to read large segments of the applied social sciences literature.
Chapter 17 provides an introduction to the most common limited dependent variable models.
The text is also well suited for an introductory master’s level course, where the emphasis is on
applications rather than on derivations using matrix algebra. Several instructors have used the text to
teach policy analysis at the master’s level. For instructors wanting to present the material in matrix
form, Appendices D and E are self-contained treatments of the matrix algebra and the multiple regres-
sion model in matrix form.
At Michigan State, PhD students in many fields that require data analysis—including accounting,
agricultural economics, development economics, economics of education, finance, international eco-
nomics, labor economics, macroeconomics, political science, and public finance—have found the text
xvi Preface
to be a useful bridge between the empirical work that they read and the more theoretical econometrics
they learn at the PhD level.
Design Features
Numerous in-text questions are scattered throughout, with answers supplied in Appendix F. These
questions are intended to provide students with immediate feedback. Each chapter contains many
numbered examples. Several of these are case studies drawn from recently published papers, but
where I have used my judgment to simplify the analysis, hopefully without sacrificing the main point.
The end-of-chapter problems and computer exercises are heavily oriented toward empirical work,
rather than complicated derivations. The students are asked to reason carefully based on what they
have learned. The computer exercises often expand on the in-text examples. Several exercises use data
sets from published works or similar data sets that are motivated by published research in economics
and other fields.
A pioneering feature of this introductory econometrics text is the extensive glossary. The short
definitions and descriptions are a helpful refresher for students studying for exams or reading empiri-
cal research that uses econometric methods. I have added and updated several entries for the fifth
edition.
Data Sets—Available in Six Formats

This edition adds R data set as an additional format for viewing and analyzing data. In response to
popular demand, this edition also provides the Minitab® format. With more than 100 data sets in six
different formats, including Stata®, EViews®, Minitab®, Microsoft® Excel, and R, the instructor has
many options for problem sets, examples, and term projects. Because most of the data sets come from
actual research, some are very large. Except for partial lists of data sets to illustrate the various data
structures, the data sets are not reported in the text. This book is geared to a course where computer
work plays an integral role.
Updated Data Sets Handbook

An extensive data description manual is also available online. This manual contains a list of data
sources along with suggestions for ways to use the data sets that are not described in the text. This
unique handbook, created by author Jeffrey M. Wooldridge, lists the source of all data sets for quick
reference and how each might be used. Because the data book contains page numbers, it is easy to
see how the author used the data in the text. Students may want to view the descriptions of each data
set and it can help guide instructors in generating new homework exercises, exam problems, or term
projects. The author also provides suggestions on improving the data sets in this detailed resource that
is available on the book’s companion website at http://login.cengage.com and students can access it
free at www.cengagebrain.com.
Instructor Supplements
Instructor’s Manual with Solutions
The Instructor’s Manual with Solutions contains answers to all problems and exercises, as well as
teaching tips on how to present the material in each chapter. The instructor’s manual also contains
Preface xvii
sources for each of the data files, with many suggestions for how to use them on problem sets, exams,
and term papers. This supplement is available online only to instructors at http://login.cengage.com.
PowerPoint Slides
Exceptional PowerPoint® presentation slides help you create engaging, memorable lectures. You will
find teaching slides for each chapter in this edition, including the advanced chapters in Part 3. You can
modify or customize the slides for your specific course. PowerPoint® slides are available for conve-
nient download on the instructor-only, password-protected portion of the book’s companion website
at http://login.cengage.com.
Scientific Word Slides

Developed by the author, Scientific Word® slides offer an alternative format for instructors who
prefer the Scientific Word® platform, the word processor created by MacKichan Software, Inc. for
composing mathematical and technical documents using LaTeX typesetting. These slides are based
on the author’s actual lectures and are available in PDF and TeX formats for convenient download
on the instructor-only, password-protected section of the book’s companion website at http://login
.cengage.com.
Test Bank
Cengage Learning Testing, powered by Cognero ® is a flexible, online system that allows you to
import, edit, and manipulate content from the text’s test bank or elsewhere. You have the flexibility
to include your own favorite test questions, create multiple test versions in an instant, and deliver
tests from your LMS, your classroom, or wherever you want. In the test bank for INTRODUCTORY
ECONOMETRICS, 6E you will find a wealth and variety of problems, ranging from multiple-choice
to questions that require simple statistical derivations to questions that require interpreting computer
output.
Student Supplements
MindTap
MindTap® for INTRODUCTORY ECONOMETRICS, 6E provides you with the tools you need to
better manage your limited time—you can complete assignments whenever and wherever you are
ready to learn with course material specially customized by your instructor and streamlined in one
proven, easy-to-use interface. With an array of tools and apps—from note taking to flashcards—you
will get a true understanding of course concepts, helping you to achieve better grades and setting the
groundwork for your future courses.
Aplia
Millions of students use Aplia™ to better prepare for class and for their exams. Aplia assignments
mean “no surprises”—with an at-a-glance view of current assignments organized by due date. You
always know what’s due, and when. Aplia ties your lessons into real-world applications so you get a
bigger, better picture of how you’ll use your education in your future workplace. Automatic grading
and immediate feedback helps you master content the right way the first time.
xviii Preface
Student Solutions Manual

Now you can maximize your study time and further your course success with this dynamic online
resource. This helpful Solutions Manual includes detailed steps and solutions to odd-numbered prob-
lems as well as computer exercises in the text. This supplement is available as a free resource at
www.cengagebrain.com.
Suggestions for Designing Your Course

I have already commented on the contents of most of the chapters as well as possible outlines for
courses. Here I provide more specific comments about material in chapters that might be covered or
skipped:
Chapter 9 has some interesting examples (such as a wage regression that includes IQ score as
an explanatory variable). The rubric of proxy variables does not have to be formally introduced to
present these kinds of examples, and I typically do so when finishing up cross-sectional analysis. In
Chapter 12, for a one-semester course, I skip the material on serial correlation robust inference for
ordinary least squares as well as dynamic models of heteroskedasticity.
Even in a second course I tend to spend only a little time on Chapter 16, which covers simultane-
ous equations analysis. I have found that instructors differ widely in their opinions on the importance
of teaching simultaneous equations models to undergraduates. Some think this material is funda-
mental; others think it is rarely applicable. My own view is that simultaneous equations models are
overused (see Chapter 16 for a discussion). If one reads applications carefully, omitted variables and
measurement error are much more likely to be the reason one adopts instrumental variables estima-
tion, and this is why I use omitted variables to motivate instrumental variables estimation in Chapter
15. Still, simultaneous equations models are indispensable for estimating demand and supply func-
tions, and they apply in some other important cases as well.
Chapter 17 is the only chapter that considers models inherently nonlinear in their parameters,
and this puts an extra burden on the student. The first material one should cover in this chapter is on
probit and logit models for binary response. My presentation of Tobit models and censored regression
still appears to be novel in introductory texts. I explicitly recognize that the Tobit model is applied to
corner solution outcomes on random samples, while censored regression is applied when the data col-
lection process censors the dependent variable at essentially arbitrary thresholds.
Chapter 18 covers some recent important topics from time series econometrics, including test-
ing for unit roots and cointegration. I cover this material only in a second-semester course at either
the undergraduate or master’s level. A fairly detailed introduction to forecasting is also included in
Chapter 18.
Chapter 19, which would be added to the syllabus for a course that requires a term paper, is much
more extensive than similar chapters in other texts. It summarizes some of the methods appropriate
for various kinds of problems and data structures, points out potential pitfalls, explains in some detail
how to write a term paper in empirical economics, and includes suggestions for possible projects.
Acknowledgments
I would like to thank those who reviewed and provided helpful comments for this and previous
editions of the text:
Erica Johnson, Gonzaga University Yan Li, Temple University
Mary Ellen Benedict, Bowling Green Melissa Tartari,
State University Yale University
Preface xix
Michael Allgrunn, University of Susan Averett, Lafayette College

South Dakota
Kevin J. Mumford, Purdue
Gregory Colman, Pace University University
Yoo-Mi Chin, Missouri University of Nicolai V. Kuminoff, Arizona State
Science and Technology University
Arsen Melkumian, Western Illinois Subarna K. Samanta, The College of
University New Jersey
Kevin J. Murphy, Oakland University Jing Li, South Dakota State
Kristine Grimsrud, University of New University
Mexico Gary Wagner, University of
Will Melick, Kenyon College Arkansas–Little Rock
Philip H. Brown, Colby College Kelly Cobourn, Boise State

University
Argun Saatcioglu, University of
Kansas Timothy Dittmer, Central
Washington University
Ken Brown, University of Northern
Iowa Daniel Fischmar, Westminster
College
Michael R. Jonas, University of San
Francisco Subha Mani, Fordham University
Melissa Yeoh, Berry College John Maluccio, Middlebury College
Nikolaos Papanikolaou, SUNY at James Warner, College of Wooster

New Paltz Christopher Magee, Bucknell
Konstantin Golyaev, University of University
Minnesota Andrew Ewing, Eckerd College
Soren Hauge, Ripon College Debra Israel, Indiana State
Kevin Williams, University of University
Minnesota Jay Goodliffe, Brigham Young
Hailong Qian, Saint Louis University University
Rod Hissong, University of Texas at Stanley R. Thompson, The Ohio

Arlington State University
Steven Cuellar, Sonoma State Michael Robinson, Mount Holyoke

University College
Yanan Di, Wagner College Ivan Jeliazkov, University of

California, Irvine
John Fitzgerald, Bowdoin College
Heather O’Neill, Ursinus College
Philip N. Jefferson, Swarthmore
College Leslie Papke, Michigan State
University
Yongsheng Wang, Washington and
Jefferson College Timothy Vogelsang, Michigan State
University
Sheng-Kai Chang, National Taiwan
University Stephen Woodbury, Michigan State
University
Damayanti Ghosh, Binghamton
University
xx Preface
Some of the changes I discussed earlier were driven by comments I received from people on this
list, and I continue to mull over other specific suggestions made by one or more reviewers.
Many students and teaching assistants, too numerous to list, have caught mistakes in earlier
editions or have suggested rewording some paragraphs. I am grateful to them.
As always, it was a pleasure working with the team at Cengage Learning. Mike Worls, my long-
time Product Director, has learned very well how to guide me with a firm yet gentle hand. Chris Rader
has quickly mastered the difficult challenges of being the developmental editor of a dense, techni-
cal textbook. His careful reading of the manuscript and fine eye for detail have improved this sixth
edition considerably.
This book is dedicated to my wife, Leslie Papke, who contributed materially to this edition by
writing the initial versions of the Scientific Word slides for the chapters in Part 3; she then used the
slides in her public policy course. Our children have contributed, too: Edmund has helped me keep
the data handbook current, and Gwenyth keeps us entertained with her artistic talents.
Jeffrey M. Wooldridge
About the Author
Jeffrey M. Wooldridge is University Distinguished Professor of Economics at Michigan State

University, where he has taught since 1991. From 1986 to 1991, he was an assistant professor of eco-
nomics at the Massachusetts Institute of Technology. He received his bachelor of arts, with majors in
computer science and economics, from the University of California, Berkeley, in 1982, and received
his doctorate in economics in 1986 from the University of California, San Diego. He has published
more than 60 articles in internationally recognized journals, as well as several book chapters. He
is also the author of Econometric Analysis of Cross Section and Panel Data, second edition. His
awards include an Alfred P. Sloan Research Fellowship, the Plura Scripsit award from Econometric
Theory, the Sir Richard Stone prize from the Journal of Applied Econometrics, and three graduate
teacher-of-the-year awards from MIT. He is a fellow of the Econometric Society and of the Journal
of Econometrics. He is past editor of the Journal of Business and Economic Statistics, and past
econometrics coeditor of Economics Letters. He has served on the editorial boards of Econometric
Theory, the Journal of Economic Literature, the Journal of Econometrics, the Review of Economics
and Statistics, and the Stata Journal. He has also acted as an occasional econometrics consultant for
Arthur Andersen, Charles River Associates, the Washington State Institute for Public Policy, Stratus
Consulting, and Industrial Economics, Incorporated.
xxi
chapter 1
The Nature
of Econometrics
and Economic Data
C
hapter 1 discusses the scope of econometrics and raises general issues that arise in the
application of econometric methods. Section 1-1 provides a brief discussion about the purpose
and scope of econometrics and how it fits into economic analysis. Section 1-2 provides exam-
ples of how one can start with an economic theory and build a model that can be estimated using data.
Section 1-3 examines the kinds of data sets that are used in business, economics, and other social
sciences. Section 1-4 provides an intuitive discussion of the difficulties associated with the inference
of causality in the social sciences.
1-1 What Is Econometrics?

Imagine that you are hired by your state government to evaluate the effectiveness of a publicly
funded job training program. Suppose this program teaches workers various ways to use computers in
the manufacturing process. The 20-week program offers courses during nonworking hours. Any
hourly manufacturing worker may participate, and enrollment in all or part of the program is volun-
tary. You are to determine what, if any, effect the training program has on each worker’s subsequent
hourly wage.
Now, suppose you work for an investment bank. You are to study the returns on different invest-
ment strategies involving short-term U.S. treasury bills to decide whether they comply with implied
economic theories.
The task of answering such questions may seem daunting at first. At this point, you may only
have a vague idea of the kind of data you would need to collect. By the end of this introductory
econometrics course, you should know how to use econometric methods to formally evaluate a job
training program or to test a simple economic theory.
1
Another random document with
no related content on Scribd:
When Toodles was left alone he started out on a tour of inspection.
The first objects of interest were the dead chicken and the peach-pit
basket, but his attention was soon detracted from these by the bright
pan that held the cream; it had been pushed to the edge of the table.
As Toodles approached it he saw the reflection of a chubby baby
face on the outside.
“Baby,” said Toodles. He smiled and the pan baby smiled, and he
concluded that the pan must be full of pretty, smiling babies, and he
wanted them to play with. He could just get his little fingers over the
edge of the pan. He pulled and tugged with all his might to get the
pan baby down.
He succeeded, for the pan toppled over and deluged the
immaculate Toodles with thick, yellow cream. His pretty curls were
filled with chunks of oily coagulation, and cream ran in rivulets down
his little back and bosom.
He seated himself in the middle of it and paddled and spattered in
great glee.
The calf pen took longer to fix than Jack had expected, and as he
neared the house he heard the clock striking twelve, and, looking
fieldward, he saw his wife coming to dinner.
“Jumping Jupiter! what will she say?” was his mental comment.
“But she will soon fix things, I’ll bet.”
As he entered the kitchen what a sight met his gaze. The room
was dark with smoke from burned prunes, the table piled full of
unwashed pans and dishes. The cream. Heavens, the cream! The
dead chicken lay in the middle of the floor and the pit-basket was
upset, as Toodles had left it for the pan baby. The open-mouthed
churn stared at him.
Mr. Telfer opened the oven door; his pie was a black mass.
“I can see now why women sit down and cry sometimes. I’m
blessed if I don’t feel like it myself,” he said.
Toodles, drenched but happy, called from the middle of his cream
puddle, “High me, papa; high me.”
Mrs. Telfer called out as she passed the house: “Hello! Dinner
ready? I’m awful hungry.” But her husband was not visible.
She had enjoyed her morning’s work and was in excellent spirits.
She watered and fed the team, then started for the house. The
novelty of the situation amused her. She expected Jack would have
some surprise ready, some extra dish for dinner, the table decorated
with flowers or, perhaps, be tricked out in one of her white aprons
with his hair curled and a pink ribbon around his neck to show how a
wife should greet her husband.
He was such a wag it was impossible to tell what he might do. As
she entered the house she stood dumb with amazement. Her eyes
took in the situation. The breakfast dishes, the burned pie, the
creamy Toodles, the dead chicken, the littered sitting-room with the
remains of Toodles’ toilet and the distracted-looking man.
“How soon will dinner be ready?” she asked. But her husband did
not answer; he was busy picking up peach pits. “I’ve got to get back
to work as soon as I can,” she continued.
Crossing the room, she took up a paper and went outside and sat
down in the shade to read.
Toodles, greasy and dripping, trotted after.
“Oh, baby, go to papa and get cleaned up. Go tell papa to clean
baby up, darling,” said his mother. And the little fellow hurried into
the house, saying: “Keen baby up, papa; keen baby up.”
Poor Jack, he had lost out. He was hopelessly balled up. He was
mad. He had felt somehow that his troubles were over when he saw
his wife coming, but when she took the paper and sat down to read,
leaving him in that awful muss, the iron entered his soul.
Yet he knew that was exactly the way he did, and only yesterday
when she asked him to get a pitcher of fresh water for dinner he had
said:
“It’s a pity a man can’t get a moment to rest without having to
chore around the house.”
“Keen baby up, papa; keen baby up!” reiterated Toodles. Jack
looked down at the greasy, smeary child with its cream-matted curls
and capitulated.
“Say, Jennie,” he called, “I’ll give up. I know when I’m worsted. It’s
my treat. If you’ll come in here and help me out of this mix-up you
can name your own price and I’ll pay it. I’ve worked all the morning
and haven’t done a blamed thing but get all balled up. I never would
have believed a woman had so much to do if I hadn’t tried it. I am
dead sore at the whole deal.”
“Why, Jack,” laughed his wife, as she came to his assistance, “you
don’t seem to like paper-flower work. I guess you forgot to tie one
hand behind you and so used both to throw time at the birds.”
“Now see here, Jennie, don’t strike a man when he’s down. I’ll
admit that I’m not nearly so smart as I thought I was this morning,
but how things ever got in this shape I can’t tell,” said Jack with a
grim smile.
Together they soon brought order out of chaos, and as they sat
eating their picked-up dinner Jack said:
“If it is all the same to you, Jennie, I’ll finish the orchard this
afternoon.”—The Los Angeles Times.
A BAD NIGHT
By J. Ross Browne
I gradually dropped off into a doze, a mere doze, for I scorn the
charge of having slept a wink that night. The grating of the
grindstones, the everlasting clatter of tongues, the dust, the chaff,
smoke, and fleas, to say nothing of the roar of the water down below,
were enough to banish all hope of sleep; I merely closed my eyes to
try how ridiculous it would feel. How long they remained closed I
scarcely know; it was not long, however, for I soon heard a heavy
breathing close by my head, and felt the warm breath of some
monster on my face. I knew it to be no Arab; it blew and snuffed
altogether unlike anything of the human kind. Thinking it might be all
fancy, I cautiously put out my hand in the dark and began to feel
around me. For some moments I could discover nothing, but in
waving my hand around I at length touched something—something
that sent the blood flying back to my heart a good deal quicker than it
ever flew before. To tell the honest truth, I never was so startled in all
the previous adventures of my life. The substance that I put my hand
on was bare and warm; it was wet also and slimy, and had large
nostrils which seemed to be in the act of smelling me, previous to the
act of mastication. With the quickness of lightning I jerked up my
hand, and felt it glide along a skin covered with long rough hair; the
next instant my ears were stunned by the most dreadful noises,
which resembled, as I thought in the horror of the moment, the
roaring of a full-grown lion. But it was not the roaring of a lion; it was
only the braying of an ass.—From The Mill of Malaha.
AN UNTHANKFUL ORPHAN
By Kate Langley Bosher
My name is Mary Cary. I live in the Yorkburg Female Orphan
Asylum. You may think nothing happens in an Orphan Asylum. It
does. The orphans are sure enough children, and real, much like the
kind that have Mothers and Fathers; but though they don’t give
parties or wear truly Paris clothes, things happen.
To-day I was kept in. Yesterday, too. I don’t mind, for I would rather
watch the lightning up here than be down in the basement with the
others. There are days when I love thunder and lightning. I can’t
flash and crash, being just Mary Cary; but I’d like to, and when it is
done for me it is a relief to my feelings.
The reason I was kept in was this: Yesterday Mr. Gaffney, the one
with a sunk eye and cold in his head perpetual, came to talk to us for
the benefit of our characters. He thinks it’s his duty, and, just
naturally loving to talk, he wears us out once a week anyhow.
Yesterday, not agreeing with what he said, I wouldn’t pretend I did,
and I was punished prompt, of course.
I don’t care for duty-doers, and I tried not to listen to him; but
tiresome talk is hard not to hear—it makes you so mad. Hear him I
did, and when, after he had ambled on until I thought he really was
castor-oil and I had swallowed him, he blew his nose and said:
“You have much, my children, to be thankful for, and for everything
you should be thankful. Are you? If so, stand up. Rise, and stand
upon your feet.”
I didn’t rise. All the others did—stood on their feet, just like he
asked. None tried their heads. I was the only one that sat, and when
his good eye stared at me in such astonishment, I laughed out loud. I
couldn’t help it, I truly couldn’t.
I’m not thankful for everything, and that’s why I didn’t stand up.
Can you be thankful for toothache, or stomachache, or any kind of
ache? You cannot. And not meant to be, either.
The room got awful still, and then presently he said:
“Mary Cary”—his voice was worse than his eye—“Mary Cary, do
you mean to say you have not a thankful heart?” And he pointed his
finger at me like I was the Jezebel lady come to life.
I didn’t answer, thinking it safer, and he asked again:
“Do I understand, Mary Cary”—and by this time he was real red-in-
the-face mad—“do I understand you are not thankful for all that
comes to you? Do I understand aright?”
“Yes, sir, you understand right,” I said, getting up this time. “I am
not thankful for everything in my life. I’d be much thankfuller to have
a Mother and Father on earth than to have them in heaven. And
there are a great many other things I would like different.” And down
I sat, and was kept in for telling the truth.
Miss Bray says it was for impertinence (Miss Bray is the Head
Chief of this Institution), but I didn’t mean to be impertinent. I truly
didn’t. Speaking facts is apt to make trouble, though—also writing
them. To-day Miss Bray kept me in for putting something on the
blackboard I forgot to rub out. I wrote it just for my own relief, not
thinking about anybody else seeing it. What I wrote was this:
“Some people are crazy all the time;
All people are crazy sometimes.”
That’s why I’m up in the punishment-room to-day, and it only

proves that what I wrote is right. It’s crazy to let people know you
know how queer they are. Miss Bray takes personal everything I do,
and when she saw that blackboard, up-stairs she ordered me at
once. She loves to punish me, and it’s a pleasure I give her often.
She thinks she could run this earth better than it’s being done, and
she walks around like she is the Superintendent of most of it.
But she’s taught me a good deal about Human Nature, Miss Bray
has. About the side I didn’t know. I think I will make a special study of
Human Nature. I thought once I’d take up Botany in particular, as I
love flowers; or Astronomy, so as to find out all about those million
worlds in the sky, so superior to earth, and so much larger; but I
think, now, I’ll settle on Human Nature. Nobody ever knows what it is
going to do, which makes it full of surprises, but there’s a lot that’s
real interesting about it. I like it. As for its Bray side, I’ll try not to think
about it; but if there are puddles, I guess it’s well to know where, so
as not to step in them. I wish we didn’t have to know about puddles
and things! I’d so much rather know little and be happy than find out
the miserable much some people do. God is going to have a hard
time with Miss Bray. She’s right old to change, and she’s set in her
ways—bad ways.
Did you know I wrote poetry? Umhm. I do. Last week I wrote one.
This is it:
“In the winter, by the fireside, when the snow falls soft and white,
I am waiting, hoping, longing, but for what I don’t know quite.
And when summer’s sunshine shimmers, and the birds sing clear
and sweet,
I am waiting, always waiting, for the joy I hope to meet.
“It will be, I think, my husband, and the home he’ll make for me;
But of his coming or home-making, I as yet no signs do see.
But I still shall keep on waiting, for I know it’s true as fate,
When you really, truly hustle, things will come if just you’ll wait.”
Miss Bray was to get married. When I grow up I am going to marry

a million-dollar man, so I can travel around the world and have a
house in Paris with twenty bathrooms in it. And I’m going to have
horses and automobiles and a private car and balloons, if they are
working all right by that time. I hope they will be, for I want something
in which I can soar up and sit and look down on other people.
All my life people have looked down on me, passing me by like I
was a Juny bug or a caterpillar, and I don’t wonder. I’m merely Mary
Cary with fifty-eight more just like me. Blue calico, white dots for
winter, white calico, blue dots for summer. Black sailor hats and
white sailor hats with blue capes for cold weather, and no fire to
dress by, and freezing fingers when it’s cold, and no ice-water when
it’s hot.
Yes, I am going to marry a rich man. I will try to love him, but if I
can’t I will be polite to him and travel alone as much as possible. But
I am going to be rich some day, I am. And when I come back to
Yorkburg eyes will bulge, for the clothes I am going to wear will make
mouths water, they’re going to be so grand.
It seems like every time Miss Katherine goes away from the
’Sylum I’d be bad. Last time she hadn’t been gone two days till I’d
invented more trouble. It was this way: In the summer we have much
more time than in the winter, and the children kept coming to me
asking me to make up something, and all of a sudden a play came in
my mind. I just love acting. The play was to be the marriage of Dr.
Rudd and Miss Bray.
You see, Miss Bray is dead in love with Dr. Rudd—really addled
about him. And whenever he comes to see any of the children who
are sick she is so solitious and sweet and smiley that we call her, to
ourselves, Ipecac Mollie. Other days, plain Mollie Cottontail. It
seemed to me if we could just think him into marrying her, it would be
the best work we’d ever done, and I thought it was worth trying.
They say if you just think and think and think about a thing you can
make somebody else think about it, too. And not liking Dr. Rudd, we
didn’t mind thinking her on him, and so we began. Every day we’d
meet for an hour and think together, and each one promised to think
single, and in between times we got ready.
Becky Drake says love goes hard late in life, and sometimes
touches the brain. Maybe that accounts for Miss Bray.
She is fifty-three years old, and all frazzled out and done up with
adjuncts. But Dr. Rudd, being a man with not even usual sense, and
awful conceited, don’t see what we see, and swallows easy. Men are
funny—funny as some women.
I don’t think he’s ever thought of courting Miss Bray. But she’s
thought of it, and for once we tried to help her, and the play was a
corker; it certainly was. We chose Friday night because Miss Jones
always takes tea with her aunt that night, and Miss Bray goes to
choir practicing. I wish everybody could hear her sing! Gabriel ought
to engage her to wake the dead—only they’d want to die again.
Dr. Rudd is in the choir, and she just lives on having Friday nights
to look forward to.
The ceremony took place in the basement-room where we play in
bad weather. It’s across from the dining-room, the kitchen being
between, and it’s a right nice place to march in, being long and
narrow.
I was the preacher, and Prudence Arch and Nita Polley, Emma
Clark and Margaret Witherspoon were the bridesmaids.
Lizzie Wyatt was the bride, and Katie Freeman, who is the tallest
girl in the house, though only fourteen, was the groom.
Katie is so thin she would do as well for one thing in this life as
another, so we made her Dr. Rudd.
We didn’t have but two men. Miss Webb says they’re really not
necessary at weddings, except the groom and minister. Nobody
notices them, and, besides, we couldn’t get the pants.
I was an Episcopal minister, so I wouldn’t need any.
If anybody thinks that wedding was slumpy, they think wrong. It
was thrilly. When the bride and groom and the bridesmaids came in,
all the girls were standing in rows on either side of the walls, making
an aisle in between, and they sang a wedding-song I had invented
from my heart.
It was to the Lohengrin tune, which is a little wobbly for words, but
they got them in all right, keeping time with their hands. These are
the words:
Here comes the bride,

God save the groom!
And please don’t let any chil-i-il-dren come,
For they don’t know
How children feel,
Nor do they know how with children to deal.
She’s still an old maid,

Though she would not have been
Could she have mar-ri-ed any kind of man.
But she could not.
So to the Humane
She came, and caus-ed a good deal of pain.
But now she’s here

To be married, and go
Away with her red-headed, red-bearded beau.
Have mercy, Lord,
And help him to bear
What we’ve been doing this many a year!
And such singing! We’d been practicing in the back part of the
yard, and humming in bed, so as to get the words into the tune; but
we hadn’t let out until that night. That night we let go.
There’s nothing like singing from your heart, and, though I was the
minister and stood on a box which was shaky, I sang too. I led.
The bride didn’t think it was modest to hold up her head, and she
was the only silent one. But the bridegroom and bridesmaids sang,
and it sounded like the revivals at the Methodist church. It was
grand.
And that bride! She was Miss Bray. A graven image of her couldn’t
have been more like her.
She was stuffed in the right places, and her hair was frizzled just
like Miss Bray’s. Frizzled in front, and slick and tight in the back; and
her face was a purple pink, and powdered all over, with a piece of
dough just above her mouth on the left side to correspond with Miss
Bray’s mole.
And she held herself so like her, shoulders back, and making that
little nervous sniffle with her nose, like Miss Bray makes when she’s
excited, that once I had to wink at her to stop.
The groom didn’t look like Dr. Rudd. But she wore men’s clothes,
and that’s the only way you’d know some men were men, and almost
anything will do for a groom. Nobody noticed him.
We were getting on just grand, and I was marrying away, telling
them what they must do and what they mustn’t do. Particularly that
they mustn’t get mad and leave each other, for Yorkburg was very
old-fashioned and didn’t like changes, and would rather stick to its
mistakes than go back on its word. And then I turned to the bride.
“Miss Bray,” I said, “have you told this man you are marrying that
you are two-faced and underhand, and can’t be trusted to tell the
truth? Have you told him that nobody loves you, and that for years
you have tried to pass for a lamb, when you are an old sheep? And
does he know that though you’re a good manager on little and are
not lazy, that your temper’s been ruined by economizing, and that at
times, if you were dead, there’d be no place for you? Peter wouldn’t
pass you, and the devil wouldn’t stand you. And does he know he’s
buying a pig in a bag, and that the best wedding present he could
give you would be a set of new teeth? And will you promise to stop
pink powder and clean your finger-nails every day? And—”
But I got no further, for something made me look up, and there,
standing in the door, was the real Miss Bray.
All I said was—“Let us pray!”—Abridged from “Mary Cary,”
copyrighted by The Century Company, New York, and used by the
kind consent of author and publisher.
A CHRISTMAS PRESENT FOR A LADY

By Myra Kelly
It was the week before Christmas, and the First-Reader Class had,
almost to a man, decided on the gifts to be lavished on “Teacher.”
But Morris Mogilewsky, whose love for Teacher was far greater than
the combined loves of all the other children, had as yet no present to
bestow. The knowledge saddened all his hours and was the more
maddening because it could in no wise be shared by Teacher, who
noticed his altered bearing and tried with all sorts of artful
beguilements to make him happy and at ease. But her efforts served
only to increase his unhappiness and his love. And he loved her! Oh,
how he loved her! Since first his dreading eyes had clung for a
breath’s space to her “like man’s shoes” and had then crept timidly
up to her “light face,” she had been mistress of his heart of hearts.
That was more than three months ago. And well he remembered the
day!
His mother had washed him horribly, and had taken him into the
big, red schoolhouse, so familiar from the outside, but so full of
unknown terrors within.
He was then dragged through long halls and up tall stairs by a
large boy, who spoke to him disdainfully as “greenie,” so that his
spirit was quite broken and his nerves were all unstrung when he
was pushed into a room full of bright sunshine and of children who
laughed at his frightened little face. The sunshine smote his timid
eyes, the laughter smote his timid heart, and he turned to flee. But
the door was shut, the large boy gone, and despair took him for its
own.
Down upon the floor he dropped, and wailed, and wept, and
kicked. It was then that he heard, for the first time, the voice which
now he loved.
“Why, my dear little chap, you mustn’t cry like that. What’s the
matter?”
The hand was gentle and the question kind, and these, combined
with a faint perfume suggestive of drug-stores and barber-shops—
but nicer than either—made him uncover his hot little face. Kneeling
beside him was a lady, and he forced his eyes to that perilous
ascent; from shoes to skirt, from skirt to jumper, from jumper to face,
they trailed in dread uncertainty, but at the face they stopped. They
had found—rest.
Morris allowed himself to be gathered into the lady’s arms, and
held upon her knee, and when his sobs no longer rent the very
foundations of his pink and wide-spread tie, he answered her
question in a voice as soft as his eyes, and as gently sad.
“I ain’t so big, and I don’t know where is my mamma.”
Thereafter he had been the first to arrive every morning, and the
last to leave every afternoon; and under the care of Teacher, his
liege lady, he had grown in wisdom and love and happiness. But the
greatest of these was love. And now, when the other boys and girls
were planning surprises and gifts of price for Teacher, his hands
were as empty as his heart was full. Appeal to his mother met with
denial prompt and energetic.
“For what you go und make, over Christmas, presents?”
“All the other fellows buys her presents, und I’m loving mit her too;
it’s polite I gives her presents the while I’m got such a kind feeling
over her,” said Morris stoutly.
“Well, we ain’t got no money for buy nothings,” said Mrs.
Mogilewsky sadly. “No money, und your papa, he has all times a
scare he shouldn’t to get no more.”
So Morris was helpless, his mother poor, and Teacher all
unknowing.
And now the great day, the Friday before Christmas, came, and
the school was, for the first half-hour, quite mad. Room 18, generally
so placid and so peaceful, was a howling wilderness full of brightly
colored, quickly changing groups of children, all whispering, all
gurgling, and all hiding queer bundles.
Isidore Belchatosky was the first to lay tribute before Teacher. He
came forward with a sweet smile and a tall candlestick, and Teacher,
for a moment, could not be made to understand that all that length of
bluish-white china was really hers “for keeps.”
“It’s to-morrow holiday,” Isidore assured her; “and we gives you
presents, the while we have a kind feeling. Candlesticks could to
cost twenty-five cents.”
“It’s a lie! three for ten,” said a voice in the background; but
Teacher hastened to respond to Isidore’s test of her credulity.
“Indeed, they could. This candlestick could have cost fifty cents,
and it’s just what I want. It is very good of you to bring me a present.”
“You’re welcome,” said Isidore, retiring.
And then, the ice being broken, the First-Reader Class in a body
rose to cast its gifts on Teacher’s desk, and its arms around
Teacher’s neck.
Nathan Horowitz presented a small cup and saucer; Isidore
Applebaum bestowed a large calendar for the year before last; Sadie
Gonorowsky brought a basket containing a bottle of perfume, a
thimble, and a bright silk handkerchief; Sarah Schrodsky offered a
pen-wiper and a yellow celluloid collarbutton, and Eva Kidansky
gave an elaborate nasal douche, under the pleasing delusion that it
was an atomizer.
Jacob Spitsky pressed forward with a tortoise-shell comb of
terrifying aspect and hungry teeth, and an air showing forth a
determination to adjust it in its destined place. Teacher meekly
bowed her head; Jacob forced his offering into her long-suffering
hair, and then retired with the information “Costs fifteen cents,
Teacher.”
Meanwhile the rush of presentation went steadily on. Cups and
saucers came in wild profusion. The desk was covered with them.
The soap, too, became urgently perceptible. It was of all sizes,
shapes and colors, but of uniform and dreadful power of perfume.
Teacher’s eyes filled with tears—of gratitude—as each new piece or
box was pressed against her nose, and Teacher’s mind was full of
wonder as to what she could ever do with it all. Bottles of perfume
vied with one another and with the all-pervading soap, until the air
was heavy and breathing grew laborious. But pride swelled the
hearts of the assembled multitude. No other Teacher had so many
helps to the toilet. None other was so beloved.
When the wastepaper basket had been twice filled with wrappings
and twice emptied; when order was emerging out of chaos; when the
Christmas-tree had been disclosed and its treasures distributed, a
timid hand was laid on Teacher’s knee and a plaintive voice
whispered, “Say, Teacher, I got something for you”; and Teacher
turned quickly to see Morris, her dearest boy charge.
“Now, Morris dear,” said Teacher, “you shouldn’t have troubled to
get me a present; you know you and I are such good friends that—”
“Teacher, yiss, ma’am,” Morris interrupted, in a bewitching and
rising inflection of his soft and plaintive voice. “I know you got a kind
feeling by me, and I couldn’t to tell even how I got a kind feeling by
you. Only it’s about that kind feeling I should give you a present. I
didn’t”—with a glance at the crowded desk—“I didn’t to have no soap
nor no perfumery, and my mamma she couldn’t to buy none by the
store; but, Teacher, I’m got something awful nice for you by present.”
“And what is it, deary?” asked the already rich and gifted young
person. “What is my new present?”
“Teacher, it’s like this: I don’t know; I ain’t so big like I could to
know”—and, truly, God pity him! he was passing small—“it ain’t for
boys—it’s for ladies. Over yesterday on the night comes my papa to
my house, und he gives my mamma the present. Sooner she looks
on it, sooner she has a awful glad; in her eyes stands tears, und she
says, like that—out of Jewish—‘Thanks,’ un’ she kisses my papa a
kiss. Und my papa, how he is polite! He says—out of Jewish, too
—‘you’re welcome, all right,’ un’ he kisses my mamma a kiss. So my
mamma, she sets und looks on the present, und all the time she
looks she has a glad over it. Und I didn’t to have no soap, so you
could to have the present.”
“But did your mother say I might?”
“Teacher, no, ma’am; she didn’t say like that, und she didn’t to say
not like that. She didn’t to know. But it’s for ladies, un’ I didn’t to have
no soap. You could to look on it. It ain’t for boys.”
And here Morris opened a hot little hand and disclosed a tightly
folded pinkish paper. As Teacher read it he watched her with eager,
furtive eyes, dry and bright, until hers grew suddenly moist, when his
promptly followed suit. As she looked down at him, he made his
moan once more:
“It’s for ladies, and I didn’t to have no soap.”
“But, Morris dear,” cried Teacher, unsteadily, laughing a little, and
yet not far from tears, “this is ever so much nicer than soap—a
thousand times better than perfume; and you’re quite right, it is for
ladies, and I never had one in all my life before. I am so very
thankful.”
“You’re welcome, all right. That’s how my papa says; it’s polite.
Und my mamma,” he said insinuatingly—“she kisses my papa a
kiss.”
“Well?” said Teacher.
“Well,” said Morris, “you ain’t never kissed me a kiss, und I seen
how you kissed Eva Gonorowsky. I’m loving mit you too. Why don’t
you never kiss me a kiss?”
“Perhaps,” suggested Teacher mischievously, “perhaps it ain’t for
boys.”
“Teacher, yiss, ma’am; it’s for boys,” he cried, as he felt her arms
about him, and saw that in her eyes, too, “stands tears.”
Late that night Teacher sat in her pretty room and reviewed her
treasures. She saw that they were very numerous, very touching,
very whimsical, and very precious. But above all the rest she
cherished a frayed and pinkish paper, rather crumpled and a little
soiled. For it held the love of a man and a woman and a little child,
and the magic of a home, for Morris Mogilewsky’s Christmas present
for ladies was the receipt for a month’s rent for a room on the top
floor of a Monroe Street tenement.—From “Little Citizens,”
copyrighted by Doubleday, Page & Co., New York, and used by
arrangement.
THE CAMP-MEETING AT BLUFF SPRINGS

By Justin Truitt Bishop
Bascom Barnard paused on the kitchen steps, and looked in at the
door with suspicion and irritation in his eyes.
“Bakin’ chickens, air ye?” he asked. “Now I’d like to know what
ye’re wastin’ chickens fur at this rate? An’ pies an’ lightbread an’
puddin’, well the land, Ma’ Jane, did ye think we was millionaires?”
“I didn’t know but ye’d change your mind about goin’ over to the
camp-meetin’ an’ it would help along to have most of the cookin’ for
Sunday done at home,” she said humbly.
“It does seem to me, Ma’ Jane, that it takes more talkin’ to
convince you of anything, than any other seventeen women I ever
have saw. I’ve tol’ you every day for the last week that we warn’t
goin’ to that dratted camp-meetin’—that we couldn’t both leave, and I
was bound to go over to the corners and see Bink Denny about that
land—that a woman’s business was at home, stid of gallivantin’
’round the country ’tendin’ camp-meetin’s; cain’t you ever learn
anything, Ma’ Jane?”
Ma’ Jane shut the oven door and stood up; she wiped the
perspiration from her face with a checked apron.
“I’ve been hopin’ for years that they’d have a camp-meetin’ near
enough for me to go. I’ve not ’tended since I was a girl. Mother
always had a tent an’ you was glad enough to come to camp-meetin’
then, Bascom, an’ this one’s not more’n six miles away—an’ I want
to go.”
“Well, you know good an’ well you cain’t. Somebody’s got to stay
on this place to take keer o’ things—an’ since it cain’t be me, it’s got
to be you.”
“Mary Hopkins tol’ me she’d save one end of her tent for me; it’s
built o’ boards—two rooms and a hall between—an’ there’s a big
shed at the back for a dining-room, an’ I wanted to go worse’n I ever
wanted to go anywheres, I guess.”
“Fur’s that’s concerned, I reckon I wanted to go, but you don’t see
me throwin’ our livin’ away so’s I could gallop off to every camp-
meetin’ that comes along, do ye?
“I won’t be back for three days,” he stated, as he went away. In
deep silence Ma’ Jane sat down and looked at the kitchen table. It
was heaped with the good things she had prepared for the great
Sunday dinner at the camp-ground, where it was the joy of every
tenter to keep open house and entertain all who would come.
True, Bascom had said all along that they could not go, yet she
had gone on cooking and planning. She had even packed most of
the things which she would need for housekeeping in the other end
of Mary Hopkins’s tent.
Ma’ Jane went out to the barn and looked at the cows, which were
ready to eat again, having been fed fully an hour before.
“Drat ye,” said she vindictively. Coming from Ma’ Jane, this might
have been considered mild profanity.
Her heart stood still for a moment, then she wept remorsefully on
the outstretched nose of the nearest cow. “It’s about time I was goin’
to camp-meetin’,” she said. “If I ain’t gettin’ to be a heathen, I dunno
who is.”
As she slowly walked out of the barn, the two cows followed her,
and it was at the barn-door that an inspiration came to Ma’ Jane
Barnard.
Her face paled a moment, and then flushed crimson. She put her
hand to her throat—“them cows lead like dogs,” she whispered.
Bascom Barnard’s work at the corners was over in less time than
he had contemplated. In fact, he met Bink Denny coming out of the
“First and Last Chance” in such a state of intoxication that Bascom
was glad to tear himself away and set forth on the homeward road.
He went slowly and sorrowfully, because if he went home, Ma’
Jane would insist on going to camp-meeting and he would be left
alone over Sunday. The few times when he had been left to look
after the house had been brief but memorable. Of course, it was no
trouble for Ma’ Jane to run the place. She was already reconciled to
the staying at home now, anyway, and did not expect to go to the
camp-meeting.
Bascom was silent on his way home—only two or three miles off
the road—and he really felt that it would do him good to see what a
camp-meeting was like once more. He felt that he might finish up the
day there at any rate, and then go home and give Ma’ Jane a
chance; or he might stay over Sunday at the camp-grounds, and
then go back to the corners, find Bink Denny sober, and transact his
business according to the first arrangement.
Bascom Barnard turned into the road that led to Bluff Springs. The
sound of hammering and sawing, and the merry clatter of tongues
proclaimed the camp-ground before he was in sight of it. He rode
into the busy little city where board and canvas tents were going up
like magic. Brother Wilkins, the minister, called cheerfully:
“Hello, Brother Barnard, where’s Sister Barnard, ain’t she
coming?”
“She kinder thot she wouldn’t come. Ma’ Jane sets a lot o’ store by
the cows and things, ye see—so she reckoned she’d stay.”
He rode hurriedly down the line of tents, where a fire of questions
met him at every turn.
“I jes couldn’t get Ma’ Jane to come,” he explained to Miss
Mirandy Barr. “It don’t suit her to come away and leave things at six’s
and seven’s, as she says, so she jes stays by the stuff, Ma’ Jane
does.”
Bascom Barnard began helping people to get their tents in order.
Before noon, he told his friends that Ma’ Jane didn’t know what
she was missing, and immediately after dinner—chicken-pie and
fixin’s—if they thought it would do any good, he would go after Ma’
Jane yet and make her come, whether or no.
Just before the afternoon service, he said it was an awful mistake
to have a body’s mind on worldly things.
In the still hours of the night Bascom reasoned it out. He had not
treated himself to a holiday this many a year, and now he felt he was
entitled to one. Ma’ Jane could take hers some other time; besides, a
woman’s work was never wearin’ like a man’s—keepin’ house was
like play compared with what he had been called upon to do. He
turned over on the fragrant hay mattress, with which Sister Clark had
provided him, and went comfortably to sleep.
The clear notes of a horn roused everybody for the sunrise prayer-
meeting, and Bascom hurried arbor-wards with the others.
“Will Brother Barnard please lead us in prayer?” said the minister,
when the first hymn had been sung. Brother Barnard found himself
on his knees stumbling over a few familiar phrases; as he went on
he gained confidence and his voice became assured. He remarked
upon the fact that our days are few and evil.
After a few similar remarks, he got in full swing—time was no
object—scraps of forgotten phrases from prayers heard in his youth
tumbled forth in picturesque confusion. The hour for prayer-meeting
to close had come when he began to pray for the heathen, and this
took time of itself. When he had worked around to the sinful and
depraved of our own land, everybody would have been impatient,
but for the fact that something had happened—something that
Bascom could not see, as his eyes were shut. There were some who
kept their eyes open when they prayed; these nudged each other
excitedly.
“An’ now, Lord,” pleaded Brother Bascom Barnard, pounding the
bench in front of him with a clenched fist, “be with all that’s near and
dear to them that’s gathered here to worship Thee. Be with them
that’s stayed by the stuff—an’ if they’ve stayed away from this
blessed place because they’re cold or hard-hearted—as we fear
some of ’em has—O Lord, melt their hearts of stone an’ make ’em
see that they’re hangin’ over eternal punishment prepared for the
devil and his angels.”
“Amen,” said a clear voice, undeniably feminine, which seemed in
some unaccountable way to come from the wrong direction.
Bascom was kneeling in the sawdust near the altar, and facing the
congregation. The voice came from behind him. Involuntarily he
looked back over his shoulder. At the same moment a faint giggle
arose somewhere down among the benches where the congregation
was kneeling.
An old horse and wagon had drawn up close at the edge of the
arbor, and Ma’ Jane, her best bonnet tied under her chin, held the
reins. The wagon was piled high with a medley of things pertaining to
housekeeping. Three coops of excited chickens topped the pile, the
anxious mewing of a cat came from a basket behind the seat, and
tied to the back of the wagon were two cows, both intimating that
something to eat would be quite acceptable. Under the wagon sat
the black puppy, its astonished head to one side as it viewed its
master under these unaccustomed circumstances.
Every one had arisen and was looking with might and main. The
minister hastily pronounced the benediction.
“I’m sorry to move in on Sunday,” explained Ma’ Jane, “but it’s took
me all night to get ready an’ to come. My husband couldn’t help me
because he was over to the corners, makin’ a trade with Bink Denny.
I warn’t goin’ to stay at home tendin’ the cows and things while
camp-meetin’ was goin’ on only six miles away, so I brung ’em all
along. ’Long as Bascom’s not here, if some of you would help me
unload at Mary Hopkins’s tent, I’d be thankful, an’ you’ll take dinner
with me to-day, Brother Wilkins—an’ as many more as can crowd in.”

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(eBook PDF) Introductory

Econometrics: A Modern Approach 6th

Summary 194 8-4c What If the Assumed Heteroskedasticity Function Is

8-1 Consequences of Heteroskedasticity for OLS 243

10-2a Static Models 314 Problems 365

11-4 Dynamically Complete Models and the Absence Summary 396

Part 3 chapter 15 Instrumental Variables Estimation

A-5 Differential Calculus 640 Appendix C Fundamentals of Mathematical

D-2b Scalar Multiplication 710 Appendix E The Linear Regression Model

Organized for Today’s Econometrics Instructor

New to This Edition

Targeted at Undergraduates, Adaptable

Data Sets—Available in Six Formats

Updated Data Sets Handbook

Scientific Word Slides

Student Solutions Manual

Suggestions for Designing Your Course

Michael Allgrunn, University of Susan Averett, Lafayette College

Philip H. Brown, Colby College Kelly Cobourn, Boise State

Melissa Yeoh, Berry College John Maluccio, Middlebury College

Nikolaos Papanikolaou, SUNY at James Warner, College of Wooster

Rod Hissong, University of Texas at Stanley R. Thompson, The Ohio

Steven Cuellar, Sonoma State Michael Robinson, Mount Holyoke

Yanan Di, Wagner College Ivan Jeliazkov, University of

Jeffrey M. Wooldridge is University Distinguished Professor of Economics at Michigan State

1-1 What Is Econometrics?

That’s why I’m up in the punishment-room to-day, and it only

Miss Bray was to get married. When I grow up I am going to marry

Here comes the bride,

She’s still an old maid,

But now she’s here

A CHRISTMAS PRESENT FOR A LADY

THE CAMP-MEETING AT BLUFF SPRINGS

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Summary 194 8-4c What If the Assumed Heteroskedasticity Function Is

10-2a Static Models 314 Problems 365

D-2b Scalar Multiplication 710 Appendix E The Linear Regression Model