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TA B L E O F C O N T E N T S
Preface ix
Index of Applications xxii
PART I Exploring and Understanding Data

1 Stats Starts Here 1
1.1 What Is Statistics? 1.2 Data 1.3 Variables 1.4 Models
2 Displaying and Describing Data 17

2.1 Summarizing and Displaying a Categorical Variable 2.2 Displaying a Quantitative
Variable 2.3 Shape 2.4 Center 2.5 Spread
3 Relationships Between Categorical Variables—Contingency Tables 64

3.1 Contingency Tables 3.2 Conditional Distributions 3.3 Displaying Contingency
Tables 3.4 Three Categorical Variables
4 Understanding and Comparing Distributions 95

4.1 Displays for Comparing Groups 4.2 Outliers 4.3 Re-Expressing Data: A First Look
5 The Standard Deviation as a Ruler and the Normal Model 122

5.1 Using the Standard Deviation to Standardize Values 5.2 Shifting and Scaling
5.3 Normal Models 5.4 Working with Normal Percentiles 5.5 Normal
Probability Plots
Review of Part I: Exploring and Understanding Data 154
PART II Exploring Relationships Between Variables

6 Scatterplots, Association, and Correlation 163
6.1 Scatterplots 6.2 Correlation 6.3 Warning: Correlation ≠ Causation
*6.4 Straightening Scatterplots
7 Linear Regression 196

7.1 Least Squares: The Line of “Best Fit” 7.2 The Linear Model 7.3 Finding the
Least Squares Line 7.4 Regression to the Mean 7.5 Examining the Residuals
7.6 R2—The Variation Accounted for by the Model 7.7 Regression Assumptions and
Conditions
*Indicates optional sections.

v
A01_DEVE0223_05_SE_FM_i-xxviii.indd 5 18/07/17 2:11 PM

vi CONTENTS
8 Regression Wisdom 233

8.1 Examining Residuals 8.2 Extrapolation: Reaching Beyond the Data 8.3 Outliers,
Leverage, and Influence 8.4 Lurking Variables and Causation 8.5 Working with
Summary Values *8.6 Straightening Scatterplots—The Three Goals *8.7 Finding a
Good Re-Expression
9 Multiple Regression 276

9.1 What Is Multiple Regression? 9.2 Interpreting Multiple Regression Coefficients
9.3 The Multiple Regression Model—Assumptions and Conditions 9.4 Partial
Regression Plots *9.5 Indicator Variables
Review of Part II: Exploring Relationships Between Variables 307
PART III Gathering Data

10 Sample Surveys 319
10.1 The Three Big Ideas of Sampling 10.2 Populations and Parameters 10.3 Simple
Random Samples 10.4 Other Sampling Designs 10.5 From the Population to the
Sample: You Can’t Always Get What You Want 10.6 The Valid Survey 10.7 Common
Sampling Mistakes, or How to Sample Badly
11 Experiments and Observational Studies 343

11.1 Observational Studies 11.2 Randomized, Comparative Experiments 11.3 The
Four Principles of Experimental Design 11.4 Control Groups 11.5 Blocking
11.6 Confounding
Review of Part III: Gathering Data 367
PART IV From the Data at Hand to the World at Large

12 From Randomness to Probability 373
12.1 Random Phenomena 12.2 Modeling Probability 12.3 Formal Probability
12.4 Conditional Probability and the General Multiplication Rule 12.5 Independence
12.6 Picturing Probability: Tables, Venn Diagrams, and Trees 12.7 Reversing the
Conditioning and Bayes’ Rule
13 S
ampling Distribution Models and Confidence Intervals
for Proportions 410
13.1 The Sampling Distribution Model for a Proportion 13.2 When Does the Normal
Model Work? Assumptions and Conditions 13.3 A Confidence Interval for a Proportion
13.4 Interpreting Confidence Intervals: What Does 95% Confidence Really Mean?
13.5 Margin of Error: Certainty vs. Precision *13.6 Choosing the Sample Size
14 Confidence Intervals for Means 441

14.1 The Central Limit Theorem 14.2 A Confidence Interval for the Mean
14.3 Interpreting Confidence Intervals *14.4 Picking Our Interval up by Our
Bootstraps 14.5 Thoughts About Confidence Intervals

CONTENTS vii
15 Testing Hypotheses 472

15.1 Hypotheses 15.2 P-Values 15.3 The Reasoning of Hypothesis Testing
15.4 A Hypothesis Test for the Mean 15.5 Intervals and Tests 15.6 P-Values and
Decisions: What to Tell About a Hypothesis Test
16 More About Tests and Intervals 507

16.1 Interpreting P-Values 16.2 Alpha Levels and Critical Values 16.3 Practical vs.
Statistical Significance 16.4 Errors
Review of Part IV: From the Data at Hand to the World at Large 532
PART V Inference for Relationships

17 Comparing Groups 541
17.1 A Confidence Interval for the Difference Between Two Proportions 17.2 Assumptions
and Conditions for Comparing Proportions 17.3 The Two-Sample z-Test: Testing for the
Difference Between Proportions 17.4 A Confidence Interval for the Difference Between
Two Means 17.5 The Two-Sample t-Test: Testing for the Difference Between Two Means
*17.6 Randomization Tests and Confidence Intervals for Two Means *17.7 Pooling
*17.8 The Standard Deviation of a Difference
18 Paired Samples and Blocks 585

18.1 Paired Data 18.2 The Paired t-Test 18.3 Confidence Intervals for Matched Pairs
18.4 Blocking
19 Comparing Counts 610

19.1 Goodness-of-Fit Tests 19.2 Chi-Square Test of Homogeneity 19.3 Examining the
Residuals 19.4 Chi-Square Test of Independence
20 Inferences for Regression 642

20.1 The Regression Model 20.2 Assumptions and Conditions 20.3 Regression
Inference and Intuition 20.4 The Regression Table 20.5 Multiple Regression Inference
20.6 Confidence and Prediction Intervals *20.7 Logistic Regression *20.8 More
About Regression
Review of Part V: Inference for Relationships 685
Parts I–V Cumulative Review Exercises 698
Appendixes
A Answers A-1 B Credits A-47 C Indexes A-51
D Tables and Selected Formulas A-63

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P R E FA C E
I ntro Stats, fifth edition, has been especially exciting to develop. The book you hold
steps beyond our previous editions in several important ways. Of course, we’ve kept
our conversational style and anecdotes,1 but we’ve enriched that material with tools for
teaching about randomness, sampling distribution models, and inference throughout the
book. And we’ve expanded discussions of models for data to include models with more
than two variables. We’ve taken our inspiration both from our experience in the classroom
and from the 2016 revision of the Guidelines for Assessment and Instruction in Statistics
Education (GAISE) report adopted by the American Statistical Association. As a result, we
increased the text’s innovative uses of technology to encourage more statistical thinking,
while maintaining its traditional core concepts and coverage. You’ll notice that, to expand
our attention beyond just one or two variables, we’ve adjusted the order of some topics.
Innovations
Technology
One of the new GAISE guidelines states: Use technology to explore concepts and analyze
data. We think a modern statistics text should recognize from the start that statistics is
practiced with technology. And so should our students. You won’t find tedious calcula-
tions worked by hand. You will find equation forms that favor intuition over calculation.
You’ll find extensive use of real data—even large data sets. Throughout, you’ll find a focus
on statistical thinking rather than calculation. The question that motivates each of our
hundreds of examples is not “How do you calculate the answer?” but “How do you think
about the answer?”
For this edition of Intro Stats we’ve taken this principle still further. We have har-
nessed technology to improve the learning of two of the most difficult concepts in the
introductory course: the idea of a sampling distribution and the reasoning of statistical
inference.
Multivariable Thinking and Multiple Regression

GAISE’s first guideline is to give students experience with multivariable thinking. The
world is not univariate, and relationships are not limited to two variables. This edition of
Intro Stats introduces a third variable as early as Chapter 3’s discussion of contingency
tables and mosaic plots. Then, following the discussion of correlation and regression as a
tool (that is, without inference) in Chapters 6, 7, and 8, we introduce multiple regression
in Chapter 9.
Multiple regression may be the most widely used statistical method, and it is certainly
one that students need to understand. It is easy to perform multiple regressions with any
statistics program, and the exercise of thinking about more than two variables is worth
the effort. We’ve added new material about interpreting what regression models say. The
effectiveness of multiple regression is immediately obvious and makes the reach and
power of statistics clear. The use of real data underscores the universal applicability of
these methods.
When we return to regression in Chapter 20 to discuss inference, we can deal with
both simple and multiple regression models together. There is nothing different to discuss.
1
And footnotes
ix

x PREFACE
(For this reason we set aside the F-test and adjusted R2. Students can add those later if
they need them.) This course is an introduction to statistics. It isn’t necessary to learn
all the details of the methods and models. But it is important to come away with a sense
of the power and usefulness of statistics to solve real problems.
Innovative ways to teach the logic of statistical inference have received increasing
attention. Among these are greater use of computer-based simulations and resampling
methods (randomization tests and bootstrapping) to teach concepts of inference.
Bootstrap
The introduction to the new GAISE guidelines explicitly mentions the bootstrap method.
The bootstrap is not as widely available or as widely understood as multiple regression.
But it follows our presentation naturally. In this edition, we introduce a new feature,
Random Matters. Random Matters elements in early chapters draw small samples repeat-
edly from large populations to illustrate how the randomness introduced by sampling leads
to both sampling distributions and statistical reasoning for inference. But what can we
do when we have only a sample? The bootstrap provides a way to continue this line of
thought, now by re-sampling from the sample at hand.
Bootstrapping provides an elegant way to simulate sampling distributions that we
might not otherwise be able to see. And it does not require the assumption of Normality
expected by Student’s t-based methods. However, these methods are not as widely avail-
able or widely used in other disciplines, so they should not be the only—or even the princi-
pal—methods taught. They may be able to enhance student understanding, but instructors
may wish to downplay them if that seems best for a class. We’ve placed these sections
strategically so that instructors can choose the level that they are comfortable with and that
works best with their course.
Real Data
GAISE recommends that instructors integrate real data with a context and purpose. More
and more high school math teachers are using examples from statistics to demonstrate
intuitively how a little bit of math can help us say a lot about the world. So our readers
expect statistics to be about real-world insights. Intro Stats keeps readers engaged and
interested because we show statistics in action right from the start. The exercises pose
problems of the kind likely to be encountered in real life and propose ways to think about
making inferences almost immediately—and, of course, always with real, up-to-date data.
Let us be clear. Intro Stats comes with an archive of nearly 300 datasets used in more
than 600 applications throughout the book. The datasets are available online at the student
resource site and in MyStatlab. Examples that use these datasets cite them in the text.
Exercises are marked when they use one of them; exercise names usually indicate the name
of the dataset. We encourage students to get the datasets and reproduce our examples using
their statistics software, and some of the exercises require that.
Streamlined Content
Following the GAISE recommendations, we’ve streamlined several parts of the course:
Introductory material is covered more rapidly. Today’s students have seen a lot of statistics
in their K–12 math courses and in their daily contact with online and news sources. We still
cover the topics to establish consistent terminology (such as the difference between a histo-
gram and a bar chart). Chapter 2 does most of the work that previously took two chapters.
The discussion of random variables and probability distributions is shorter than in
previous editions—again, a GAISE recommendation. Those are interesting topics, but
they are not needed in this course. We leave them for a later course for those students who
want to go further.

PREFACE xi
The Random Matters features show students that statistics vary from sample to
sample, show them (empirical) sampling distributions, note the effect of sample size on
the shape and variation of the sampling distribution of the mean, and suggest that it looks
Normal. As a result, the discussion of the Central Limit Theorem is transformed from the
most difficult one in the course to a relatively short discussion (“What you think is true
about means really is true; there’s this theorem.”) that can lead directly to the reasoning
of confidence intervals.
Finally, introducing multiple regression doesn’t really add much to the lesson on
inference for multiple regression because little is new.
GAISE 2016
As we’ve said, all of these enhancements follow the new Guidelines for Assessment
and Instruction in Statistics Education (GAISE) 2016 report adopted by the American
Statistical Association:
1. Teach statistical thinking.
Teach statistics as an investigative process of problem-solving and decision-making.
Give students experience with multivariable thinking.
2. Focus on conceptual understanding.
3. Integrate real data with a context and purpose.
4. Foster active learning.
5. Use technology to explore concepts and analyze data.
6. Use assessments to improve and evaluate student learning.
The result is a course that is more aligned with the skills needed in the 21st century, one
that focuses even more on statistical thinking and makes use of technology in innovative
ways, while retaining core principles and topic coverage.
The challenge has been to use this modern point of view to improve learning without
discarding what is valuable in the traditional introductory course. Many first statistics courses
serve wide audiences of students who need these skills for their own work in disciplines
where traditional statistical methods are, well, traditional. So we have not reduced our
emphasis on the concepts and methods you expect to find in our texts.
Chapter Order
We’ve streamlined the presentation of basic topics that most students have already seen.
Pie charts, bar charts, histograms, and summary statistics all appear in Chapter 2. Chapter 3
introduces contingency tables, and Chapter 4 discusses comparing distributions. Chapter 5
introduces the Normal model and the 68–95–99.7 Rule. The four chapters of Part II then
explore linear relationships among quantitative variables—but here we introduce only the
models and how they help us understand relationships. We leave the inference questions
until later in the book. Part III discusses how data are gathered by survey and experiment.
In Part IV, Chapter 12 introduces basic probability and prepares us for inference.
Naturally, a new approach to teaching inference has led to a reorganization of inference
topics. In Chapter 13 we introduce confidence intervals for proportions as soon as we’ve
reassured students that their intuition about the sampling distribution of proportions is cor-
rect. Chapter 14 formalizes the Central Limit Theorem and introduces Student’s t models.
Chapter 15 is then about testing hypotheses, and Chapter 16 elaborates further, discussing
alpha levels, Type I and Type II errors, power, and effect size. The subsequent chapters in
Part V deal with comparing groups (both with proportions and with means), paired sam-
ples, chi-square, and finally, inferences for regression models (both simple and multiple).
We’ve found that one of the challenges students face is how to know what technique
to use when. In the real world, questions don’t come at the ends of the chapters. So, as
always, we’ve provided summaries at the end of each part along with a series of exercises

xii PREFACE
designed to stretch student understanding. These Part Reviews are a mix of questions
from all the chapters in that part. Finally, we’ve added an extra set of “book-level” review
problems at the end of the book. These ask students to integrate what they’ve learned
from the entire course. The questions range from simple questions about what method to
use in various situations to a more complete data analyses from real data. We hope that
these will provide a useful way for students to organize their understanding at the end of
the course.
Our Approach
We’ve discussed how this book is different, but there are some things we haven’t changed.
Readability. This book doesn’t read like other statistics texts. Our style is both collo-
quial and informative, engaging students to actually read the book to see what it says.
Humor. You will find quips and wry comments throughout the narrative, in margin
notes, and in footnotes.
Informality. Our informal diction doesn’t mean that we treat the subject matter lightly
or informally. We try to be precise and, wherever possible, we offer deeper explana-
tions and justifications than those found in most introductory texts.
Focused lessons. The chapters are shorter than in most other texts so that instructors
and students can focus on one topic at a time.
Consistency. We try to avoid the “do what we say, not what we do” trap. Having taught
the importance of plotting data and checking assumptions and conditions, we model
that behavior through the rest of the book. (Check out the exercises in Chapter 20.)
The need to read. Statistics is a consistent story about how to understand the world
when we have data. The story can’t be told piecemeal. This is a book that needs to
be read, so we’ve tried to make the reading experience enjoyable. Students who start
with the exercises and then search back for a worked example that looks the same but
with different numbers will find that our presentation doesn’t support that approach.
Mathematics
Mathematics can make discussions of statistics concepts, probability, and inference clear
and concise. We don’t shy away from using math where it can clarify without intimidating.
But we know that some students are discouraged by equations, so we always provide a
verbal description and a numerical example as well.
Nor do we slide in the opposite direction and concentrate on calculation. Although
statistics calculations are generally straightforward, they are also usually tedious. And,
more to the point, today, virtually all statistics are calculated with technology. We have
selected the equations that focus on illuminating concepts and methods rather than for
hand calculation. We sometimes give an alternative formula, better suited for hand cal-
culation, for those who find that following the calculation process is a better way to learn
about the result.
Technology and Data

We assume that computers and appropriate software are available—at least for demonstra-
tion purposes. We hope that students have access to computers and statistics software for
their analyses.
We discuss generic computer output at the end of most chapters, but we don’t adopt
any particular statistics software. The Tech Support sections at the ends of chapters offer
guidance for seven common software platforms: Data Desk, Excel, JMP, Minitab, SPSS,

PREFACE xiii
StatCrunch, and R. We also offer some advice for TI-83/84 Plus graphing calculators,
although we hope that those who use them will also have some access to computers and
statistics software.
We don’t limit ourselves to small, artificial data sets, but base most examples and
exercises on real data with a moderate number of cases. Machine-readable versions of the
data are available at the book’s website, pearsonhighered.com/dvb.
Features
Enhancing Understanding
Where Are We Going? Each chapter starts with a paragraph that raises the kinds of
questions we deal with in the chapter. A chapter outline organizes the major topics and
sections.
New! Random Matters. This new feature travels along a progressive path of understand-
ing randomness and our data. The first Random Matters element begins our thinking about
drawing inferences from data. Subsequent Random Matters draw histograms of sample
means, introduce the thinking involved in permutation tests, and encourage judgment
about how likely the observed statistic seems when viewed against the simulated sampling
distribution of the null hypothesis (without, of course, using those terms).
Margin and in-text boxed notes. Throughout each chapter, boxed margin and in-text
notes enhance and enrich the text.
Reality Check. We regularly remind students that statistics is about understanding the
world with data. Results that make no sense are probably wrong, no matter how carefully
we think we did the calculations. Mistakes are often easy to spot with a little thought, so
we ask students to stop for a reality check before interpreting their result.
Notation Alert. Throughout this book, we emphasize the importance of clear communica-
tion, and proper notation is part of the vocabulary of statistics. We’ve found that it helps
students when we are clear about the letters and symbols statisticians use to mean very
specific things, so we’ve included Notation Alerts whenever we introduce a special nota-
tion that students will see again.
Each chapter ends with several elements to help students study and consolidate what
they’ve seen in the chapter.
Connections specifically ties the new topics to those learned in previous chapters.
What Can Go Wrong? sections highlight the most common errors that people make
and the misconceptions they have about statistics. One of our goals is to arm students
with the tools to detect statistical errors and to offer practice in debunking misuses of
statistics, whether intentional or not.
Next, the Chapter Review summarizes the story told by the chapter and provides a
bullet list of the major concepts and principles covered.
A Review of Terms is a glossary of all of the special terms introduced in the chap-
ter. In the text, these are printed in bold and underlined. The Review provides page
references, so students can easily turn back to a full discussion of the term if the brief
definition isn’t sufficient.
The Tech Support section provides the commands in each of the supported statistics
packages that deal with the topic covered by the chapter. These are not full documentation,
but should be enough to get a student started in the right direction.

xiv PREFACE
Learning by Example
Step-by-Step Examples. We have expanded and updated the examples in our innovative
Step-by-Step feature. Each one provides a longer, worked example that guides students
through the process of analyzing a problem. The examples follow our three-step Think,
Show, Tell organization for approaching a statistics task. They are organized with general
explanations of each step on the left and a worked-out solution on the right. The right side
of the grid models what would be an “A” level solution to the problem. Step-by-Steps illus-
trate the importance of thinking about a statistics question (What do we know? What do we
hope to learn? Are the assumptions and conditions satisfied?) and reporting our findings
(the Tell step). The Show step contains the mechanics of calculating results and conveys
our belief that it is only one part of the process. Our emphasis is on statistical thinking, and
the pedagogical result is a better understanding of the concept, not just number crunching.
Examples. As we introduce each important concept, we provide a focused example that
applies it—usually with real, up-to-the-minute data. Many examples carry the discussion
through the chapter, picking up the story and moving it forward as students learn more
about the topic.
Just Checking. Just Checking questions are quick checks throughout the chapter; most
involve very little calculation. These questions encourage students to pause and think about
what they’ve just read. The Just Checking answers are at the end of the exercise sets in
each chapter so students can easily check themselves.
Assessing Understanding
Our Exercises have some special features worth noting. First, you’ll find relatively simple,
focused exercises organized by chapter section. After that come more extensive exercises
that may deal with topics from several parts of the chapter or even from previous chapters
as they combine with the topics of the chapter at hand. All exercises appear in pairs. The
odd-numbered exercises have answers in the back of student texts. Each even-numbered
exercise hits the same topic (although not in exactly the same way) as the previous odd
exercise. But the even-numbered answers are not provided. If a student is stuck on an
even exercise, looking at the previous odd one (and its answer) can often provide the help
needed.
More than 600 of our exercises have a T tag next to them to indicate that the dataset
referenced in the exercise is available electronically. The exercise title or a note provides
the dataset title. Some exercises have a tag to indicate that they call for the student to
generate random samples or use randomization methods such as the bootstrap. Although
we hope students will have access to computers, we provide ample exercises with full
computer output for students to read, interpret, and explain.
We place all the exercises—including section-level exercises—at the end of the chap-
ter. Our writing style is colloquial and encourages reading. We are telling a story about
how to understand the world when you have data. Interrupting that story with exercises
every few pages would encourage a focus on the calculations rather than the concepts.
Part Reviews. The book is partitioned into five conceptual parts; each ends with a Part
Review. The part review discusses the concepts in that part of the text, tying them together
and summarizing the story thus far. Then there are more exercises. These exercises have
the advantage (for study purposes) of not being tied to a chapter, so they lack the hints of
what to do that would come from that identification. That makes them more like potential
exam questions and a good tool for review. Unlike, the chapter exercises, these are not
paired.
Parts I-V Cumulative Review Exercises. A final book-level review section appears after
the Part Review V. Cumulative Review exercises are longer and cover concepts from the
book as a whole.

PREFACE xv
Additional Resources Online

Most of the supporting materials can be found online:
At the book’s website at pearsonhighered.com/dvb
Within the MyStatlab course at www.mystatlab.com
Datasets are also available at dasl.datadesk.com.
Data desk 8 is a statistics program with a graphical interface that is easy to learn and use.
A student version is available at datadesk.com. Click on the Teachers & Students tab at
the top of the page.
New tools that provide interactive versions of the distribution tables at the back of the
book and tools for randomization inference methods such as the bootstrap and for repeated
sampling from larger populations can be found online at astools.datadesk.com.
A01_DEVE0223_05_SE_FM_i-xxviii.indd 15 28/07/17 10:55 AM

T E C H N O LO GY R E S O U R C E S
MyStatLab™ Online Course (access code required)

MyStatLab from Pearson is the world’s leading online resource for teaching and learning
statistics; integrating interactive homework, assessment, and media in a flexible, easy-to-use
format. It is a course management system that delivers proven results in helping individual
students succeed.
MyStatLab can be successfully implemented in any environment—lab-based, hybrid,
fully online, traditional—and demonstrates the quantifiable difference that integrated
usage has on student retention, subsequent success, and overall achievement.
MyStatLab’s comprehensive online gradebook automatically tracks students’ results
on tests, quizzes, homework, and in the study plan. Instructors can use the gradebook
to provide positive feedback or intervene if students have trouble. Gradebook data can
be easily exported to a variety of spreadsheet programs, such as Microsoft Excel.
MyStatLab provides engaging experiences that personalize, stimulate, and measure learning
for each student. In addition to the resources below, each course includes a full interactive
online version of the accompanying textbook.
Personalized Learning: MyStatLab’s personalized homework, and adaptive and
companion study plan features allow your students to work more efficiently, spending
time where they really need to.
Tutorial Exercises with Multimedia Learning Aids: The homework and practice
exercises in MyStatLab align with the exercises in the textbook, and they regener-
ate algorithmically to give students unlimited opportunity for practice and mastery.
Exercises offer immediate helpful feedback, guided solutions, sample problems, ani-
mations, videos, and eText clips for extra help at point-of-use.
Learning Catalytics™: MyStatLab now provides Learning Catalytics—an interac-
tive student response tool that uses students’ smartphones, tablets, or laptops to engage
them in more sophisticated tasks and thinking.
Getting Ready for Statistics: A library of questions now appears within each
MyStatLab course to offer the developmental math topics students need for the course.
These can be assigned as a prerequisite to other assignments.
Conceptual Question Library: A library of 1,000 Conceptual Questions available in
the assignment manager requires students to apply their statistical understanding.
StatTalk Videos: Fun-loving statistician Andrew Vickers takes to the streets of Brooklyn,
NY, to demonstrate important statistical concepts through interesting stories and real-life
events. This series of 24 fun and engaging videos will help students actually understand
statistical concepts. Available with an instructor’s user guide and assessment questions.
StatCrunch™: MyStatLab integrates the web-based statistical software, StatCrunch,
within the online assessment platform so that students can easily analyze data
sets from exercises and the text. In addition, MyStatLab includes access to www
.statcrunch.com, a vibrant online community where users can access tens of thousands
of shared data sets, create and conduct online surveys, perform complex analyses using
the powerful statistical software, and generate compelling reports.
Statistical Software Support and Integration: We make it easy to copy our data
sets, both from the ebook and the MyStatLab questions, into software such as
StatCrunch, Minitab, Excel, and more. Students have access to a variety of support
tools—Tutorial Videos, Technology Study Cards, and Technology Manuals for select
titles—to learn how to effectively use statistical software.
Accessibility: Pearson works continuously to ensure our products are as accessible
as possible to all students. We are working toward achieving WCAG 2.0 Level AA
xvi

TECHNOLOGY RESOURCES xvii
and Section 508 standards, as expressed in the Pearson Guidelines for Accessible
Educational Web Media.
MathXL® for Statistics Online Course (access code required)

Part of the world’s leading collection of online homework, tutorial, and assessment prod-
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MathXL is available to qualified adopters. For more information, visit our website at
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StatCrunch™
StatCrunch is powerful web-based statistical software that allows users to perform com-
plex analyses, share data sets, and generate compelling reports of their data. The vibrant
online community offers tens of thousands shared data sets for students to analyze.
Collect. Users can upload their own data to StatCrunch or search a large library of
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Additional Resources
Minitab® and Minitab Express™ make learning statistics easy and provide students with a
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ISBN-13: 978-0-13-467979-2; ISBN-10: 0-13-467979-2

Resources for Success
MyStatLab® Online Course for Intro Stats, 5e
by Richard D. De Veaux, Paul F. Velleman,
and David E. Bock (access code required)
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Intro Stats, 5th edition is part of De Veaux, instructors to build, edit, print, and administer
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ACKNOWLEDGMENTS
Many people have contributed to this book throughout all of its editions. This edition never
would have seen the light of day without the assistance of the incredible team at Pearson.
Director, Portfolio Management Deirdre Lynch was central to the genesis, development,
and realization of this project from day one. Our Portfolio Manager, Patrick Barbera, has
been invaluable in his support of this edition. Sherry Berg, Content Producer, kept the
cogs from getting into the wheels, where they often wanted to wander. Product Marketing
Manager Emily Ockay and Field Marketing Manager Andrew Noble made sure the
word got out. Justin Billing, Portfolio Management Assistant, Jennifer Myers, Marketing
Assistant, and Erin Rush, Field Marketing Assistant, were essential in managing all of the
behind-the-scenes work. Senior Producer Stephanie Green put together a top-notch media
package for this book. Senior Project Manager Chere Bemelmans of Cenveo Publisher
Services led us expertly through every stage of production. Manufacturing Buyer Carol
Melville, LSC Communications, worked miracles to get this book in your hands.
We would like to draw attention to three people who provided substantial help and sup-
port on this edition. First, to Nick Horton of Amherst College for his in-depth discussions,
guidance, and insights. Nick was invaluable in helping us find the balance between the
poles of Normal-based inference and resampling methods. Second, we would like to thank
Corey Andreasen of Qatar Academy Doha, Doha, Qatar, and Jared Derksen of Rancho
Cucamonga High School for their help with updating the exercises, answers, and data sets.
We’d also like to thank our accuracy checker, Dirk Tempelaar, whose monumental task was
to make sure we said what we thought we were saying.
We extend our sincere thanks for the suggestions and contributions made by the following
reviewers of this edition:
Ann Cannon Sheldon Lee Dirk Tempelaar
Cornell College Viterbo University Maastricht University
Susan Chimiak Pam Omer Carol Weideman
University of Maryland Western New England St. Petersburg College
University
Lynda Hollingsworth Ming Wang
Northwest Missouri State Sarah Quesen University of Kansas
University West Virginia University
Lisa Wellinghoff
Jeff Kollath Karin Reinhold Wright State
Oregon State University SUNY Albany
Cathy Zucco-Teveloff
Cindy Leary Laura Shick Rider University
University of Montana Clemson University
We also extend our sincere thanks for the suggestions and contributions made by the
following reviewers of the previous editions:
Mary Kay Abbey Sanjib Basu Jerry Chen
Montgomery College Northern Illinois University Suffolk County Community
College
Froozan Pourboghnaf Afiat Carl D. Bodenschatz
Community College of University of Pittsburgh Rick Denman
Southern Nevada Southwestern University
Steven Bogart
Mehdi Afiat Shoreline Community College Jeffrey Eldridge
Community College of Edmonds Community
Ann Cannon
Southern Nevada College
Cornell College
Nazanin Azarnia Karen Estes
Robert L. Carson
Santa Fe Community St. Petersburg Junior
Hagerstown Community
College College
College
xx

ACKNOWLEDGMENTS xxi
Richard Friary Michael Kinter Charles C. Okeke

Kim (Robinson) Gilbert Cuesta College Community College of
Clayton College & State Southern Nevada
Kathleen Kone
University
Community College of Pamela Omer
Ken Grace Allegheny County Western New England College
Anoka-Ramsey Community
Michael Lichter Mavis Pararai
College
State University of New York– Indiana University of
Jonathan Graham Buffalo Pennsylvania
University of Montana
Susan Loch Gina Reed
Nancy Heckman University of Minnesota Gainesville College
University of British
Pamela Lockwood Juana Sanchez
Columbia
Western Texas A & M UCLA
James Helreich University
Gerald Schoultz
Marist College
Wei-Yin Loh Grand Valley State University
Susan Herring University of Wisconsin–
Jim Smart
Sonoma State University Madison
Tallahassee Community
Mary R. Hudachek-Buswell Steve Marsden College
Clayton State University Glendale College
Chamont Wang
Patricia Humphrey Catherine Matos The College of New Jersey
Georgia Southern University Clayton College & State
Edward Welsh
University
Becky Hurley Westfield State College
Rockingham Community Elaine McDonald
Heydar Zahedani
College Sonoma State University
California State University,
Debra Ingram Jackie Miller San Marcos
Arkansas State University The Ohio State University
Cathy Zucco-Teveloff
Joseph Kupresanin Hari Mukerjee Rider University
Cecil College Wichita State University
Dottie Walton
Kelly Jackson Helen Noble Cuyahoga Community College
Camden County College San Diego State University
Jay Xu
Martin Jones Monica Oabos Williams College
College of Charleston Santa Barbara City College
Rebecka Jornsten Linda Obeid
Rutgers University Reedley College

I N D E X O F A P P L I C AT I O N S
BE = Boxed Example; E = Exercise; IE = In-Text Example; JC = Just Checking; RM = Random Matters; SBS = Step-by-Step examples;
WCGW = What Could Go Wrong
Accounting Facebook, (BE): 6, (E): 13, 403, 505, 506,

573, (IE): 2, 393, 423–424, (JC): 484,
E-Commerce
Troubleshooting, (E): 341 (SBS): 394 Online Shopping, (E): 13, 188, 225
Ferrari World, (BE): 105 Profits, (E): 361
Advertising Ford Motor Company, (E): 14
Fukushima Daiichi Nuclear Power Plant,
Appliance Sales, (E): 301 (BE): 24–25 Economics
Cell Phones, (JC): 421–422 GfK Roper, (E): 339, 576 Cost of Living, (BE): 165–166, 172, 175,
Direct Mail, (E): 439 GlaxoSmithKline (GSK), (BE): 518, 522 (E): 114, 121, 228
Endorsements, (E): 537 Google, (BE): 6 Crowdedness, (E): 271, 272
Political Ads, (E): 501, 502 Guinness Company, (IE): 445–446 GDP, (E): 272, 273
Radio Advertising, (E): 529 Lowe’s, (IE): 242 Gross Domestic Product, (E): 190–191
Sexual Images in Advertising, (E): 603, 608 Mayo Clinic, (IE): 410 Human Development Index (HDI), (E): 264
Super Bowl Commercials, (E): 362, 504 Nabisco Company, (E): 469 Income, (JC): 37
Television Advertising, (E): 581 OkCupid, (IE): 64, 65–66, 78 Income and Housing Costs, (E): 191
Preusser Group, (IE): 507 Inflation, (E): 270
Agriculture Rolls-Royce, (IE): 247 Labor Force, (E): 86
SmartWool, (BE): 474, (IE): 475–476 Labor Force Participation Rate, (E): 603
Chicken Feed, (E): 602–603 Summit Projects, (BE): 474 Market Segments, (E): 261
Egg Production, (E): 153, 602–603 Twitter, (IE): 393, (SBS): 394 Occupy Wall Street Movement, (E): 538
Insect Control, (E): 365, (JC): 623 White Star Line, (IE): 34 Prices, (JC): 250
Livestock, (E): 463, 535, 609
United Nations Development Programme
Potatoes, (E): 437
Seed Viability, (E): 503 Consumers (UNDP), (E): 264
Vineyards, (E): 15, 118, 308, 371 Assembly Time, (E): 162
Consumer Price Index, (BE): 29–30 Education
Banking Credit Card Expenditures, (BE): 30, 35, 38
Academic Performance, (IE): 343–344
Pet Ownership, (E): 403
Credit Cards, (BE): 429, (E): 156, 261, 435, Admissions/Placement, (BE): 80–81,
Purchases, (IE): 551, (SBS): 556–558
436, 438, 464, 634, (JC): 493 (E): 93, 147, 404
Shoes, (E): 147, 464
Customer Age, (E): 634 Attainment by Age Group, (E): 640
Tipping, (E): 313, 361, 369, 462
Loans, (E): 528 Cheating, (E): 536
Wardrobe, (E): 402
Online Banking, (E): 403 College Attendance Rates, (E): 501
Website, (E): 530 College Retention rates, (E): 439, 440
Demographics College Value, (E): 85–86, 93
Core Plus Mathematics Project (CPMP),
Business (General) Age of Couples, (IE): 592, 595
(E): 577
Deaths, (E): 116
Assets and Sales, (E): 316–317 Cornell University, (IE): 355
Egyptian Body Structure, (E): 579
CEO Compensation, (BE): 130–131, (E): Cost of Higher Education, (E): 607, 684
Foreign-Born Citizens, (E): 572
151–152, 464, 467, 468, (IE): 105–106, Cramming, (E): 156, 310
Marital Status/Age, (BE): 103, 238–239,
443–444, (WCGW): 142–143 Dartmouth College, (E): 464
(E): 52, 116, 263, 267, 268, 269, 435,
Employee Injuries, (E): 437 Earnings of College Graduates, (E): 672,
501, 535, 676, 677
Profits, (E): 316, 361 673, 674
Population, (E): 60, 62, 115, (IE): 176–177,
Women Executives, (E): 503 Educational Testing Service (ETS), (JC): 127
(JC): 250, 450–451, 453
Women-Owned Firms, (E): 535, 537 Employment of College Students, (IE): 492
Poverty, (E): 87
Grade Levels, (E): 13
Race/Ethnicity, (E): 151, 501
Grades/Scores/GPA, (BE): 392, 658, (E):
Company Names U.S. Census, (E): 501
58, 61, 62, 117, 118, 119, 146, 147, 148,
Allstate Insurance Company, (E): 468 149, 150, 152, 225, 226, 262, 266, 301,
Amazon, (BE): 4, (E): 13, (IE): 2, 3, 4, 5, 6 Distribution and 303, 304, 305, 308, 310, 314, 340, 361,
AT&T, (BE): 5 364, 365, 436, 462, 468, 500, 501, 504,
Bentley, (IE): 247 Operations Management 534, 537, 639, 640, 681–682, (IE): 135,
Cleveland Casting Plant, (E): 14 Delivery Services and Times, (E): 93 447, (JC): 125, 127, 153, 172–173, 195,
Daimler AG, (IE): 247 Shipments, (E): 147 (SBS): 128, 131–132, 136, 137
xxii

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people’s bad treatment of us, and that she must prevent her Traders
from killing us with their measles, and from telling us lies to make us
do bad conduct to Missi! If they come to us and talk as before, our
hearts are very dark and may again lead us to bad conduct to Missi.”
After this little parley, the Commodore invited us all on board,
along with the Chiefs. They saw about three hundred brave marines
ranked up on deck, and heard a great cannon discharged. For all
such efforts to impress them and open their eyes, I felt profoundly
grateful; but too clearly I knew and saw that only the grace of God
could lastingly change them!
They were soon back to their old arguments, and were heard
saying to one another, “If no punishment is inflicted on the
Erromangans for murdering the Missi there, we fear the bad conduct
of the Tannese will continue.”
No punishment was inflicted at Erromanga, and the Tannese were
soon as bold and wicked as ever. For instance, while the Man-of-war
lay in the Harbour, Nowar kept himself closely concealed; but no
sooner had she sailed than the cowardly fellow came out, laughing at
the others, and protesting that he was under no promise and was free
to act as he pleased! Yet in the hour of danger he generally proved to
be our friend; such was his vacillating character. Nor was Miaki very
seriously impressed. Mr. Mathieson shortly thereafter sent his boat
round to me, being again short of European food. On his crew
leaving her to deliver their message to me, some of Miaki’s men at
once jumped into the boat and started off round the island in search
of kava. I went to Miaki, to ask that the boat might be brought back
soon, but on seeing me he ran for his club and aimed to strike me. I
managed to seize it, and to hold on, pleading with God and talking
with Miaki, till by the interference of some friendly Natives his wrath
was assuaged a little. Returning home, I sent food overland to keep
them going till the boat returned, which she did in about eight days.
Thus light and shadow pursued each other, the light brightening for
a moment, but upon the whole the shadows deepening.
CHAPTER X.
FAREWELL SCENES.
The War Fever.—Forced to the War Council.—A Truce among the

Chiefs.—Chiefs and People.—The Kiss of Judas.—The Death of
Ian.—The Quivering Knife.—A War of Revenge.—In the Thick
of the Battle.—Tender Mercies of the Wicked.—Escape for Life.
—The Loss of All.—Under the Tomahawk.—Jehovah is
Hearing.—The Host Turned Back.—The War against
Manuman.—Traps Laid.—House Broken Up.—War against our
Friends.—A Treacherous Murderer.—On the Chestnut Tree.—
Bargaining for Life.—Five Hours in a Canoe.—Kneeling on the
Sands.—Faimungo’s Farewell.—“Follow! Follow!”—A Race for
Life.—Ringed Round with Death.—Faint yet Pursuing.—Out of
the Lion’s Jaws.—Brothers in Distress.—Intervening Events.—
A Cannibal’s Taste.—Pillars of Cloud and of Fire.—Passing by
on the other Side.—Kapuku and the Idol Gods.—A Devil Chief.
—In Perils Oft.—Through Fire and Water.—“Sail O! Sail O!”—
Let Me Die.—In Perils on the Sea.—Tannese Visitors.—The
Devil Chief of Tanna.—Speckled and Spotted.—Their Desired
Haven.—“I am Left Alone.”—My Earthly All.—Eternal Hope.—
Australia to the Rescue.—For my Brethren’s Sake.—A New
Holy League.—The Uses of Adversity.—The Arm-Chair Critics
Again.—Concluding Note.—Prospectus of Part Second.
A time of great excitement amongst the Natives now prevailed. War,

war, nothing but war was spoken of! Preparations for war were being
made in all the villages far and near. Fear sat on every face, and
armed bands kept watching each other, as if uncertain where the war
was to begin or by whom. All work was suspended, and that war
spirit was let loose which rouses the worst passions of human nature.
Again we found ourselves the centre of conflict, one party set for
killing us or driving us away; the other wishing to retain us, while all
old bitter grievances were also dragged into their speeches.
Miaki and Nouka said, “If you will keep Missi and his Worship,
take him with you to your own land, for we will not have him to live
at the Harbour.”
Ian, the great Inland Chief, rose in wrath and said, “On whose land
does the Missi live, yours or ours? Who fight against the Worship
and all good, who are the thieves and murderers, who tell the lies,
you or we? We wish peace, but you will have war. We like Missi and
the Worship, but you hate them and say, ‘Take him to your own
land!’ It is our land on which he now lives; it is his own land which he
bought from you, but which our fathers sold Missi Turner long ago.
The land was not yours to sell; it was really ours. Your fathers stole it
from us long ago by war; but we would not have asked it back, had
you not asked us to take Missi away. Now we will defend him on it,
and he will teach us and our people in our own land!”
So meeting after meeting broke into fiery speech, and separated
with many threats.
To the next great meeting I was invited, but did not go, contenting
myself with a message pleading that they should live at peace and on
no account go to war with each other. But Ian himself came for me.
I said, “Ian, I have told you my whole heart. Go not to that
meeting. I will rather leave the island or die, than see you going to
war about me!”
He answered, “Missi, come with me, come now!”
I replied, “Ian, you are surely not taking me away to kill me? If you
are, my God will punish it.”
His only reply was, “Follow me, follow me quickly.”
I felt constrained to go.
He strode on before me till we reached the great village of his
ancestors. His followers, armed largely with muskets as well as
native weapons, filled one half the Village Square or dancing ground.
Miaki, Nouka, and their whole party sat in manifest terror upon the
other half. Marching into the centre, he stood with me by his side,
and proudly looking round, exclaimed,—
“Missi, these are my men and your friends! We are met to defend
you and the Worship.” Then pointing across to the other side, he
cried aloud, “These are your enemies and ours! The enemies of the
Worship, the disturbers of the peace on Tanna! Missi, say the word,
and the muskets of my men will sweep all opposition away, and the
Worship will spread and we will all be strong for it on Tanna. We will
not shoot without your leave; but if you refuse they will kill you and
persecute us and our children, and banish Jehovah’s Worship from
our land.”
I said, “I love all of you alike. I am here to teach you how to turn
away from all wickedness, to worship and serve Jehovah, and to live
in peace. How can I approve of any person being killed for me or for
the Worship? My God would be angry at me and punish me, if I did!”
He replied, “Then, Missi, you will be murdered and the Worship
destroyed.”
I then stood forth in the middle before them all and cried, “You
may shoot or murder me, but I am your best friend. I am not afraid
to die. You will only send me the sooner to my Jehovah God, whom I
love and serve, and to my dear Saviour Jesus Christ, who died for me
and for you, and who sent me here to tell you all His love. If you will
only love and serve Him and give up your bad conduct, you will be
happy. But if you kill me, His messenger, rest assured that He will in
His own time and way punish you. This is my word to you all; my
love to you all!”
So saying, I turned to leave; and Ian strode sullenly away and
stood at the head of his men, crying,—
“Missi, they will kill you! they will kill us, and you will be to
blame!”
Miaki and Nouka, full of deceit, now cried out,—
“Missi’s word is good! Let us all obey it. Let us all worship.”
An old man, Sirawia, one of Ian’s under-chiefs, then said,—
“Miaki and Nouka say that the land on which Missi lives was
theirs; though they sold it to him, and he has paid them for it, they
all know that it was ours, and is yet ours by right; but if they let Missi
live on it in peace, we will all live at peace, and worship Jehovah. And
if not, we will surely claim it again.”
Miaki and his party hereon went off to their plantations, and
brought a large present of food to Ian and his men as a peace-
offering. This they accepted; and the next day Ian and his men
brought Miaki a return present and said,—
“You know that Missi lives on our land? Take our present, be
friends, and let him live quietly and teach us all. Yesterday you said
his word was good, obey it now, else we will punish you and defend
the Missi.”
Miaki accepted the token, and gave good promises for the future.
Ian then came to the hill-top near our house, by which passed the
public path, and cried aloud in the hearing of all,—
“Abraham, tell Missi that you and he now live on our land. This
path is the march betwixt Miaki and us. We have this day bought
back the land of our fathers by a great price to prevent war. Take of
our bread-fruits and also of our cocoa-nuts what you require, for you
are our friends and living on our land, and we will protect you and
the Worship!”
For some time things moved on quietly after this. An inland war,
however, had continued for months. As many as ten men, they said,
were sometimes killed in one day and feasted on by the warriors.
Thousands had been thereby forced down from the mountains, and
sought protection under Ian and his people. All the people claiming
connection with his Tribe were called Naraimini; the people in the
Volcano district were called the Kaserumini; and the Harbour Tribes
were the Watarenmini; and so on all over the island. In such
divisions, there might be from two to twenty Chiefs and Villages
under one leader, and these stood by each other for purposes
defensive and offensive. Now Nouka and Miaki had been frustrated
in all their plans to get the Inland and the Harbour people involved
in the war, as their own followers were opposed to it. In violation of
his promises, however, Nouka invited all the men who wished to go
to the war to meet him one morning, and only one appeared! Nouka,
in great wrath, marched off to the war himself, but, as no one
followed, he grew faint-hearted, and returned to his own village. On
another morning, Miaki summoned all his fighting men; but only his
own brother and six lads could be induced to accompany him, and
with these he started off. But the enemy, hearing of his coming, had
killed two of his principal allies the night before, and Miaki, learning
this, turned and fled to his own house, and was secretly laughed at by
his tribe.
Next day, Nouka came to me professing great friendship and
pleading with me to accompany him and Miaki to talk with the
Kaserumini, and persuade them to give up the war. He was annoyed
and disappointed when I refused to go. Nowar and others informed
me, two days thereafter, that three persons had died in that district,
that others were sick, and that the Heathen there had resolved to kill
me in revenge as the cause of all. As Nouka’s wife was one of the
victims, this scheme was concocted to entrap me. I was warned on no
account to leave my house at night for a considerable time, but to
keep it locked up and to let no one in after dark. The same two men
from that district who had tried to kill Mr. Johnston and me, were
again appointed and were watching for Abraham and me, lurking
about in the evenings for that purpose. Again I saw how the Lord had
preserved me from Miaki and Nouka! Truly all are safe who are in
God’s keeping; and nothing can befall them, except for their real
good and the glory of their Lord.
Chafed at the upsetting of all their plans and full of revenge, Nouka
and Miaki and their allies declared publicly that they were now going
to kill Ian by sorcery, i.e., by Nahak, more feared by the poor
Tannese than the field of battle. Nothing but the grace of God and
the enlightenment of His Spirit through the Scriptures, has ever
raised these Natives above that paralyzing superstition. But, thank
God, there are now, while I write this (1887), about twelve thousand
in the New Hebrides who have been thus enlightened and lifted out
of their terrors, for the Gospel is still, as of old, the power of God
unto salvation! Strange to say, Ian became sick shortly after the
Sacred Men had made the declaration about their Nahak-sorcery. I
attended him, and for a time he recovered, and appeared very
grateful. But he soon fell sick again. I sent him and the Chief next
under him a blanket each; I also gave shirts and calico to a number of
his leading men. They wore them and seemed grateful and pleased.
Ian, however, gradually sank and got worse. He had every symptom
of being poisoned, a thing easily accomplished, as they know and use
many deadly poisons. His sufferings were very great, which
prevented me from ascribing his collapse to mere superstitious
terror. I did all that could be done; but all thought him dying, and of
course by sorcery. His people were angry at me for not consenting
before to their shooting of Miaki; and Miaki’s people were now
rejoicing that Ian was being killed by Nahak.
One night, his brother and a party came for me to go and see Ian,
but I declined to go till the morning for fear of the fever and ague. On
reaching his village, I saw many people about, and feared that I had
been led into a snare; but I at once entered into his house to talk and
pray with him, as he appeared to be dying. After prayer, I discovered
that I was left alone with him, and that all the people had retired
from the village; and I knew that, according to their custom, this
meant mischief. Ian said,—
“SUDDENLY HE DREW ... A LARGE BUTCHER-LIKE KNIFE.”
“Come near me, and sit by my bedside to talk with me, Missi.”
I did so, and while speaking to him he lay as if lost in a swoon of
silent meditation. Suddenly he drew from the sugar-cane leaf thatch
close to his bed, a large butcher-like knife, and instantly feeling the
edge of it with his other hand, he pointed it to within a few inches of
my heart and held it quivering there, all a-tremble with excitement. I
durst neither move nor speak, except that my heart kept praying to
the Lord to spare me, or if my time was come to take me home to
Glory with Himself. There passed a few moments of awful suspense.
My sight went and came. Not a word had been spoken, except to
Jesus; and then Ian wheeled the knife around, thrust it into the
sugar-cane leaf, and cried to me,—
“Go, go quickly!”
Next moment I was on the road. Not a living soul was to be seen
about the village. I understood then that it had been agreed that Ian
was to kill me, and that they had all withdrawn so as not to witness
it, so that when the Man-of-war came to inquire about me Ian would
be dead, and no punishment could overtake the murderer. I walked
quietly till quite free of the village, lest some hid in their houses
might observe me. Thereafter, fearing that they, finding I had
escaped, might overtake and murder me, I ran for my life a weary
four miles till I reached the Mission House, faint, yet praising God
for such a deliverance. Poor Ian died soon after, and his people
strangled one of his wives and hanged another, and took out the
three bodies together in a canoe and sank them in the sea.
Miaki was jubilant over having killed his enemy by Nahak; but the
Inland people now assembled in thousands to help Sirawia and his
brother to avenge that death on Miaki, Nouka and Karewick. These,
on the other hand, boasted that they would kill all their enemies by
Nahak-sorcery, and would call up a hurricane to destroy their
houses, fruit trees, and plantations. Miaki and a number of his men
also came to the Mission House; but, observing his sullen
countenance, I asked kindly after his wife who was about to be
confined, and gave a blanket, a piece of calico, and a bit of soap as a
present for the baby. He seemed greatly pleased, whispered
something to his men, and peaceably withdrew. Immediately after
Miaki’s threat about bringing a storm, one of their great hurricanes
actually smote that side of the island and laid everything waste. His
enemies were greatly enraged, and many of the injured people united
with them in demanding revenge on Miaki. Hitherto I had done
everything in my power to prevent war, but now it seemed inevitable,
and both parties sent word that if Abraham and I kept to the Mission
House no one would harm us. We had little faith in any of their
promises, but there was no alternative for us.
On the following Saturday, 18th January, 1862, the war began.
Musket after musket was discharged quite near us, and the bush all
round rang with the yell of their war-cry, which if once heard will
never be forgotten. It came nearer and nearer, for Miaki fled, and his
people took shelter behind and around our house. We were placed in
the heart of danger, and the balls flew thick all around us. In the
afternoon Ian’s brother and his party retired, and Miaki quickly sent
messengers and presents to the Inikahimini and Kaserumini
districts, to assemble all their people and help him “to fight Missi
and the Tannese who were friends of the Worship.” He said,—
“Let us cook his body and Abraham’s, and distribute them to every
village on this side of the island!”
Yet all the while Miaki assured me that he had sent a friendly
message. The war went on, and poor Nowar the Chief protected us,
till he had a spear broken into his right knee. The enemy would have
carried him off to feast on his body; but his young men, shouting
wildly his name and battle-cry, rushed in with great impetuosity and
carried their wounded Chief home in triumph. The Inland people
now discharged muskets at my house and beat against the walls with
their clubs. They smashed in the door and window of our store-room,
broke open boxes and casks, tore my books to pieces and scattered
them about, and carried off everything for which they cared,
including my boat, mast, oars, and sails. They broke into Abraham’s
house and plundered it; after which they made a rush at the
bedroom, into which we were locked, firing muskets, yelling, and
trying to break it in. A Chief, professing to be sorry for us called me
to the window, but on seeing me he sent a tomahawk through it,
crying,—
“Come on, let us kill him now!”
I replied, “My Jehovah God will punish you; a Man-of-war will
come and punish you, if you kill Abraham, his wife, or me.”
He retorted, “It’s all lies about a Man-of-war! They did not punish
the Erromangans. They are afraid of us. Come on, let us kill them!”
He raised his tomahawk and aimed to strike my forehead, many
muskets were uplifted as if to shoot, so I raised a revolver in my right
hand and pointed it at them. The Rev. Joseph Copeland had left it
with me on a former visit. I did not wish it, but he insisted upon
leaving it, saying that the very knowledge that I had such a weapon
might save my life. Truly, on this occasion it did so. Though it was
harmless, they fell back quickly. My immediate assailant dropped to
the ground, crying,—
“Missi has got a short musket! He will shoot you all!”
After lying flat on the ground for a little, they all got up and ran to
the nearest bush, where they continued yelling about and showing
their muskets. Towards nightfall they left, loaded with the plunder of
the store and of Abraham’s house. So God once more graciously
protected us from falling into their cruel hands.
In the evening, after they left, I went to Miaki and Nouka. They
professed great sorrow at what had taken place, and pretended to
have given them a present of food not to do us further injury. But
Nowar informed us that, on the contrary, they had hired them to
return and kill us next morning and plunder everything on the
Mission premises. Miaki, with a sneer, said,—
“Missi, where was Jehovah to-day? There was no Jehovah to-day
to protect you. It’s all lies about Jehovah. They will come and kill
you, and Abraham, and his wife, and cut your bodies into pieces to be
cooked and eaten in every village upon Tanna.”
I said, “Surely, when you had planned all this, and brought them to
kill us and steal all our property, Jehovah did protect us, or we would
not have been here!”
He replied, “There was no Jehovah to-day! We have no fear of any
Man-of-war. They dare not punish us. They durst not punish the
Erromangans for murdering the Gordons. They will talk to us and
say we must not do so again, and give us a present. That is all. We
fear nothing. The talk of all Tanna is that we will kill you and seize all
your property to-morrow.”
I warned him that the punishment of a Man-of-war can only reach
the body and the land, but that Jehovah’s punishment reached both
body and soul in Time and in Eternity.
He replied: “Who fears Jehovah? He was not here to protect you
to-day!”
“Yes,” I said, “my Jehovah God is here now. He hears all we say,
sees all we do, and will punish the wicked and protect His own
people.”
After this, a number of the people sat down around me, and I
prayed with them. But I left with a very heavy heart, feeling that
Miaki was evidently bent on our destruction.
I sent Abraham to consult Nowar, who had defended us till
disabled by a spear in the right knee. He sent a canoe by Abraham,
advising me to take some of my goods in it to his house by night, and
he would try to protect them and us. The risk was so great, we could
only take a very little. Enemies were on every hand to cut off our
flight, and Miaki, the worst of all, whose village had to be passed in
going to Nowar’s. In the darkness of the Mission House, we durst not
light a candle for fear of some one seeing and shooting us. Not one of
Nowar’s men durst come to help us. But in the end it made no
difference, for Nowar and his men kept what was taken there as their
portion of the plunder. Abraham, his wife, and I waited anxiously for
the morning light. Miaki, the false and cruel, came to assure us that
the Heathen would not return that day. Yet, as daylight came in,
Miaki himself stood and blew a great conch not far from our house. I
ran out to see why this trumpet-shell had been blown, and found it
was the signal for a great company of howling armed savages to rush
down the hill on the other side of the bay and make straight for the
Mission House. We had not a moment to lose. To have remained
would have been certain death to us all, and also to Matthew, a
Teacher just arrived from Mr. Mathieson’s Station. Though I am by
conviction a strong Calvinist, I am no Fatalist. I held on while one
gleam of hope remained. Escape for life was now the only path of
duty. I called the Teachers, locked the door, and made quickly for
Nowar’s village. There was not a moment left to carry anything with
us. In the issue, Abraham, his wife, and I lost all our earthly goods,
and all our clothing except what we had on. My Bible, the few
translations which I had made into Tannese, and a light pair of
blankets I carried with me.
To me the loss was bitter, but as God had so ordered it, I tried to
bow with resignation. All my deceased wife’s costly outfit, her piano,
silver, cutlery, books, etc., with which her dear parents had provided
her, besides all that I had in the world; also a box worth £56, lately
arrived, full of men’s clothing and medicine, the gift of my dear
friends, Samuel Wilson, Esq., and Mrs. Wilson, of Geelong. The
Sandal-wood Traders bought all the stolen property for tobacco,
powder, balls, caps, and shot. One Trader gathered together a
number of my books in a sadly torn and wasted condition and took
them to Aneityum, demanding £10 from Dr. Geddie for his trouble.
He had to pay him £7 10s., which I repaid to him on my second
return to the Islands. This, by way of digression, only to show how
white and black Heathenism meet together.
Let us return to the morning of our flight. We could not take the
usual path along the beach, for there our enemies would have quickly
overtaken us. We entered the bush in the hope of getting away
unobserved. But a cousin of Miaki, evidently secreted to watch us,
sprang from behind a bread-fruit tree, and swinging his tomahawk,
aimed it at my brow with a fiendish look. Avoiding it, I turned upon
him and said in a firm bold voice,—
“If you dare to strike me, my Jehovah God will punish you. He is
here to defend me now!”
The man, trembling, looked all round as if to see the God who was
my defender, and the tomahawk gradually lowered at his side. With
my eye fixed upon him, I gradually moved backwards in the track of
the Teachers, and God mercifully restrained him from following me.
On reaching Nowar’s village unobserved, we found the people
terror-stricken, crying, rushing about in despair at such a host of
armed savages approaching. I urged them to ply their axes, cut down
trees, and blockade the path. For a little they wrought vigorously at
this; but when, so far as eye could reach, they saw the shore covered
with armed men rushing on towards their village, they were
overwhelmed with fear, they threw away their axes and weapons of
war, they cast themselves headlong on the ground, and they knocked
themselves against the trees as if to court death before it came. They
cried,—
“Missi, it’s of no use! We will all be killed and eaten to-day! See
what a host are coming against us.”
Mothers snatched up little children and ran to hide in the bush.
Others waded as far as they could into the sea with them, holding
their heads above the water. The whole village collapsed in a
condition of indescribable terror. Nowar, lame with his wounded
knee, got a canoe turned upside-down and sat upon it where he could
see the whole approaching multitude. He said,—
“Missi, sit down beside me, and pray to our Jehovah God, for if He
does not send deliverance now, we are all dead men. They will kill us
all on your account, and that quickly. Pray, and I will watch!”
They had gone to the Mission House and broken in the door, and
finding that we had escaped, they rushed on to Nowar’s village. For,
as they began to plunder the bedroom, Nouka said,—
“Leave everything. Missi will come back for his valuable things at
night, and then we will get them and him also!”
So he nailed up the door, and they all marched for Nowar’s. We
prayed as one can only pray when in the jaws of death and on the
brink of Eternity. We felt that God was near, and omnipotent to do
what seemed best in His sight. When the savages were about three
hundred yards off, at the foot of a hill leading up to the village,
Nowar touched my knee, saying,—
“Missi, Jehovah is hearing! They are all standing still.”
Had they come on they would have met with no opposition, for the
people were scattered in terror. On gazing shorewards, and round
the Harbour, as far as we could see, was a dense host of warriors, but
all were standing still, and apparently absolute silence prevailed. We
saw a messenger or herald running along the approaching multitude,
delivering some tidings as he passed, and then disappearing in the
bush. To our amazement, the host began to turn, and slowly marched
back in great silence, and entered the remote bush at the head of the
Harbour. Nowar and his people were in ecstasies, crying out,—
“Jehovah has heard Missi’s prayer! Jehovah has protected us and
turned them away back.”
We were on that day His trusting and defenceless children; would
you not, had you been one of our circle, have joined with us in
praising the Lord God for deliverance from the jaws of death? I know
not why they turned back; but I have no doubt it was the doing of
God to save our lives.
We learned that they all assembled in a cleared part of the bush
and there held a great wrangling palaver. Nouka and Miaki advised
them first to fight Manuman and his people. They said,—
“His brother, the Sacred Man Kanini, killed Ian by Nahak. He is a
friend of Missi and of the Worship. He also sent the hurricane to
destroy us. They have plenty of yams and pigs. Let us fight and
plunder them, and when they are out of the way, we will be strong to
destroy Missi and the Worship.”
On this the whole mass went and attacked Manuman’s first village,
where they murdered two of his men, two women, and two children.
The inhabitants fled, and all the sick, the feeble, and the children
who fell into their hands were reported to us to be murdered, cooked,
and eaten. Led on by Miaki, they plundered and burned seven
villages.
About mid-day, Nouka and Miaki sent their cousin Jonas, who had
always been friendly to me, to say that I might return to my house in
safety, as they were now carrying the war inland. Jonas had spent
some years on Samoa, and been much with Traders in Sydney, and
spoke English well; but we felt they were deceiving us. That night,
Abraham ventured to creep near the Mission House, to test whether
we might return, and save some valuable things, and get a change of
clothing. The house appeared to stand as when they nailed up the
door. But a large party of Miaki’s allies at once enclosed Abraham,
and, after asking many questions about me, they let him go since I
was not there. Had I gone there, they would certainly that night have
killed me. Again, at midnight, Abraham and his wife and Matthew
went to the Mission House, and found Nouka, Miaki, and Karewick
near by, concealed in the bush among the reeds. Once more they
enclosed them, thinking I was there too, but Nouka, finding that I
was not, cried out,—
“Don’t kill them just now! Wait till Missi comes.”
Hearing this, Matthew slipped into the bush and escaped.
Abraham’s wife waded into the sea, and they allowed her to get away.
Abraham was allowed to go to the Mission House, but he too crept
into the bush, and after an anxious waiting they all came back to me
in safety. We now gave up all hope of recovering anything from the
house.
Towards morning, when Miaki and his men saw that I was not
coming back to deliver myself into their hands, they broke up my
house and stole all they could carry away. They tore my books, and
scattered them about. They took away the type of my printing-press,
to be made into bullets for their muskets. For similar uses they
melted down the zinc lining of my boxes, and everything else that
could be melted. What they could not take away, they destroyed. I lay
on the ground all night, concealed in an outhouse of Nowar’s, but it
was a sleepless and anxious night, not only to me and my
Aneityumese, but also to Nowar and his people.
Next day, the attack was renewed by the three Chiefs on the
district of my dear friend Manuman. His people fled; the villages
were burned; all who came in their way were killed, and all food and
property carried away. At night they returned to keep watch over
Nowar and me. When darkness was setting in, Miaki sent for me to
go and speak with him, but Nowar and the Aneityumese were all so
opposed to it that I did not go. Messages were sent to Nowar,
threatening to kill him and his people for protecting me, and great
excitement prevailed.
Another incident added horror to the memories of this day. A
savage from Erromanga, living with Nowar, had gone to the war that
day. He got near a village unobserved, climbed into a tree, and
remained there watching. After mid-day, Kamkali, a true friend of
mine, the Chief of his village, came home wearied from the war, got
his blanket, stealthily crept into a quiet place in the bush, rolled
himself up, and lay down to sleep; for, according to their custom, the
leading warriors in times of conflict seldom sleep in their own
houses, and seldom twice in the same place even in the bush, for fear
of personal danger. The Erromangan, having watched till he was
sound asleep, crept to where he lay, raised his club and smashed in
his skull. He told, when he came home, how the blood ran from nose,
mouth, and ears, with a gurgling sound in his throat, and after a few
convulsive struggles all was over! And the people around Nowar
praised him for his deed. Cocoa-nuts were brought for him to drink,
and food was presented before him in large quantities, as to one who
had done something noble. For safety, he was put into the same
house where I had to sit, and even Nowar honoured him. I watched
for the workings of a natural man’s conscience under the guilt of
murder. When left alone, he shook every now and then with
agitation, and started round with a terrified gaze. He looked the
picture of a man who felt that he had done to his neighbour what he
would not have liked another to do to him. I wonder if that
consciousness ever dies out, in the lowest and worst, that last voice of
God in the soul?
That very night, Nowar declared that I must leave his village before
morning, else he and his people would be killed for protecting me.
He advised me, as the sea was good, to try for Mr. Mathieson’s
Station; but he objected to my taking away any of my property—he
would soon follow with it himself! But how to sail? Miaki had stolen
my boat, mast, sails, and oars, as also an excellent canoe made for
me and paid for by me on Aneityum; and he had threatened to shoot
any person that assisted me to launch either the one or the other.
The danger, however, was so great that Nowar said,—
“You cannot remain longer in my house! My son will guide you to
the large chestnut tree in my plantation in the bush. Climb up into it,
and remain there till the moon rises.”
Being entirely at the mercy of such doubtful and vacillating
friends, I, though perplexed, felt it best to obey. I climbed into the
tree, and was left there alone in the bush. The hours I spent there live
all before me as if it were but of yesterday. I heard the frequent
discharging of muskets, and the yells of the savages. Yet I sat there
among the branches, as safe in the arms of Jesus! Never, in all my
sorrows, did my Lord draw nearer to me, and speak more soothingly
in my soul, than when the moonlight flickered among these chestnut
leaves, and the night air played on my throbbing brow, as I told all
my heart to Jesus. Alone, yet not alone! If it be to glorify my God, I
will not grudge to spend many nights alone in such a tree, to feel
again my Saviour’s spiritual presence, to enjoy His consoling
fellowship. If thus thrown back upon your own soul, alone, all, all
alone, in the midnight, in the bush, in the very embrace of death
itself, have you a Friend that will not fail you then?
Gladly would I have lingered there for one night of comparative
peace! But, about midnight, Nowar sent his son to call me down from
the tree, and to guide me to the shore where he himself was, as it was
now time to take to sea in the canoe. Pleading for my Lord’s
continuing presence, I had to obey. My life and the lives of my
Aneityumese now hung upon a very slender thread, and was almost
equally at risk from our friends so-called, and from our enemies. Had
I been a stranger to Jesus and to prayer, my reason would verily have
given way, but my comfort and joy sprang up out of these: “I will
never leave thee, nor forsake thee; lo, I am with you alway!” Pleading
these promises, I followed my guide. We reached the beach, just
inside the Harbour, at a beautiful white sandy bay on Nowar’s
ground, from which our canoe was to start. A good number of the
Natives had assembled there to see us off. Arkurat, having got a large
roll of calico from me for the loan of his canoe, hid it away, and then
refused the canoe, saying that if he had to escape with his family he
would require it. He demanded, for the loan of his canoe, an axe, a
sail for his canoe, and a pair of blankets. As Karis had the axe and
another had the quilt, I gave the quilt to him for a sail, and the axe
and blankets for the canoe. In fact, these few relics of our earthly all
at Nowar’s were coveted by the savages and endangered our lives,
and it was as well to get rid of them altogether. He cruelly proposed a
small canoe for two; but I had hired the canoe for five, and insisted
upon getting it, as he had been well paid for it. As he only laughed
and mocked us, I prepared to start and travel overland to Mr.
Mathieson’s Station. He then said,—
“My wrath is over! You may take it and go.”
We launched it, but now he refused to let us go till daylight. He
had always been one of my best friends, but now appeared bent on a
quarrel, so I had to exercise much patience with him and them.
Having launched it, he said I had hired the canoe but not the
paddles. I protested,—
“Surely you know we hired the paddles too. What could we do
without paddles?”
But Arkurat lay down and pretended to have fallen asleep, snoring
on the sand, and could not be awaked. I appealed to Nowar, who only
said—
“That is his conduct, Missi, our conduct!”
I replied, “As he has got the blankets which I saved to keep me
from ague and fever, and I have nothing left now but the clothes I
have on, surely you will give me paddles.”
Nowar gave me one. Returning to the village, friends gave me one
each till I got other three. Now Arkurat started up, and refused to let
us go. A Chief and one of his men, who lived on the other side of the
island near to where we were going, and who was hired by me to go
with us and help in paddling the canoe, drew back also and refused
to go. Again I offered to leave the canoe, and walk overland if
possible, when Faimungo, the Chief who had refused to go with us,
came forward and said,—
“Missi, they are all deceiving you! The sea is so rough, you cannot
go by it; and if you should get round the weather point, Miaki has
men appointed to shoot you as you pass the Black Rocks, while by
land all the paths are guarded by armed men. I tell you the truth,
having heard all their talk. Miaki and Karewick say they hate the
Worship, and will kill you. They killed your goats, and stole all your
property yesterday. Farewell!”
The Teachers, the boy, and I now resolved to enter the canoe and
attempt it, as the only gleam of hope left to us. After Faimungo came,
the man to whom the canoe belonged had withdrawn from us, it
having transpired that Miaki would not attack us that night, as other
game had attracted his savage eyes. My party of five now embarked
in our frail canoe; Abraham first, I next, Matthew after me, the boy at
the steering paddle, and Abraham’s wife sitting in the bottom, where
she might hold on while it continued to float. For a mile or more we
got away nicely under the lee of the island, but when we turned to go
south for Mr. Mathieson’s Station, we met the full force of wind and
sea, every wave breaking over and almost swamping our canoe. The
Native lad at the helm paddle stood up crying,—
“Missi, this is the conduct of the sea! It swallows up all who seek
its help.”
I answered, “We do not seek help from it but from Jehovah Jesus.”
Our danger became very great, as the sea broke over and lashed
around us. My faithful Aneityumese, overcome with terror, threw
down their paddles, and Abraham said,—
“Missi, we are all drowned now! We are food for the sharks. We
might as well be eaten by the Tannese as by fishes; but God will give
us life with Jesus in heaven!”
I seized the paddle nearest me; I ordered Abraham to seize another
within his reach; I enjoined Matthew to bail the canoe for life, and
the lad to keep firm in his seat, and I cried,—
“Stand to your post, and let us return! Abraham, where is now
your faith in Jesus? Remember, He is Ruler on sea as on land.
Abraham, pray and ply your paddle! Keep up stroke for stroke with
me, as our lives depend on it. Our God can protect us. Matthew, bail
with all your might. Don’t look round on the sea and fear. Let us pray
to God and ply our paddles, and He will save us yet!”
Dear old Abraham said,—
“Thank you for that, Missi. I will be strong. I pray to God and ply
my paddle. God will save us!”
With much labour, and amid deadly perils, we got the canoe
turned; and after four hours of a terrible struggle, we succeeded,
towards daylight as the tide turned, in again reaching smooth water.
With God’s blessing we at last reached the shore, exactly where we
had left it five hours ago!
Now drenched and weary, with the skin of our hands sticking to
the paddles, we left the canoe on the reef and waded ashore. Many
Natives were there, and looked sullen and disappointed at our
return. Katasian, the lad who had been with us, instantly fled for his
own land; and the Natives reported that he was murdered soon after.
Utterly exhausted, I lay down on the sand and instantly fell into a
deep sleep. By-and-by I felt some one pulling from under my head
the native bag in which I carried my Bible and the Tannese
translations—the all that had been saved by me from the wreck!
Grasping the bag, I sprang to my feet, and the man ran away. My
Teachers had also a hedging knife, a useless revolver, and a fowling-
piece, the sight of which, though they had been under the salt water
for hours, God used to restrain the savages. Calling my Aneityumese
near, we now in united prayer and kneeling on the sands committed
each other unto the Lord God, being prepared for the last and worst.
As I sat meditating on the issues, Faimungo, the friendly Inland
Chief, again appeared to warn us of our danger, now very greatly
increased by our being driven back from the sea. All Nowar’s men
had fled, and were hid in the bush and in rocks along the shore;
while Miaki was holding a meeting not half a mile away, and
preparing to fall upon us. Faimungo said,—
“Farewell, Missi, I am going home. I don’t wish to see the work and
the murders of this morning.”
He was Nowar’s son-in-law. He had always been truthful and
kindly with me. His home was about half-way across the island, on
the road that we wanted to go, and under sudden impulse I said,—
“Faimungo, will you let us follow you? Will you show us the path?
When the Mission Ship arrives, I will give you three good axes,
blankets, knives, fish-hooks, and many things you prize.”
The late hurricanes had so destroyed and altered the paths, that
only Natives who knew them well could follow them. He trembled
much and said,—
“Missi, you will be killed. Miaki and Karewick will shoot you. I
dare not let you follow. I have only about twenty men, and your
following might endanger us all.”
I urged him to leave at once, and we would follow of our own
accord. I would not ask him to protect us; but if he betrayed us and
helped the enemy to kill us, I assured him that our God would punish
him. If he spared us, he would be rewarded well; and if killed against
his wishes, God would not be angry at him. He said,—
“Seven men are with me now, and thirteen are to follow. I will not
now send for them. They are with Miaki and Nouka. I will go; but if
you follow, you will be killed on the way. You may follow me as far as
you can!”
Off he started to Nowar’s, and got a large load of my stolen
property, blankets, sheets, etc., which had fallen to his lot. He called
his seven men, who had also shared in the plunder, and, to avoid
Miaki’s men, they ran away under a large cocoa-nut grove skirting
the shore, calling,—
“Be quick! Follow and keep as near to us as you can.”
Though Nowar had got a box of my rice and appropriated many
things from the plunder of the Mission House besides the goods
entrusted to his care, and got two of my goats killed and cooked for
himself and his people, yet now he would not give a particle of food
to my starving Aneityumese or myself, but hurried us off, saying,—
“I will eat all your rice and keep all that has been left with me in
payment for my lame knee and for my people fighting for you!”
My three Aneityumese and I started after Faimungo and his men.
We could place no confidence in any of them; but, feeling that we
were in the Lord’s hands, it appeared to be our only hope of escaping
instant death. We got away unobserved by the enemies. We met
several small parties of friends in the Harbour, apparently glad to see
us trying to get away. But about four miles on our way, we met a

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PART I Exploring and Understanding Data

2 Displaying and Describing Data 17

3 Relationships Between Categorical Variables—Contingency Tables 64

4 Understanding and Comparing Distributions 95

5 The Standard Deviation as a Ruler and the Normal Model 122

Review of Part I: Exploring and Understanding Data 154

PART II Exploring Relationships Between Variables

7 Linear Regression 196

*Indicates optional sections.

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8 Regression Wisdom 233

9 Multiple Regression 276

Review of Part II: Exploring Relationships Between Variables 307

PART III Gathering Data

11 Experiments and Observational Studies 343

Review of Part III: Gathering Data 367

PART IV From the Data at Hand to the World at Large

14 Confidence Intervals for Means 441

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15 Testing Hypotheses 472

16 More About Tests and Intervals 507

PART V Inference for Relationships

18 Paired Samples and Blocks 585

19 Comparing Counts 610

20 Inferences for Regression 642

Review of Part V: Inference for Relationships 685

Parts I–V Cumulative Review Exercises 698

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Multivariable Thinking and Multiple Regression

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Technology and Data

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Additional Resources Online

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MyStatLab™ Online Course (access code required)

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MathXL® for Statistics Online Course (access code required)

A01_DEVE0223_05_SE_FM_i-xxviii.indd 17 18/07/17 2:11 PM

Enhanced video program

Real-world data examples

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Richard Friary Michael Kinter Charles C. Okeke

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Accounting Facebook, (BE): 6, (E): 13, 403, 505, 506,

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The War Fever.—Forced to the War Council.—A Truce among the

A time of great excitement amongst the Natives now prevailed. War,

“SUDDENLY HE DREW ... A LARGE BUTCHER-LIKE KNIFE.”