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A Roadmap for Selecting
a Statistical Method
Data Analysis Task For Numerical Variables For Categorical Variables

Describing a group Ordered array, stem-and-leaf display, frequency Summary table, bar chart, pie chart,
or several groups distribution, relative frequency distribution, percentage doughnut chart, Pareto chart
distribution, cumulative percentage distribution, (Sections 2.1 and 2.3)
histogram, polygon, cumulative percentage polygon
(Sections 2.2, 2.4)
Mean, median, mode, geometric mean, quartiles,
range, interquartile range, standard deviation,
variance, coefficient of variation, skewness, kurtosis,
boxplot, normal probability plot
(Sections 3.1, 3.2, 3.3, 6.3)
Dashboards (Section 14.2)
Inference about one Confidence interval estimate of the mean Confidence interval estimate of the
group (Sections 8.1 and 8.2) proportion (Section 8.3)
t test for the mean (Section 9.2) Z test for the proportion (Section 9.4)
Comparing two groups Tests for the difference in the means of two Z test for the difference between two
independent populations (Section 10.1) proportions (Section 10.3)
Paired t test (Section 10.2) Chi-square test for the difference
F test for the difference between two variances between two proportions (Section 12.1)
(Section 10.4)
Comparing more than One-way analysis of variance for comparing several Chi-square test for differences
two groups means (Section 11.1) among more than two proportions
(Section 12.2)
Analyzing the Scatter plot, time series plot (Section 2.5) Contingency table, side-by-side bar
relationship between Covariance, coefficient of correlation (Section 3.5) chart, PivotTables
two variables (Sections 2.1, 2.3, 2.6)
Simple linear regression (Chapter 13)
Chi-square test of independence
t test of correlation (Section 13.7)
(Section 12.3)
Sparklines (Section 2.7)
Analyzing the Colored scatter plots, bubble chart, treemap Multidimensional contingency tables
relationship between (Section 2.7) (Section 2.6)
two or more variables Multiple regression (Chapters 14) Drilldown and slicers (Section 2.7)
Dynamic bubble charts (Section 14.2) Classification trees (Section 14.4)
Regression trees (Section 14.3) Multiple correspondence analysis
Cluster analysis (Section 14.5) (Section 14.6)
Multidimensional scaling (Section 14.6)
xvi CONTENTS
CASES FOR CHAPTER 4 204

Digital Case 204 6 The Normal Distribution 231
CardioGood Fitness 204
The Choice Is Yours Follow-Up 204 USING STATISTICS: Normal Load Times at MyTVLab 231
Clear Mountain State Student Survey 204 6.1 Continuous Probability Distributions 232
CHAPTER 4 EXCEL GUIDE 205 6.2 The Normal Distribution 232
EG4.1 Basic Probability Concepts 205 Role of the Mean and the Standard Deviation 234
EG4.4 Bayes’ Theorem 205 Calculating Normal Probabilities 235
EG4.5 Counting Rules 205 Finding X Values 240
CHAPTER 4 JMP GUIDE 206 CONSIDER THIS: What Is Normal? 243
JG4.4 Bayes’ Theorem 206 6.3 Evaluating Normality 245
CHAPTER 4 MINITAB GUIDE 206 Comparing Data Characteristics to Theoretical
MG4.5 Counting Rules 206 Properties 245
Constructing the Normal Probability Plot 246
USING STATISTICS: Normal Load Times …, Revisited 249

5 Discrete Probability
SUMMARY 249
Distributions 207 REFERENCES 249
KEY EQUATIONS 250
USING STATISTICS: Events of Interest at Ricknel Home
Centers 207 KEY TERMS 250
5.1 The Probability Distribution for a Discrete Variable 208 CHECKING YOUR UNDERSTANDING 250
Expected Value of a Discrete Variable 208 CHAPTER REVIEW PROBLEMS 250
Variance and Standard Deviation of a Discrete Variable 209 CASES FOR CHAPTER 6 252
5.2 Binomial Distribution 212 Managing Ashland MultiComm Services 252
Histograms for Discrete Variables 215 CardioGood Fitness 252
Summary Measures for the Binomial Distribution 216 More Descriptive Choices Follow-up 252
5.3 Poisson Distribution 219 Clear Mountain State Student Survey 252
Digital Case 252
USING STATISTICS: Events of Interest …,
Revisited 222 CHAPTER 6 EXCEL GUIDE 253
SUMMARY 222 EG6.2 The Normal Distribution 253
EG6.3 Evaluating Normality 253
REFERENCES 223
CHAPTER 6 JMP GUIDE 254
KEY EQUATIONS 223
JG6.2 The Normal Distribution 254
KEY TERMS 223
JG6.3 Evaluating Normality 254
CHECKING YOUR UNDERSTANDING 223
CHAPTER 6 MINITAB GUIDE 255
CHAPTER REVIEW PROBLEMS 223 MG6.2 The Normal Distribution 255
CASES FOR CHAPTER 5 226 MG6.3 Evaluating Normality 256
Managing Ashland MultiComm Services 226
Digital Case 226
CHAPTER 5 EXCEL GUIDE 227
7 Sampling Distributions 257
EG5.1 The Probability Distribution for a Discrete Variable 227

EG5.2 Binomial Distribution 227 USING STATISTICS: Sampling Oxford Cereals 257
EG5.3 Poisson Distribution 227 7.1 Sampling Distributions 258
CHAPTER 5 JMP GUIDE 228 7.2 Sampling Distribution of the Mean 258
JG5.1 The Probability Distribution for a Discrete Variable 228 The Unbiased Property of the Sample Mean 258
JG5.2 Binomial Distribution 228 Standard Error of the Mean 260
JG5.3 Poisson Distribution 229 Sampling from Normally Distributed Populations 261
Sampling from Non-normally Distributed Populations—
The Central Limit Theorem 264
MG5.1 The Probability Distribution for a
VISUAL EXPLORATIONS: Exploring Sampling
Discrete Variable 229
Distributions 268
MG5.2 Binomial Distribution 230
7.3 Sampling Distribution of the Proportion 269
MG5.3 Poisson Distribution 230
CONTENTS xvii
USING STATISTICS: Sampling Oxford Cereals, CardioGood Fitness 307

Revisited 272 More Descriptive Choices Follow-Up 307
SUMMARY 273 Clear Mountain State Student Survey 307
REFERENCES 273 CHAPTER 8 EXCEL GUIDE 308

KEY EQUATIONS 273 EG8.1 Confidence Interval Estimate for the Mean (s Known) 308
EG8.2 Confidence Interval Estimate for the Mean (s Unknown) 308
KEY TERMS 273
EG8.3 Confidence Interval Estimate for the Proportion 309
CHECKING YOUR UNDERSTANDING 273 EG8.4 Determining Sample Size 309
CHAPTER REVIEW PROBLEMS 274
CASES FOR CHAPTER 7 275 JG8.1 Confidence Interval Estimate for the Mean (s Known) 310
Managing Ashland MultiComm Services 275 JG8.2 Confidence Interval Estimate for the Mean (s Unknown) 310
Digital Case 275 JG8.3 Confidence Interval Estimate for the Proportion 311
CHAPTER 7 EXCEL GUIDE 276 JG8.4 Determining Sample Size 311
EG7.2 Sampling Distribution of the Mean 276 CHAPTER 8 MINITAB GUIDE 312
CHAPTER 7 JMP GUIDE 277 MG8.1 Confidence Interval Estimate for the Mean (s Known) 312
JG7.2 Sampling Distribution of the Mean 277 MG8.2 Confidence Interval Estimate for the Mean (s Unknown) 312
CHAPTER 7 MINITAB GUIDE 278 MG8.3 Confidence Interval Estimate for the Proportion 313
MG7.2 Sampling Distribution of the Mean 278 MG8.4 Determining Sample Size 313
8 Confidence Interval 9 Fundamentals of Hypothesis

Estimation 279 Testing: One-Sample Tests 314
USING STATISTICS: Getting Estimates at Ricknel Home USING STATISTICS: Significant Testing at Oxford
Centers 279 Cereals 314
8.1 Confidence Interval Estimate for the Mean 9.1 Fundamentals of Hypothesis Testing 315
(σ Known) 280 The Critical Value of the Test Statistic 316
Sampling Error 281 Regions of Rejection and Nonrejection 317
Can You Ever Know the Population Standard Deviation? 284 Risks in Decision Making Using Hypothesis Testing 317
8.2 Confidence Interval Estimate for the Mean Z Test for the Mean (s Known) 319
(σ Unknown) 285 Hypothesis Testing Using the Critical Value Approach 320
Student’s t Distribution 285 Hypothesis Testing Using the p-Value Approach 323
The Concept of Degrees of Freedom 286 A Connection Between Confidence Interval Estimation and
Hypothesis Testing 325
Properties of the t Distribution 286
Can You Ever Know the Population Standard Deviation? 326
The Confidence Interval Statement 288
9.2 t Test of Hypothesis for the Mean (σ Unknown) 327
8.3 Confidence Interval Estimate for the Proportion 293
Using the Critical Value Approach 328
8.4 Determining Sample Size 296
Using the p-Value Approach 329
Sample Size Determination for the Mean 296
Checking the Normality Assumption 330
Sample Size Determination for the Proportion 298
9.3 One-Tail Tests 333
8.5 Confidence Interval Estimation and Ethical Issues 301
Using the Critical Value Approach 333
USING STATISTICS: Getting Estimates at Ricknel Home Using the p-Value Approach 335
Centers, Revisited 301
9.4 Z Test of Hypothesis for the Proportion 337
SUMMARY 301 Using the Critical Value Approach 339
REFERENCES 302 Using the p-Value Approach 339
KEY EQUATIONS 302 9.5 Potential Hypothesis-Testing Pitfalls and Ethical
Issues 341
KEY TERMS 302
Important Planning Stage Questions 341
Statistical Significance Versus Practical Significance 342
CHAPTER REVIEW PROBLEMS 303 Statistical Insignificance Versus Importance 342
CASES FOR CHAPTER 8 306 Reporting of Findings 342
Managing Ashland MultiComm Services 306 Ethical Issues 342
Digital Case 307
USING STATISTICS: Significant Testing …, Revisited 343
Sure Value Convenience Stores 307
SUMMARY 343
xviii CONTENTS
REFERENCES 343 F Test for Differences Among More Than Two Means 386
KEY EQUATIONS 344 One-Way ANOVA F Test Assumptions 391
Levene Test for Homogeneity of Variance 392
KEY TERMS 344
Multiple Comparisons: The Tukey-Kramer Procedure 393
USING STATISTICS I: Differing Means for Selling …,
CHAPTER REVIEW PROBLEMS 344
Revisited 398
CASES FOR CHAPTER 9 346
USING STATISTICS II: The Means to Find Differences …,
Managing Ashland MultiComm Services 346
Revisited 399
Digital Case 346
SUMMARY 399
Sure Value Convenience Stores 347
REFERENCES 400
KEY EQUATIONS 401
EG9.1 Fundamentals of Hypothesis Testing 348
EG9.2 t Test of Hypothesis for the Mean (s Unknown) 348 KEY TERMS 401
EG9.3 One-Tail Tests 349 CHECKING YOUR UNDERSTANDING 402
EG9.4 Z Test of Hypothesis for the Proportion 349 CHAPTER REVIEW PROBLEMS 402
CHAPTER 9 JMP GUIDE 350 CASES FOR CHAPTER 10 404
JG9.1 Fundamentals of Hypothesis Testing 350 Managing Ashland MultiComm Services 404
JG9.2 t Test of Hypothesis for the Mean (s Unknown) 350 Digital Case 405
JG9.3 One-Tail Tests 351 Sure Value Convenience Stores 405
JG9.4 Z Test of Hypothesis for the Proportion 351 CardioGood Fitness 406
CHAPTER 9 MINITAB GUIDE 351 More Descriptive Choices Follow-Up 406
MG9.1 Fundamentals of Hypothesis Testing 351 Clear Mountain State Student Survey 406
MG9.2 t Test of Hypothesis for the Mean (s Unknown) 352 CHAPTER 10 EXCEL GUIDE 407
MG9.3 One-Tail Tests 352 EG10.1 C
omparing the Means of Two Independent
MG9.4 Z Test of Hypothesis for the Proportion 352 Populations 407
EG10.2 Comparing the Means of Two Related Populations 409
EG10.3 Comparing the Proportions of Two Independent
10 Two-Sample Tests Populations 410
and One-Way ANOVA 354 EG10.4 F Test For The Ratio of Two Variances 411
EG10.5 One-Way ANOVA 411
USING STATISTICS I: Differing Means for Selling Streaming CHAPTER 10 JMP GUIDE 414
Media Players at Arlingtons? 354 JG10.1 Comparing the Means of Two Independent Populations 414
10.1 Comparing the Means of Two Independent JG10.2 Comparing the Means of Two Related Populations 415
Populations 355 JG10.3 Comparing the Proportions of Two Independent
Pooled-Variance t Test for the Difference Between Two Populations 415
Means Assuming Equal Variances 355 JG10.4 F Test for the Ratio of Two Variances 416
Evaluating the Normality Assumption 358 JG10.5 One-Way ANOVA 416
Confidence Interval Estimate for the Difference Between Two CHAPTER 10 MINITAB GUIDE 417
Means 360 MG10.1 Comparing the Means of Two Independent Populations 417
Separate-Variance t Test for the Difference Between Two
MG10.2 Comparing the Means of Two Related Populations 417
Means, Assuming Unequal Variances 361
MG10.3 Comparing the Proportions of Two Independent
CONSIDER THIS: Do People Really Do This? 362 Populations 418
10.2 Comparing the Means of Two Related Populations 364 MG10.4 F Test for the Ratio Of Two Variances 418
Paired t Test 365 MG10.5 One-Way ANOVA 419
Confidence Interval Estimate for the Mean Difference 370
10.3 Comparing the Proportions of Two Independent
Populations 372 11 Chi-Square Tests 421
Z Test for the Difference Between Two Proportions 372
Confidence Interval Estimate for the Difference Between Two
USING STATISTICS: Avoiding Guesswork About Resort
Proportions 376
Guests 421
10.4 F Test for the Ratio of Two Variances 379
11.1 Chi-Square Test for the Difference Between Two
USING STATISTICS II: The Means to Find Differences Proportions 422
at Arlingtons 383 11.2 Chi-Square Test for Differences Among
10.5 One-Way ANOVA 384 More Than Two Proportions 429
Analyzing Variation in One-Way ANOVA 384 11.3 Chi-Square Test of Independence 435
CONTENTS xix
USING STATISTICS: Avoiding Guesswork …, Revisited 441 Residual Plots to Detect Autocorrelation 470
SUMMARY 441 The Durbin-Watson Statistic 471
REFERENCES 442 12.7 Inferences About the Slope and Correlation

Coefficient 474
KEY EQUATIONS 442
t Test for the Slope 474
KEY TERMS 442 F Test for the Slope 475
CHECKING YOUR UNDERSTANDING 442 Confidence Interval Estimate for the Slope 477
CHAPTER REVIEW PROBLEMS 442 t Test for the Correlation Coefficient 477
CASES FOR CHAPTER 11 444 12.8 Estimation of Mean Values and Prediction of Individual
Managing Ashland MultiComm Services 444 Values 480
PHASE 1 444 The Confidence Interval Estimate for the Mean Response 481
PHASE 2 444 The Prediction Interval for an Individual Response 482
Digital Case 445 12.9 Potential Pitfalls in Regression 484
CardioGood Fitness 445
USING STATISTICS: Knowing Customers …, Revisited 486
Clear Mountain State Student Survey 445
SUMMARY 487
EG11.1 Chi-Square Test for the Difference Between Two REFERENCES 488
Proportions 446 KEY EQUATIONS 488
EG11.2 Chi-Square Test for Differences Among More Than Two
KEY TERMS 489
Proportions 446
EG11.3 Chi-Square Test of Independence 447 CHECKING YOUR UNDERSTANDING 489
CHAPTER 11 JMP GUIDE 448 CHAPTER REVIEW PROBLEMS 490

JG11.1 Chi-Square Test for the Difference Between Two CASES FOR CHAPTER 12 493
Proportions 448 Managing Ashland MultiComm Services 493
JG11.2 Chi-Square Test for Difference Among More Than Two
Digital Case 493
Proportions 448
Brynne Packaging 493
JG11.3 Chi-Square Test of Independence 448
EG12.2 Determining the Simple Linear Regression Equation 494
MG11.1 Chi-Square Test for the Difference Between Two
Proportions 449 EG12.3 Measures of Variation 495
MG11.2 Chi-Square Test for Differences Among More Than Two EG12.5 Residual Analysis 495
Proportions 449 EG12.6 Measuring Autocorrelation: the Durbin-Watson
MG11.3 Chi-Square Test of Independence 449 Statistic 496
EG12.7 Inferences About the Slope and Correlation Coefficient 496
EG12.8 Estimation of Mean Values and Prediction of Individual
Values 496
12 Simple Linear Regression 450
JG12.2 Determining the Simple Linear Regression Equation 497
USING STATISTICS: Knowing Customers at Sunflowers JG12.3 Measures of Variation 497
Apparel 450 JG12.5 Residual Analysis 497
Preliminary Analysis 451 JG12.6 Measuring Autocorrelation: the Durbin-Watson Statistic 497
12.1 Simple Linear Regression Models 452 JG12.7 Inferences About the Slope and Correlation Coefficient 497
12.2 Determining the Simple Linear Regression Equation 453 JG12.8 Estimation of Mean Values and Prediction of Individual
The Least-Squares Method 453 Values 498
Predictions in Regression Analysis: Interpolation Versus CHAPTER 12 MINITAB GUIDE 499
Extrapolation 456
MG12.2 Determining the Simple Linear Regression Equation 499
Calculating the Slope, b1, and the Y Intercept, b0 457
MG12.3 Measures of Variation 500
12.3 Measures of Variation 461 MG12.5 Residual Analysis 500
Computing the Sum of Squares 461 MG12.6 Measuring Autocorrelation: The Durbin-Watson Statistic 500
The Coefficient of Determination 463 MG12.7 Inferences About the Slope and Correlation
Standard Error of the Estimate 464 Coefficient 500
12.4 Assumptions of Regression 465 MG12.8 Estimation of Mean Values and Prediction of Individual
12.5 Residual Analysis 466 Values 500
Evaluating the Assumptions 466 CHAPTER 12 TABLEAU GUIDE 501
12.6 Measuring Autocorrelation: The Durbin-Watson TG12.2 Determining the Simple Linear Regression Equation 501
Statistic 470 TG12.3 Measures of Variation 501
xx CONTENTS
13 Multiple Regression 502 14 Business Analytics 538
USING STATISTICS: The Multiple Effects of OmniPower USING STATISTICS: Back to Arlingtons for the Future 538
Bars 502 14.1 Business Analytics Categories 539
13.1 Developing a Multiple Regression Model 503 Inferential Statistics and Predictive Analytics 540
Interpreting the Regression Coefficients 504 Supervised and Unsupervised Methods 540
Predicting the Dependent Variable Y 506
CONSIDER THIS: What’s My Major If I Want to Be a Data
13.2 Evaluating Multiple Regression Models 508 Miner? 541
Coefficient of Multiple Determination, r 2 508 14.2 Descriptive Analytics 542
Adjusted r 2 509 Dashboards 542
F Test for the Significance of the Overall Multiple Regression
Data Dimensionality and Descriptive Analytics 543
Model 509
14.3 Predictive Analytics for Prediction 544
13.3 Multiple Regression Residual Analysis 512
14.4 Predictive Analytics for Classification 547
13.4 Inferences About the Population Regression
Coefficients 513 14.5 Predictive Analytics for Clustering 548
Tests of Hypothesis 514 14.6 Predictive Analytics for Association 551
Confidence Interval Estimation 515 Multidimensional Scaling (MDS) 552
13.5 Using Dummy Variables and Interaction Terms 517 14.7 Text Analytics 553
Interactions 519 14.8 Prescriptive Analytics 554
USING STATISTICS: The Multiple Effects …, Revisited 524 USING STATISTICS: Back to Arlingtons …, Revisited 555
SUMMARY 524 REFERENCES 555
REFERENCES 526 KEY EQUATIONS 556
KEY EQUATIONS 526 KEY TERMS 556
KEY TERMS 526 CHECKING YOUR UNDERSTANDING 556
CHECKING YOUR UNDERSTANDING 526 CHAPTER REVIEW PROBLEMS 556
CHAPTER REVIEW PROBLEMS 526 CHAPTER 14 SOFTWARE GUIDE 558
CASES FOR CHAPTER 13 529 Introduction 558
Managing Ashland MultiComm Services 529 SG14.2 Descriptive Analytics 558
Digital Case 529 SG14.3 Predictive Analytics for Prediction 561
SG14.4 Predictive Analytics for Classification 561
SG14.5 Predictive Analytics for Clustering 562
EG13.1 Developing a Multiple Regression Model 530
SG14.6 Predictive Analytics for Association 564
EG13.2 Evaluating Multiple Regression Models 531
EG13.3 Multiple Regression Residual Analysis 531
EG13.4 Inferences About the Population Regression
Coefficients 532
15 Statistical Applications
EG13.5 Using Dummy Variables and Interaction Terms 532 in Quality Management
CHAPTER 13 JMP GUIDE 532 (online) 15-1
JG13.1 Developing a Multiple Regression Model 532
egression Models 533
JG13.2 Evaluating Multiple R USING STATISTICS: Finding Quality at the
JG13.3 Multiple Regression Residual Analysis 533 Beachcomber 15-1
JG13.4 Inferences About the Population 534 15.1 The Theory of Control Charts 15-2
JG13.5 Using Dummy Variables And Interaction Terms 534 The Causes of Variation 15-2
CHAPTER 13 MINITAB GUIDE 535 15.2 Control Chart for the Proportion: The p Chart 15-4
MG13.1 Developing a Multiple Regression Model 535 15.3 The Red Bead Experiment: Understanding Process
MG13.2 Evaluating Multiple Regression Models 536 Variability 15-10
MG13.3 Multiple Regression Residual Analysis 536 15.4 Control Chart for an Area of Opportunity: The c
MG13.4 Inferences About the Population Regression Chart 15-12
Coefficients 536
15.5 Control Charts for the Range and the Mean 15-15
MG13.5 U sing Dummy Variables and Interaction Terms
The R Chart 15-15
In Regression Models 536
The X Chart 15-18
CONTENTS xxi
15.6 Process Capability 15-21 B.3 Excel Cell References 574

Customer Satisfaction and Specification Limits 15-21 B.4 Excel Worksheet Formatting 575
Capability Indices 15-22 B.5E Excel Chart Formatting 576
B.5J JMP Chart Formatting 577
CPL, CPU, and Cpk 15-23
B.5M Minitab Chart Formatting 578
15.7 Total Quality Management 15-26 B.5T Tableau Chart Formatting 578
15.8 Six Sigma 15-27 B.6 Creating Histograms for Discrete Probability Distributions
The DMAIC Model 15-28 (Excel) 579
B.7 Deleting the “Extra” Histogram Bar (Excel) 580
Roles in a Six Sigma Organization 15-29
Lean Six Sigma 15-29 C. ONLINE RESOURCES 581
C.1 About the Online Resources for This Book 581
USING STATISTICS: Finding Quality at the Beachcomber, C.2 Data Files 581
Revisited 15-30 C.3 Files Integrated With Microsoft Excel 586
REFERENCES 15-31 C.4 Supplemental Files 586
KEY EQUATIONS 15-31 D. CONFIGURING SOFTWARE 587

D.1 Microsoft Excel Configuration 587
KEY TERMS 15-32
D.2 JMP Configuration 589
CHAPTER REVIEW PROBLEMS 15-32 D.3 Minitab Configuration 589
CASES FOR CHAPTER 15 15-35 D.4 Tableau Configuration 589
The Harnswell Sewing Machine Company Case 15-35 E. TABLE 590
Managing Ashland Multicomm Services 15-37 E.1 Table of Random Numbers 590
E.2 The Cumulative Standardized Normal Distribution 592
CHAPTER 15 EXCEL GUIDE 15-38
E.3 Critical Values of t 594
EG15.2 Control Chart for the Proportion: The p Chart 15-38 E.4 Critical Values of x2 596
EG15.4 Control Chart for an Area Of Opportunity: The c Chart 15-39 E.5 Critical Values of F 597
EG15.5 Control Charts for the Range And The Mean 15-40 E.6 The Standardized Normal Distribution 601
EG15.6 Process Capability 15-41 E.7 Critical Values of the Studentized Range, Q 602
E.8 Critical Values, dL and dU, of the Durbin-Watson Statistic, D
CHAPTER 15 JMP GUIDE 15-41
(Critical Values Are One-Sided) 604
JG15.2 Control Chart for the Proportion: The p Chart 15-41 E.9 Control Chart Factors 605
JG15.4 Control Chart for an Area of Opportunity: The c
F. USEFUL KNOWLEDGE 606
Chart 15-41
F.1 Keyboard Shortcuts 606
JG15.5 Control Charts for the Range and the Mean 15-42
F.2 Understanding the Nonstatistical Functions 606
JG15.6 Process Capability 15-42
G. SOFTWARE FAQS 608
CHAPTER 15 MINITAB GUIDE 15-42 G.1 Microsoft Excel FAQs 608
MG15.2 Control Chart for the Proportion: The p Chart 15-42 G.2 PHStat FAQs 608
MG15.4 C
ontrol Chart for an Area of Opportunity: The c G.3 JMP FAQs 609
Chart 15-43 G.4 Minitab FAQs 609
MG15.5 Control Charts for the Range and the Mean 15-43 G.5 Tableau FAQs 609
MG15.6 Process Capability 15-43 H. ALL ABOUT PHStat 611
H.1 What is PHStat? 611
H.2 Obtaining and Setting Up PHStat 612
Appendices 565 H.3 Using PHStat 612
A. BASIC MATH CONCEPTS AND SYMBOLS 566 H.4 PHStat Procedures, by Category 613
A.1 Operators 566
A.2 Rules for Arithmetic Operations 566
A.3 Rules for Algebra: Exponents and Square Roots 566
Self-Test Solutions and Answers to
A.4 Rules for Logarithms 567 Selected Even-Numbered Problems 615
A.5 Summation Notation 568
A.6 Greek Alphabet 571
Index 641
B. IMPORTANT SOFTWARE SKILLS AND CONCEPTS 572 Credits 651
B.1 Identifying the Software Version 572
B.2 Formulas 572
Preface
A
s business statistics evolves and becomes an increasingly important part of one’s business
education, how business statistics gets taught and what gets taught becomes all the more
important.
We, the authors, think about these issues as we seek ways to continuously improve the
teaching of business statistics. We actively participate in Decision Sciences Institute (DSI),
American Statistical Association (ASA), and Data, Analytics, and Statistics Instruction and
Business (DASI) conferences. We use the ASA’s Guidelines for Assessment and Instruction
(GAISE) reports and combine them with our experiences teaching business statistics to a
diverse student body at several universities.
When writing for introductory business statistics students, five principles guide us.
Help students see the relevance of statistics to their own careers by using examples from
the functional areas that may become their areas of specialization. Students need to learn
statistics in the context of the functional areas of business. We present each statistics topic in
the context of areas such as accounting, finance, management, and marketing and explain the
application of specific methods to business activities.
Emphasize interpretation and analysis of statistical results over calculation. We empha-
size the interpretation of results, the evaluation of the assumptions, and the discussion of what
should be done if the assumptions are violated. We believe that these activities are more impor-
tant to students’ futures and will serve them better than focusing on tedious manual calcula-
tions.
Give students ample practice in understanding how to apply statistics to business. We
believe that both classroom examples and homework exercises should involve actual or realis-
tic data, using small and large sets of data, to the extent possible.
Familiarize students with the use of data analysis software. We integrate using Microsoft
Excel, JMP, and Minitab into all statistics topics to illustrate how software can assist the busi-
ness decision making process. In this edition, we also integrate using Tableau into selected
topics, where such integration makes best sense. (Using software in this way also supports our
second point about emphasizing interpretation over calculation).
Provide clear instructions to students that facilitate their use of data analysis software.
We believe that providing such instructions assists learning and minimizes the chance that the
software will distract from the learning of statistical concepts.
What’s New in This Edition?

This eighth edition of Business Statistics: A First Course features many passages rewritten in
a more concise style that emphasize definitions as the foundation for understanding statistical
concepts. In addition to changes that readers of past editions have come to expect, such as new
examples and Using Statistics case scenarios and an extensive number of new end-of-section or
end-of-chapter problems, the edition debuts:
• A First Things First Chapter that builds on the previous edition’s novel Important
Things to Learn First Chapter by using real-world examples to illustrate how develop-
ments such as the increasing use of business analytics and “big data” have made knowing
xxiii
xxiv PREFACE
and understanding statistics that much more critical. This chapter is available as compli-
mentary online download, allowing students to get a head start on learning.
• Tabular Summaries that state hypothesis test and regression example results along with
the conclusions that those results support now appear in Chapters 10 through 13.
• Updated Excel and Minitab Guides that reflect the most recent editions of these programs.
• New JMP Guides that provide detailed, hands-on instructions for using JMP to illustrate
the concepts that this book teaches. JMP provides a starting point for continuing studies
in business statistics and business analytics and features visualizations that are easy to
construct and that summarize data in innovative ways.
• For selected chapters, Tableau Guides that make best use of this software for basic and
advanced visualizations and regression analysis.
• An All-New Business Analytics Chapter (Chapter 14) that makes extensive use of JMP,
Minitab, and Tableau to illustrate predictive analytics for prediction, classification, cluster-
ing, and association as well as explaining what text analytics does and how descriptive and
prescriptive analytics relate to predictive analytics. This chapter benefits from the insights
the coauthors have gained from teaching and lecturing on business analytics as well as
research the coauthors have done for a forthcoming companion title on business analytics.
Continuing Features that Readers Have Come to Expect

This edition of Business Statistics: A First Course continues to incorporate a number of dis-
tinctive features that has led to its wide adoption over the previous editions. Table 1 summaries
these carry-over features:
TABLE 1
Distinctive Features Continued in the Eighth Edition
Feature Details
Using Statistics Busi- A Using Statistics scenario that highlights how statistics is used in a business functional area
ness Scenarios begins each chapter. Each scenario provides an applied context for learning in its chapter.
End-of-chapter “Revisited” sections reinforces the statistical methods that a chapter discusses
and apply those methods to the questions raised in the scenario. In this edition, four chapters
have new or revised Using Statistics scenarios.
Emphasis on Data Basic Business Statistics was among the first business statistics textbooks to focus on inter-
Analysis and Interpre- pretation of the results of a statistical method and not on the mathematics of a method. This
tation of Results tradition continues, now supplemented by JMP results complimenting the Excel and Minitab
results of recent prior editions.
Software Integration Software instructions in this book feature chapter examples and were personally written by
the authors, who collectively have over one hundred years experience teaching the application
of software to business. Software usage also features templates and applications developed
by the authors that minimize the frustration of using software while maximizing statistical
learning
Opportunities for Student Tips, LearnMore bubbles, and Consider This features extend student-paced learn-
Additional Learning ing by reinforcing important points or examining side issues or answering questions that
arise while studying business statistics such as “What is so ‘normal’ about the normal
distribution?”
Highly Tailorable With an extensive library of separate online topics, sections, and even two full chapters,
Context instructors can combine these materials and the opportunities for additional learning to meet
their curricular needs.
Software Flexibility With modularized software instructions, instructors and students can switch among Excel,
Excel with PHStat, JMP, Minitab, and Tableau as they use this book, taking advantage of the
strengths of each program to enhance learning.
PREFACE xxv
TABLE 1 Distinctive Features Continued in the Eighth Edition (continued)
Feature Details
End-of-Section and “Exhibits” summarize key processes throughout the book. “Key Terms” provides an index to
End-of-Chapter the definitions of the important vocabulary of a chapter. “Learning the Basics” questions test
Reinforcements the basic concepts of a chapter. “Applying the Concepts” problems test the learner’s ability to
apply those problems to business problems.
For the more quantitatively-minded, “Key Equations” list the boxed number equations that
appear in a chapter.
Innovative Cases End-of-chapter cases include a case that continues through many chapters as well as “Digital
Cases” that require students to examine business documents and other information sources to
sift through various claims and discover the data most relevant to a business case problem as
well as common misuses of statistical information. (Instructional tips for these cases and solu-
tions to the Digital Cases are included in the Instructor’s Solutions Manual.)
Answers to An appendix provides additional self-study opportunities by provides answers to the
Even-Numbered “Self-Test” problems and most of the even-numbered problems in this book.
Problems
Unique Excel Many textbooks feature Microsoft Excel, but Business Statistics: A First Course comes from
Integration the authors who originated both the Excel Guide workbooks that illustrate model solutions,
developed Visual Explorations that demonstrate selected basic concepts, and designed and
implemented PHStat, the Pearson statistical add-in for Excel that places the focus on statisti-
cal learning. (See Appendix H for a complete summary of PHStat.)
Chapter-by-Chapter Changes Made for This Edition

Because the authors believe in continuous quality improvement, every chapter of Business
Statistics: A First Course contains changes to enhance, update, or just freshen this book. Table 2
provides a chapter-by-chapter summary of these changes.
TABLE 2
Chapter-by-Chapter Using JMP/
Change Matrix tatistics
S Tableau Problems
Chapter Changed Guide Changed Selected Chapter Changes
FTF • J, T n.a. Think Differently About Statistics
Starting Point for Learning Statistics
1 • J, T 40% Data Cleaning
Other Data Preprocessing Tasks
2 J, T 60% Organizing a Mix of Variables
Visualizing A Mix of Variables
Filtering and Querying Data
Reorganized categorical variables
discussion.
Expanded data visualization discussion.
New samples of 379 retirement funds
and 100 restaurant meal costs for
examples.
3 J, T 50% New samples of 379 retirement funds
and 100 restaurant meal costs for
examples.
Updated NBA team values data set.
xxvi PREFACE
TABLE 2
Chapter-by-Chapter Using JMP/
Change Matrix (continued) tatistics
S Tableau Problems
Chapter Changed Guide Changed Selected Chapter Changes
4 J 43% Basic Probability Concepts rewritten.
Bayes’ theorem example moved online.
5 J 60% Section 5.1 and Binomial Distribution
revised.
6 • J 33% Normal Distribution rewritten.
7 J 47% Sampling Distribution of the Proportion
rewritten.
8 J 40% Confidence Interval Estimate for the
Mean revised.
Revised “Managing Ashland Multi-
Comm Services” continuing case.
9 J 20% Chapter introduction revised.
Section 9.1 rewritten.
New Section 9.4 example.
10 • J 43% New paired t test and the difference
between two proportions examples.
11 J 43% Extensive use of new tabular summaries.
Revised “Managing Ashland Multi-
Comm Services” continuing case.
12 J, T 46% Chapter introduction revised.
Section 12.2 revised.
13 J 30% Section 13.1 revised.
Section 13.3 reorganized and revised.
New dummy variable example.
14 n.a. J, T n.a. All-new chapter that introduces business
analytics.
Software Guide explains using Excel
with Power BI Desktop, JMP,
Minitab, and Tableau, for various
descriptive and predictive analytics
methods.
Serious About Writing Improvements

Ever review a textbook that reads the same as an edition from years ago? Or read a preface that
claims writing improvements but offers no evidence? Among the writing improvements in this
edition of Business Statistics: A First Course, the authors have turned to tabular summaries to
guide readers to reaching conclusions and making decisions based on statistical information.
The authors believe that this writing improvement, which appears in Chapters 9 through 13, not
only adds clarity to the purpose of the statistical method being discussed but better illustrates
the role of statistics in business decision-making processes. Judge for yourself using the sample
from Chapter 10 Example 10.1.
Previously, part of the solution to Example 10.1 was presented as:
You do not reject the null hypothesis because tSTAT = - 1.6341 7 - 1.7341. The p-value
(as computed in Figure 10.5) is 0.0598. This p-value indicates that the probability that
tSTAT 6 - 1.6341 is equal to 0.0598. In other words, if the population means are equal,
the probability that the sample mean delivery time for the local pizza restaurant is at least
PREFACE xxvii
2.18 minutes faster than the national chain is 0.0598. Because the p-value is greater than
a = 0.05, there is insufficient evidence to reject the null hypothesis. Based on these results,
there is insufficient evidence for the local pizza restaurant to make the advertising claim
that it has a faster delivery time.
In this edition, we present the equivalent solution (on page 360):
Table 10.4 summarizes the results of the pooled-variance t test for the pizza delivery data
using the calculation above (not shown in this sample) and Figure 10.5 results. Based on
the conclusions, local branch of the national chain and a local pizza restaurant have similar
delivery times. Therefore, as part of the last step of the DCOVA framework, you and your
friends exclude delivery time as a decision criteria when choosing from which store to
order pizza.
TABLE 10.4
Pooled-variance t test summary for the delivery times for the two pizza restaurants
Result Conclusions
The tSTAT = - 1.6341 is greater than - 1.7341. 1. Do not reject the null hypothesis H0.
The t test p@value = 0.0598 is greater than the 2. Conclude that insufficient evidence exists that the mean
level of significance, a = 0.05. delivery time is lower for the local restaurant than for the
branch of the national chain.
3. There is a probability of 0.0598 that tSTAT 6 - 1.6341.
A Note of Thanks
Creating a new edition of a textbook is a team effort, and we thank our Pearson Education
editorial, marketing, and production teammates: Suzanna Bainbridge, Kathy Manley, Kaylee
Carlson, Thomas Hayward, Deirdre Lynch, Aimee Thorne, and Morgan Danna. And we would
be remiss not to note the continuing work of Joe Vetere to prepare our screen shot illustrations
and the efforts of Julie Kidd of Pearson CSC to ensure that this edition meets the highest stand-
ard of book production quality that is possible.
We also thank Gail Illich of McLennan Community College for preparing instruc-
tor resources for this edition and thank the following people whose comments helped us
improve this edition: Mohammad Ahmadi, University of Tennessee-Chattanooga; Sung Ahn,
Washington State University; Kelly Alvey, Old Dominion University; Al Batten, University
of Colorado-Colorado Springs; Alan Chesen, Wright State University; Gail Hafer, St. Louis
Community College-Meramec; Chun Jin, Central Connecticut State University; Benjamin
Lev, Drexel University; Lilian Prince, Kent State University; Bharatendra Rai, University of
Massachusetts Dartmouth; Ahmad Vakil, St. John’s University (NYC); and Shiro Withanachchi,
Queens College (CUNY).
We thank the RAND Corporation and the American Society for Testing and Materials for
their kind permission to publish various tables in Appendix E, and to the American Statistical
Association for its permission to publish diagrams from the American Statistician. Finally, we
would like to thank our families for their patience, understanding, love, and assistance in mak-
ing this book a reality.
xxviii PREFACE
Contact Us!
Please email us at authors@davidlevinestatistics.com or tweet us @BusStatBooks with your
questions about the contents of this book. Please include the hashtag #BSAFC8 in your tweet
or in the subject line of your email. We also welcome suggestions you may have for a future
edition of this book. And while we have strived to make this book as error-free as possible, we
also appreciate those who share with us any perceived problems or errors that they encounter.
If you need assistance using software, please contact your academic support person or
Pearson Support at support.pearson.com/getsupport/. They have the resources to resolve and
walk you through a solution to many technical issues in a way we do not.
As you use this book, be sure to make use of the “Resources for Success” that Pearson
Education supplies for this book (described on the following pages). We also invite you to visit
bsafc8.davidlevinestatistics.com (bit.ly/2Apx1xH), where we may post additional informa-
tion or new content as necessary.
David M. Levine
Kathryn A. Szabat
David F. Stephan
The Cumulative Standardized Normal Distribution
Entry represents area under the cumulative standardized
normal distribution from - ∞ to Z
2` Z 0
Cumulative Probabilities
Z 0.00 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09
- 6.0 0.000000001
- 5.5 0.000000019
- 5.0 0.000000287
- 4.5 0.000003398
- 4.0 0.000031671
- 3.9 0.00005 0.00005 0.00004 0.00004 0.00004 0.00004 0.00004 0.00004 0.00003 0.00003
- 3.8 0.00007 0.00007 0.00007 0.00006 0.00006 0.00006 0.00006 0.00005 0.00005 0.00005
- 3.7 0.00011 0.00010 0.00010 0.00010 0.00009 0.00009 0.00008 0.00008 0.00008 0.00008
- 3.6 0.00016 0.00015 0.00015 0.00014 0.00014 0.00013 0.00013 0.00012 0.00012 0.00011
- 3.5 0.00023 0.00022 0.00022 0.00021 0.00020 0.00019 0.00019 0.00018 0.00017 0.00017
- 3.4 0.00034 0.00032 0.00031 0.00030 0.00029 0.00028 0.00027 0.00026 0.00025 0.00024
- 3.3 0.00048 0.00047 0.00045 0.00043 0.00042 0.00040 0.00039 0.00038 0.00036 0.00035
- 3.2 0.00069 0.00066 0.00064 0.00062 0.00060 0.00058 0.00056 0.00054 0.00052 0.00050
- 3.1 0.00097 0.00094 0.00090 0.00087 0.00084 0.00082 0.00079 0.00076 0.00074 0.00071
- 3.0 0.00135 0.00131 0.00126 0.00122 0.00118 0.00114 0.00111 0.00107 0.00103 0.00100
- 2.9 0.0019 0.0018 0.0018 0.0017 0.0016 0.0016 0.0015 0.0015 0.0014 0.0014
- 2.8 0.0026 0.0025 0.0024 0.0023 0.0023 0.0022 0.0021 0.0021 0.0020 0.0019
- 2.7 0.0035 0.0034 0.0033 0.0032 0.0031 0.0030 0.0029 0.0028 0.0027 0.0026
- 2.6 0.0047 0.0045 0.0044 0.0043 0.0041 0.0040 0.0039 0.0038 0.0037 0.0036
- 2.5 0.0062 0.0060 0.0059 0.0057 0.0055 0.0054 0.0052 0.0051 0.0049 0.0048
- 2.4 0.0082 0.0080 0.0078 0.0075 0.0073 0.0071 0.0069 0.0068 0.0066 0.0064
- 2.3 0.0107 0.0104 0.0102 0.0099 0.0096 0.0094 0.0091 0.0089 0.0087 0.0084
- 2.2 0.0139 0.0136 0.0132 0.0129 0.0125 0.0122 0.0119 0.0116 0.0113 0.0110
- 2.1 0.0179 0.0174 0.0170 0.0166 0.0162 0.0158 0.0154 0.0150 0.0146 0.0143
- 2.0 0.0228 0.0222 0.0217 0.0212 0.0207 0.0202 0.0197 0.0192 0.0188 0.0183
- 1.9 0.0287 0.0281 0.0274 0.0268 0.0262 0.0256 0.0250 0.0244 0.0239 0.0233
- 1.8 0.0359 0.0351 0.0344 0.0336 0.0329 0.0322 0.0314 0.0307 0.0301 0.0294
- 1.7 0.0446 0.0436 0.0427 0.0418 0.0409 0.0401 0.0392 0.0384 0.0375 0.0367
- 1.6 0.0548 0.0537 0.0526 0.0516 0.0505 0.0495 0.0485 0.0475 0.0465 0.0455
- 1.5 0.0668 0.0655 0.0643 0.0630 0.0618 0.0606 0.0594 0.0582 0.0571 0.0559
- 1.4 0.0808 0.0793 0.0778 0.0764 0.0749 0.0735 0.0721 0.0708 0.0694 0.0681
- 1.3 0.0968 0.0951 0.0934 0.0918 0.0901 0.0885 0.0869 0.0853 0.0838 0.0823
- 1.2 0.1151 0.1131 0.1112 0.1093 0.1075 0.1056 0.1038 0.1020 0.1003 0.0985
- 1.1 0.1357 0.1335 0.1314 0.1292 0.1271 0.1251 0.1230 0.1210 0.1190 0.1170
- 1.0 0.1587 0.1562 0.1539 0.1515 0.1492 0.1469 0.1446 0.1423 0.1401 0.1379
- 0.9 0.1841 0.1814 0.1788 0.1762 0.1736 0.1711 0.1685 0.1660 0.1635 0.1611
- 0.8 0.2119 0.2090 0.2061 0.2033 0.2005 0.1977 0.1949 0.1922 0.1894 0.1867
- 0.7 0.2420 0.2388 0.2358 0.2327 0.2296 0.2266 0.2236 0.2206 0.2177 0.2148
- 0.6 0.2743 0.2709 0.2676 0.2643 0.2611 0.2578 0.2546 0.2514 0.2482 0.2451
- 0.5 0.3085 0.3050 0.3015 0.2981 0.2946 0.2912 0.2877 0.2843 0.2810 0.2776
- 0.4 0.3446 0.3409 0.3372 0.3336 0.3300 0.3264 0.3228 0.3192 0.3156 0.3121
- 0.3 0.3821 0.3783 0.3745 0.3707 0.3669 0.3632 0.3594 0.3557 0.3520 0.3483
- 0.2 0.4207 0.4168 0.4129 0.4090 0.4052 0.4013 0.3974 0.3936 0.3897 0.3859
- 0.1 0.4602 0.4562 0.4522 0.4483 0.4443 0.4404 0.4364 0.4325 0.4286 0.4247
- 0.0 0.5000 0.4960 0.4920 0.4880 0.4840 0.4801 0.4761 0.4721 0.4681 0.4641
The Cumulative Standardized Normal Distribution (continued)
Entry represents area under the cumulative standardized
normal distribution from - ∞ to Z
2` 0 Z
Cumulative Probabilities
Z 0.00 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09
0.0 0.5000 0.5040 0.5080 0.5120 0.5160 0.5199 0.5239 0.5279 0.5319 0.5359
0.1 0.5398 0.5438 0.5478 0.5517 0.5557 0.5596 0.5636 0.5675 0.5714 0.5753
0.2 0.5793 0.5832 0.5871 0.5910 0.5948 0.5987 0.6026 0.6064 0.6103 0.6141
0.3 0.6179 0.6217 0.6255 0.6293 0.6331 0.6368 0.6406 0.6443 0.6480 0.6517
0.4 0.6554 0.6591 0.6628 0.6664 0.6700 0.6736 0.6772 0.6808 0.6844 0.6879
0.5 0.6915 0.6950 0.6985 0.7019 0.7054 0.7088 0.7123 0.7157 0.7190 0.7224
0.6 0.7257 0.7291 0.7324 0.7357 0.7389 0.7422 0.7454 0.7486 0.7518 0.7549
0.7 0.7580 0.7612 0.7642 0.7673 0.7704 0.7734 0.7764 0.7794 0.7823 0.7852
0.8 0.7881 0.7910 0.7939 0.7967 0.7995 0.8023 0.8051 0.8078 0.8106 0.8133
0.9 0.8159 0.8186 0.8212 0.8238 0.8264 0.8289 0.8315 0.8340 0.8365 0.8389
1.0 0.8413 0.8438 0.8461 0.8485 0.8508 0.8531 0.8554 0.8577 0.8599 0.8621
1.1 0.8643 0.8665 0.8686 0.8708 0.8729 0.8749 0.8770 0.8790 0.8810 0.8830
1.2 0.8849 0.8869 0.8888 0.8907 0.8925 0.8944 0.8962 0.8980 0.8997 0.9015
1.3 0.9032 0.9049 0.9066 0.9082 0.9099 0.9115 0.9131 0.9147 0.9162 0.9177
1.4 0.9192 0.9207 0.9222 0.9236 0.9251 0.9265 0.9279 0.9292 0.9306 0.9319
1.5 0.9332 0.9345 0.9357 0.9370 0.9382 0.9394 0.9406 0.9418 0.9429 0.9441
1.6 0.9452 0.9463 0.9474 0.9484 0.9495 0.9505 0.9515 0.9525 0.9535 0.9545
1.7 0.9554 0.9564 0.9573 0.9582 0.9591 0.9599 0.9608 0.9616 0.9625 0.9633
1.8 0.9641 0.9649 0.9656 0.9664 0.9671 0.9678 0.9686 0.9693 0.9699 0.9706
1.9 0.9713 0.9719 0.9726 0.9732 0.9738 0.9744 0.9750 0.9756 0.9761 0.9767
2.0 0.9772 0.9778 0.9783 0.9788 0.9793 0.9798 0.9803 0.9808 0.9812 0.9817
2.1 0.9821 0.9826 0.9830 0.9834 0.9838 0.9842 0.9846 0.9850 0.9854 0.9857
2.2 0.9861 0.9864 0.9868 0.9871 0.9875 0.9878 0.9881 0.9884 0.9887 0.9890
2.3 0.9893 0.9896 0.9898 0.9901 0.9904 0.9906 0.9909 0.9911 0.9913 0.9916
2.4 0.9918 0.9920 0.9922 0.9925 0.9927 0.9929 0.9931 0.9932 0.9934 0.9936
2.5 0.9938 0.9940 0.9941 0.9943 0.9945 0.9946 0.9948 0.9949 0.9951 0.9952
2.6 0.9953 0.9955 0.9956 0.9957 0.9959 0.9960 0.9961 0.9962 0.9963 0.9964
2.7 0.9965 0.9966 0.9967 0.9968 0.9969 0.9970 0.9971 0.9972 0.9973 0.9974
2.8 0.9974 0.9975 0.9976 0.9977 0.9977 0.9978 0.9979 0.9979 0.9980 0.9981
2.9 0.9981 0.9982 0.9982 0.9983 0.9984 0.9984 0.9985 0.9985 0.9986 0.9986
3.0 0.99865 0.99869 0.99874 0.99878 0.99882 0.99886 0.99889 0.99893 0.99897 0.99900
3.1 0.99903 0.99906 0.99910 0.99913 0.99916 0.99918 0.99921 0.99924 0.99926 0.99929
3.2 0.99931 0.99934 0.99936 0.99938 0.99940 0.99942 0.99944 0.99946 0.99948 0.99950
3.3 0.99952 0.99953 0.99955 0.99957 0.99958 0.99960 0.99961 0.99962 0.99964 0.99965
3.4 0.99966 0.99968 0.99969 0.99970 0.99971 0.99972 0.99973 0.99974 0.99975 0.99976
3.5 0.99977 0.99978 0.99978 0.99979 0.99980 0.99981 0.99981 0.99982 0.99983 0.99983
3.6 0.99984 0.99985 0.99985 0.99986 0.99986 0.99987 0.99987 0.99988 0.99988 0.99989
3.7 0.99989 0.99990 0.99990 0.99990 0.99991 0.99991 0.99992 0.99992 0.99992 0.99992
3.8 0.99993 0.99993 0.99993 0.99994 0.99994 0.99994 0.99994 0.99995 0.99995 0.99995
3.9 0.99995 0.99995 0.99996 0.99996 0.99996 0.99996 0.99996 0.99996 0.99997 0.99997
4.0 0.999968329
4.5 0.999996602
5.0 0.999999713
5.5 0.999999981
6.0 0.999999999
First Things First
CONTENTS
“The Price of Admission”
FTF.1 Think Differently
About Statistics
FTF.2 Business Analytics:
The Changing Face
of Statistics
FTF.3 Starting Point for
Learning Statistics
FTF.4 Starting Point for
Using Software
EXCEL GUIDE
JMP GUIDE
MINITAB GUIDE
▼▼
USING STATISTICS TABLEAU GUIDE
“The Price of Admission”
I
t’s the year 1900 and you are a promoter of theatrical productions, in the business of selling OBJECTIVES
seats for individual performances. Using your knowledge and experience, you establish a ■■ Statistics is a way of
selling price for the performances, a price you hope represents a good trade-off between
thinking that can lead to
maximizing revenues and avoiding driving away demand for your seats. You print up tickets
better decision making
and flyers, place advertisements in local media, and see what happens. After the event, you
review your results and consider if you made a wise trade-off. ■■ Statistics requires ana-
Tickets sold very quickly? Next time perhaps you can charge more. The event failed to sell lytical skills and is an
out? Perhaps next time you could charge less or take out more advertisements to drive demand. important part of your
If you lived over 100 years ago, that’s about all you could do. business education
Jump ahead about 70 years. You’re still a promoter but now using a computer system that ■■ Recent developments
allows your customers to buy tickets over the phone. You can get summary reports of advance such as the use of busi-
sales for future events and adjust your advertising on radio and on TV and, perhaps, add or ness analytics and “big
subtract performance dates using the information in those reports. data” have made know-
Jump ahead to today. You’re still a promoter but you now have a fully computerized sales ing statistics even more
system that allows you to constantly adjust the price of tickets. You also can manage many more
critical
categories of tickets than just the near-stage and far-stage categories you might have used many
years ago. You no longer have to wait until after an event to make decisions about changing ■■ The DCOVA framework
your sales program. Through your sales system you have gained insights about your customers guides your application
such as where they live, what other tickets they buy, and their appropriate demographic traits. of statistics
Because you know more about your customers, you can make your advertising and publicity ■■ The opportunity business
more efficient by aiming your messages at the types of people more likely to buy your tickets. analytics represents for
By using social media networks and other online media, you can also learn almost immediately business students
who is noticing and responding to your advertising messages. You might even run experiments
online presenting your advertising in two different ways and seeing which way sells better.
Your current self has capabilities that allow you to be a more effective promoter than any
older version of yourself. Just how much better? Turn the page.
1
2 First Things First
Now Appearing on Broadway … and Everywhere Else

In early 2014, Disney Theatrical Productions woke up the rest of Broadway when reports
revealed that its 17-year-old production of The Lion King had been the top-grossing Broadway
show in 2013. How could such a long-running show, whose most expensive ticket was less than
half the most expensive ticket on Broadway, earn so much while being so old? Over time, grosses
for a show decline, and weekly grosses for The Lion King had dropped about 25% by the year
2009. But, in 2013, grosses were up 67% from 2009, and weekly grosses typically exceeded the
grosses of opening weeks in 1997, adjusted for inflation!
Heavier advertising and some changes in ticket pricing helped, but the major reason for
this change was something else: combining business acumen with the systematic application of
business statistics and analytics to the problem of selling tickets. As a producer of the newest
musical at the time said, “We make educated predictions on price. Disney, on the other hand,
has turned this into a science” (see reference 3).
Disney had followed the plan of action that this book presents. It had collected its daily and
weekly results and summarized them, using techniques this book introduces in the next three
chapters. Disney then analyzed those results by performing experiments and tests on the data
student TIP collected (using techniques that later chapters introduce). In turn, those analyses were applied
From other business
to a new interactive seating map that allowed customers to buy tickets for specific seats and
courses, you may
permitted Disney to adjust the pricing of each seat for each performance. The whole system
recognize that Disney’s
was constantly reviewed and refined, using the semiautomated methods to which Chapter 14
system uses dynamic
will introduce you. The end result was a system that outperformed the ticket-selling methods
pricing.
others used.
FTF.1 Think Differently About Statistics

The “Using Statistics” scenario suggests, and the Disney example illustrates, that modern-day
information technology has allowed businesses to apply statistics in ways that could not be done
years ago. This scenario and example reflect how this book teaches you about statistics. In these
first two pages, you may notice
• the lack of calculation details and “math.”
• the emphasis on enhancing business methods and management decision making.
• that none of this seems like the content of a middle school or high school statistics class
you may have taken.
You may have had some prior knowledge or instruction in mathematical statistics. This book
discusses business statistics. While the boundary between the two can be blurry, business statis-
tics emphasizes business problem solving and shows a preference for using software to perform
calculations.
One similarity that you might notice between these first two pages and any prior instruction
is data. Data are the facts about the world that one seeks to study and explore. Some data are
unsummarized, such as the facts about a single ticket-selling transaction, whereas other facts,
such as weekly ticket grosses, are summarized, derived from a set of unsummarized data. While
you may think of data as being numbers, such as the cost of a ticket or the percentage that weekly
grosses have increased in a year, do not overlook that data can be non-numerical as well, such
as ticket-buyer’s name, seat location, or method of payment.
Statistics: A Way of Thinking

Statistics are the methods that allow you to work with data effectively. Business statistics
focuses on interpreting the results of applying those methods. You interpret those results to help
you enhance business processes and make better decisions. Specifically, business statistics pro-
vides you with a formal basis to summarize and visualize business data, reach conclusions about
that data, make reliable predictions about business activities, and improve business processes.
FTF.1 Think Differently About Statistics 3
You must apply this way of thinking correctly. Any “bad” things you may have heard about
statistics, including the famous quote “there are lies, damned lies, and statistics” made famous
by Mark Twain, speak to the errors that people make when either misusing statistical methods or
mistaking statistics as a substitution for, and not an enhancement of, a decision-making process.
(Disney Theatrical Productions’ success was based on combining statistics with business acumen,
not replacing that acumen.)
DCOVA Framework To minimize errors, you use a framework that organizes the set of
tasks that you follow to apply statistics properly. The five tasks that comprise the DCOVA
framework are
• Define the data that you want to study to solve a problem or meet an objective.
• Collect the data from appropriate sources.
• Organize the data collected, by developing tables.
• Visualize the data collected, by developing charts.
• Analyze the data collected, reach conclusions, and present the results.
You must always do the Define and Collect tasks before doing the other three. The order of the
other three varies, and sometimes all three are done concurrently. In this book, you will learn
more about the Define and Collect tasks in Chapter 1 and then be introduced to the Organize
and Visualize tasks in Chapter 2. Beginning with Chapter 3, you will learn methods that help
complete the Analyze task. Throughout this book, you will see specific examples that apply the
DCOVA framework to specific business problems and examples.
Analytical Skills More Important Than Arithmetic Skills The business prefer-
ence for using software to automate statistical calculations maximizes the importance of having
analytical skills while it minimizes the need for arithmetic skills. With software, you perform
calculations faster and more accurately than if you did those calculations by hand, minimizing
the need for advanced arithmetic skills. However, with software you can also generate inappro-
priate or meaningless results if you have not fully understood a business problem or goal under
study or if you use that software without a proper understanding of statistics.
Therefore, using software to create results that help solve business problems or meet busi-
ness goals is always intertwined with using a framework. And using software does not mean
memorizing long lists of software commands or how-to operations, but knowing how to review,
modify, and possibly create software solutions. If you can analyze what you need to do and
have a general sense of what you need, you can always find instructions or illustrative sample
solutions to guide you. (This book provides detailed instructions as well as sample solutions
for every statistical activity discussed in end-of-chapter software guides and through the use of
various downloadable files and sample solutions.)
If you were introduced to using software in an application development setting or an intro-
ductory information systems class, do not mistake building applications from scratch as being a
necessary skill. A “smart” smartphone user knows how to use apps such as Facebook, Instagram,
YouTube, Google Maps, and Gmail effectively to communicate or discover and use information
and has no idea how to construct a social media network, create a mapping system, or write an
email program. Your approach to using the software in this book should be the same as that smart
user. Use your analytical skills to focus on being an effective user and to understand conceptually
what a statistical method or the software that implements that method does.
Statistics: An Important Part of Your Business Education

Until you read these pages, you may have seen a course in business statistics solely as a
required course with little relevance to your overall business education. In just two pages, you
have learned that statistics is a way of thinking that can help enhance your effectiveness in
business—that is, applying statistics correctly is a fundamental, global skill in your business
education.
4 First Things First
In the current data-driven environment of business, you need the general analytical skills
that allow you to work with data and interpret analytical results regardless of the discipline
in which you work. No longer is statistics only for accounting, economics, finance, or other
disciplines that directly work with numerical data. As the Disney example illustrates, the
decisions you make will be increasingly based on data and not on your gut or intuition sup-
ported by past experience. Having a well-balanced mix of statistics, modeling, and basic
technical skills as well as managerial skills, such as business acumen and problem-solving
and communication skills, will best prepare you for the workplace today … and tomorrow
(see reference 1).
FTF.2 Business Analytics: The Changing Face of Statistics

Of the recent changes that have made statistics an important part of your business education,
the emergence of the set of methods collectively known as business analytics may be the most
significant change of all. Business analytics combine traditional statistical methods with meth-
ods from management science and information systems to form an interdisciplinary tool that
supports fact-based decision making. Business analytics include
• statistical methods to analyze and explore data that can uncover previously unknown or
unforeseen relationships.
• information systems methods to collect and process data sets of all sizes, including very
large data sets that would otherwise be hard to use efficiently.
• management science methods to develop optimization models that support all levels of
management, from strategic planning to daily operations.
In the Disney Theatrical Productions example, statistical methods helped determine pricing
factors, information systems methods made the interactive seating map and pricing analysis
possible, and management science methods helped adjust pricing rules to match Disney’s goal
of sustaining ticket sales into the future. Other businesses use analytics to send custom mailings
to their customers, and businesses such as the travel review site tripadvisor.com use analytics
to help optimally price advertising as well as generate information that makes a persuasive case
for using that advertising.
Generally, studies have shown that businesses that actively use business analytics and
combine that use with data-guided management see increases in productivity, innovation, and
competition (see reference 1). Chapter 14 introduces you to the statistical methods typically
used in business analytics and shows how these methods are related to statistical methods that
the book discusses in earlier chapters.
“Big Data”
Big data is a collection of data that cannot be easily browsed or analyzed using traditional
methods. Big data implies data that are being collected in huge volumes, at very fast rates or
velocities (typically in near real time), and in a variety of forms that can differ from the struc-
tured forms such as records stored in files or rows of data stored in worksheets that businesses
use every day. These attributes of volume, velocity, and variety (see reference 5) distinguish
big data from a “big” (large) set of data that contains numerous records or rows of similar data.
When combined with business analytics and the basic statistical methods discussed in this book,
big data presents opportunities to gain new management insights and extract value from the data
resources of a business (see reference 8).
Unstructured Data Big data may also include unstructured data, data that has an
irregular pattern and contain values that are not comprehensible without additional auto-
mated or manual interpretation. Unstructured data takes many forms such as unstructured text,
pictures, videos, and audio tracks, with unstructured text, such as social media comments,
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No. 24. Brown, field hand, 28 years, brings $1200.
No. 25. George, the valorous, 26 years old, strong enough to be a
rival to his celebrated namesake, the dragon-killing knight of the
middle ages. At least, he is able to kill two alligators in five minutes.
George (not the knight) is sold for $1400.
No. 26. Etienne, carter and plowman, 29, sold for $1150.
No. 27. Quacco, plowman and carpenter, a young man of 23, brings
$1275.
No. 28. Bob, blind of one eye, plowman and carter, aged 35, brings
$850. Why only $850? Because he has but one eye. How did he
lose the other? When he was a little boy, he had a sister, a very kind
and gentle little girl, whom he dearly loved. One Sunday, they were
walking together near the plantation to which they belonged.
Beneath an orange tree, covered with red, beautiful, juicy fruits, they
sat down upon the grass. Nancy, which was the name of the little
girl, dropped silently her head; not a word came from her lips, but
large drops fell from her eyes upon the grass. Bob took her hands in
his, asking her tenderly, ‘Sis, what is the matter with you? Why will
you cry?’ ‘O Bob,’ sobbed she, ‘I am very unhappy—I wish to die.’
‘Why, Nancy?’ But Nancy gave no answer—all her limbs trembled—
her eyes stared in agony towards the sugar-house. A big white boy
came running towards them, holding in his hand a large whip. It was
Peter, the overseer’s oldest son—the most malicious and cruel
young rascal in the parish—the terror of the poor slaves on the
plantation.
‘Ay! you black little grasshopper, have I caught you at last!’ cried the
young loafer, grasping her by the neck, and throwing her upon the
grass. ‘You shall know that I am master, and you are my slave.’ The
terror-struck girl made no reply; she only uttered a long, painful
groan. Bob, in great excitement, placed himself between his sister
and the boy, crying, ‘Oh, master Peter, don’t hurt my sister! No! you
shall not hurt my sister!’ At once, the young overseer got into a
terrible rage, and crying, ‘Hie, dog of a nigger!’ he struck Bob with
the heavy handle of his whip in the face, and the poor boy fell with a
single piercing cry to the ground. From that day, Bob had but one
eye, and the stripes made by the whip of the overseer upon Bob’s
back can be still seen to-day.
No. 29. Charles Yellabusha, field hand, 24 years old, price $1525.
No. 30. Allrick, field hand, age 45. He looks very good-natured;
twenty years ago, he was worth $2100, but is sold now for $1025.
No. 31. Jake, good cooper, sugar-maker, and vacuum boiler, 32
years of age. His color is a mingling of yellow and white. His
forehead is high, his face intelligent. There is no mistake—plenty of
Anglo-Saxon blood is running through his veins. If he had been born
in Massachusetts, or in one of the other Free States, in Canada or in
Europe, I would bet a hundred dollars against one, he would be a
professor, a minister, a doctor, or some kind of a savan, now. If his
star had cast him into the empire of France, I should by no means be
surprised to see in him a second Alexander Dumas; and if, in that
case, he would not be able to write as admirable a story as is ‘The
Count of Monté Christo,’ I should despair of finding any sense in a
Gall or a Lavater. Well, this second Alexander Dumas is sold at
auction for $2625, a sum which he could realize for himself in less
than one year, if he were not born in a Slave State.
Who was Jake’s mother? Of course, a mulatto woman, and a slave.
Most probably, she has gone to that land where the master and the
slave enjoy ‘equal rights.’
But who was her father? There we have a problem, which even the
discoverer of the quadrature of the circle can never solve. Perhaps
Jake’s grandfather was a ‘rising man,’ and his white grand-children
are now celebrated senators and lawgivers.
And who was the father of Jake? Don’t know. But may it not be
possible that he was a Governor, or some other big personage?
Perhaps, while Jake is being sold at auction to the highest bidder, his
natural brothers and sisters are sitting in splendid parlors, or in the
drawing-room of some fashionable hotel, ‘up North.’ May not one of
Jake’s natural brothers be a Judge of the Supreme Court, and the
other a learned minister of the gospel? How does it happen that,
while one of the children of the same father is a rich and high-
standing favorite of the people, the other child is sold at public
auction, like a valuable mule? Can it be the little difference in their
color? Well, let the former brother stay for some years in South
America, or in some other warm climate, and I am sure his color
would show no great difference from that of his brother who is sold at
auction. Why, then, shall the one brother be treated as a beast, and
the other brother as a gentleman? Can any one of my learned
readers solve this problem for me?
No. 32. Willis, field hand, 24 years, sold for $1350—and
No. 32½. Lucy Scott, field hand, 25. She is not placed upon the
platform. Why? We cannot say; but the distressed face of the poor
woman tells us that she has been sold privately to a personage, of
whom they say that he is a member of the church, but who in reality
may prove to be a demon.
No’s 33, 34, 35, 36 and 37.
A very good-looking pair is first put upon the platform. Davy, a good
vegetable-gardener, 50 years old, and his wife Harriet, about 45,
together with their daughters, Cassy and Scilla, twins, 14 years, and
Amy, 12 years. Really, I would give something if you could see the
daguerreotype of this family standing upon the platform, to be sold at
auction. But, no—I recall the wish. Thank God that you cannot see
that picture, because it would haunt you like a dreadful vision.
I remember an event which I heard related while I was in France. A
young French lady had occasion to visit a picture gallery. Her eyes
fell upon a large picture, representing the martyrs thrown before wild
beasts, at the time of the Roman Emperor Dioclesian. The
expression of agony in the features of the bleeding Christians was so
fearfully given, that the maiden fell into hysterics, and she never
recovered from the effect of her terror.
I will not attempt to imagine the anguish and horror that my fair
female readers would have felt, if they could have witnessed the
picture of that poor distressed family—the despairing features of
those three innocent girls upon that slaughter-bench, like three
faultless lambs offered for sacrifice! All five were sold for $3000.
No. 38. Big Bill, cooper, 55 years, and
No. 39. Winey, his wife—(to sell a wife at auction!—what a sacrilege
of the sacred name!) 54 years old. Both together were sold for
$1850.
No. 40. Tom, field hand, 28 years, and
No. 41. Matilda, 25 years. For both, $2250. One family.
No. 42. Shad, field hand, 38 years—
No. 43. Rachel, 29—and
No. 44. James, their son, 6 years of age—all were sold at $2275.
Dear family that! But how much dearer shall he pay at the day of
judgment, who sells the ‘bodies and souls of men’ for gold, silver,
and approved paper, like cattle!
No. 45. Louis Mare, bricklayer, 42 years.
No. 46. Yellow Mary, 23 years of age. For both was offered $1750.
Kind reader, I must make your heart sad again—sad with
compassion for your unfortunate and oppressed fellow-men. But I
will speak the truth, only the truth, and nothing but the truth. God has
given me a feeling heart; and, certainly, I suffered, while being
present at the slave auction, of which I am giving you a faint
description. But I had to stay, and my face had to be as stern as any
of the slave-buyers present, while my heart mourned. Is it not a
vision? There stands a girl upon the platform, to be sold to the
highest bidder; perhaps to a cruel, low and dissolute fellow, who, a
day or two since, won a few thousand dollars by his playing tricks at
the faro table. She is nearly white; she is not yellow, as they call her.
She has a fair waist, her hair is black and silky, and falling down in
ringlets upon her full shoulders. Her eyes are large, soft, and
languishing. She seeks in vain to hide the streaming tears with her
small and delicate hands. Her features are fair, like those of the girls
of the Caucassian race; they remind me of those of the highland girls
of my native country, Switzerland. Who in all the world can have
anything against her color? In England, she would be called a ‘star’;
in France, a ‘belle’; in Germany, a ‘nice little woman’; and in the free
States of the Union, she would pass, when fashionably dressed, for
a ‘fair French lady.’ But, in the Slave States, she is openly sold, as
though she were nothing more than a ‘beautiful mare’ or a ‘splendid
cow’!
They say, in the Slave States, that they are Christians; yet they
consider a fair Christian girl as a brute, because she is not of pure
white blood! Why do they not make company with the fishes in the
lower Mississippi? Have they not ‘white blood’?
If Mary’s father, who is, perhaps, a very much honored gentleman,
‘one of the best members of his church’—if that great man could see
his only daughter, his own flesh and blood, standing upon the
platform, with tearful eyes, and sighing in untold misery to be sold
like a quadruped—surely, his blood would turn ‘white’ for shame and
terror!
No. 47. Josephus, accomplished blacksmith, 35 years old—and
No. 48. Catharine, field hand, 30 years old. Catharine is a very
strong and healthy-looking woman. If this pair of giants had the
liberty to keep the earnings of their own labor for themselves, they
would surely make the money for which they are sold now,—those
$2800,—in less than three years. But their bodies belong to another,
because the laws of the Slave States regard men and women of
color as beasts of burden.
No. 49. Dennis, field hand, (suffers from hernia,) fifty-five years—
No. 50. Isabella, thirty-one years. Price for these poor human beings,
$1350.
No. 51. Amos, field hand, a very smart and intelligent-looking boy of
sixteen, brings $1450, or one hundred dollars more than the poor
couple sold before him.
No. 52. Fielding, field hand, 26 years, and—
No. 53. Nelly, also a field hand, 30 years, both bring $2200.
No. 54. George Sunday, field hand, age 22, for $1400.
No. 55. Gay, 30, and
No. 56. Hannah, 35, together with
No. 57. Ellen, her daughter, a young girl of 13 years. Both Hannah
and Ellen are crying very hard, because they are perhaps to be sold
to a ruffian who made his fortune by swindling, and who will pay now
$2300 for honest people, who have never done the least harm to
anybody, who are faithful Christians, and whose hearts are to be
broken by an act worthy of any blood-thirsty barbarians!
No. 58. Quash, field hand, aged 17. A black skin he has, like
polished ebony, but no doubt his heart is white. How much whiter
than the ‘man-driver’ who is going to buy him for the sum of $1400!
No. 60. John Louis, field hand, 24 years, and
No. 61. Fine, his wife—(wife? yes, as long as her master will permit
her to remain such!) age 19, and
No. 62. Collar, a plump, little boy of 3 years. The last bid for them is
$3050. Hear what the man behind my chair says to his companion:
—‘Splendid family that! Very likely girl—fine child—but he paid a
good deal of cash for them three black animals.’
‘Yes, Bob,’ says the other, ‘he spends plenty of money, but he will
make ’em work! Holy Tschoupitoulas! they will get more lickings than
tomatoes and bacon.’
Collar’s mother presses her little boy to her bosom; she casts her
tearful eyes towards heaven. But even heaven seems to be closed
to her prayers and to her tears. Shall she doubt that there is a just
God above the clouds? Must her faith in the precious redemption of
mankind, through the Savior, be destroyed in this dreadful hour? Can
she still believe in the Lord and Master of her soul, when her
tormentors call themselves disciples of this same Lord? Christian
reader, will you not mourn while so many thousands of your humble
fellow-men are groaning in chains? Can you sing and pray with a
joyful heart in the house of the Lord, when you know that the cross of
your Savior is trodden upon by the feet of ‘Christian slave-drivers’?
Nations, mourn! for justice is dead, and crime is triumphant!
Let us return to the ‘hall of perdition,’ in mourning apparel.
No. 63. Squire, 28 years, and
No. 64. Gertrude, cook, washer and ironer, age about 21. This fine
but sad-looking pair bring $2600.
No. 65. Richard, field hand, age 19, sold for exactly $1000.
No. 66. John, plowman, 32 years, and
No. 67. Nancy, field hand, about 30. Highest bid for both, $1750.
No. 68. Davy, 58 years, and
No. 69. Polly, 50 years old, both sold for $500.
Five hundred dollars is a fair price for a horse, or for a valuable mule.
But here we can perceive neither horses nor mules, but human
beings, who, without regard to color or standing, await, like us, the
hour of their call from this world to the judgment seat. Those two
grey heads, of very humble looking persons, have been placed upon
the auction-stand or platform. For forty years they have devoted their
strength to the father of their master, and to him. They have gathered
forty harvests for him—yes, for him who is now selling them for
$500! They brought him ten times as much as he is now getting for
their worn-out bodies.
No. 70. Frank Fortier, field hand, 36 years, and
No. 71. Fanny, 26 years, both were sold for $1600.
No. 72. James Pegram, field hand, 37 years.
No. 73. Johanna, 16 years.
No. 74. Cornelius, 8 years.
No. 75. Jane, 7 years.
No. 76. Old Maria, 60 years.
Another tableau, which, if Mr. Keller, the celebrated performer of
‘living tableaux,’ should exhibit in the Academy of Music, in the
Athenæum, or in some other public hall of a ‘free city,’ he would
certainly take the house by storm, and every nerve of his justice and
freedom-loving audience would powerfully vibrate with indignation
against the cold-hearted destroyers of family-life and of human
rights.
Reader! imagine five persons, standing upon a platform, similar to a
funeral pile erected for martyrs. Their color is darker than that of the
persons sitting in front of the arena. There are eighty-three human
beings, of various colors, and of different ages, bending down their
heads, and looking as if they were condemned to death, and were
now to be executed. Those five ‘articles for sale at auction’ consist of
a father, three children, and their grandmother. Their mother has
gone to bear witness, before the holy tribunal of the great Judge of
the world, and to accuse the tormentors of her unfortunate people.
James, a strong, intelligent-looking man, gazes in utter despair upon
his youngest child, who clings to him in distress. Poor little Jane! At
the youthful age of seven, thou shalt already drink the bitter cup! And
Johanna! O gentle maiden of sixteen summers! How she covers her
eyes with one tip of her head-cloth, grasping her trembling little
brother Cornelius by the hand! And what is their father doing? He is
raising his eyes—there is one flash—a terrible one!
Tremble, O South! Though that slave is but one, and has no power
as a single man, let others join him! Let a million of his brothers rise
against their masters’ reign of terror! Let them break their chains!
Then, South! it shall be too late to repent! Then thy day of judgment
has come!
Old Maria—how pitiful she looks! Poor old grandma! Sixty years
have passed over her gray hairs; she has done her duty—(what duty
had she to do?)—she has done all she could, without murmuring.
She has raised children, nursed grand-children. Never as her own—
no, always for her master! She has been always a very meek, a very
quiet, good-natured soul. But to-day—had she ever such a feeling of
approaching evil? She is not quiet to-day; she trembles every time
she glances at her dear family. She is asking herself, ‘Shall I be
permitted to go with them? or shall I be sold alone?’
Hear! What said he there—that stately man with his white neckcloth,
his gold chain, and large seal thereon? What said he? ‘I do not want
the old woman. Sell her alone!’
Yes! that man had the last bid. He paid $3000 for James, Johanna,
Cornelius, and Jane; but he won’t buy the old woman. No! he only
wants ‘young hands.’ And the old mother, the kind grandma, is torn
away from her dear family, and will never see them again. She is
sold for $200 to another, and all her happiness is given in the
bargain!
Some people pretend that slaves are indifferent to their being bought
and sold. Upon questioning, I was told by many slaves who had
comparatively kind masters, that their minds are constantly troubled
for fear of being sold. They would rather submit to the most cruel
treatment at the hands of their masters, than to be separated.
A very strong and valuable slave in Mobile assured me, that if his
master should ever attempt to sell him, he would jump into the river.
His idea of hell, he said, was a large platform of red hot iron, where
bad people are to be sold. The auctioneer there is the devil. ‘There
is,’ said he, ‘a good deal more white folks sold there by the devil than
black ones.’ If those poor fellows had no reason like brutes—if they
could not be conscious of their miserable condition—if they had no
rational feeling—they might be less unhappy; but their reason, their
power of intellect, is frequently superior to that of their brutal and
often drunken masters. When slaves, who have been raised by kind
masters, know that they shall be sold to men of ill repute, they live in
a constant state of desperation, until they are sold, when they submit
themselves to their deplorable lot, or look out for some opportunity to
run away.
I shall never forget an awful catastrophe which took place in a large
Southern seaport while I resided there. A beautiful quadroon slave
girl, of about sixteen summers, with a skin such as many a Spanish
lady would be proud of, and with splendid long black curls, was
bought at auction for $1900 by a confirmed dissolute rascal, who
forced her in the same night to stay with him.
Though she was a slave, Raimond Legrand, an honest young
Frenchman, had fallen in love with her. He had sworn to buy her, and
to bring her to ‘la belle France,’ where color of skin is never punished
by imprisonment in the galleys, nor elsewhere. Unfortunately, he was
not in possession of the money which her master asked for her. To
procure it, Raimond went to California. During the time of his
absence, the rather good-natured master of Madeline, (that was her
name,) died suddenly, and his heir put Madeline up at auction. She
was bought by the fellow I mentioned before, and all her happy
dreams and hopes were at once blasted. Her pitiful cries and groans
of anguish, in that horrible night, were heard for several houses from
that of her inhuman new master. But there was no help for her, no
salvation for Madeline. For the law of the State says:—‘A slave has
to obey in all cases his or her master.’ In the following morning, a
human chase was seen down the street towards the wharf. A young
and beautiful girl, with flying curls, crying piteously, and running with
all her might, was followed by a man who shouted, ‘Stop her! stop
her!’ That poor girl was Madeline, and her pursuer was her new
master. A man? No, a demon in human shape! They arrive together
upon the wharf above the stream. He seizes hold of the dress of his
victim, exclaiming, ‘Mine again! curse you!’ But, in an instant, she
tears herself from the grasp of her tormentor—she casts one quick
despairing glance upwards—and, uttering the words, ‘Adieu, cher
Raimond!’ she throws herself from the wharf into the stream, and
was seen no more.
No. 77. Scott, field hand, aged about 19, for $1375.
No. 78. Campbell, 22 years, for $1500.
No. 79. Dennis, 26 years, brought $1600.
Three valuable laborers, healthy and strong men. They are
condemned to ‘hard labor for life,’ as a reward for their good
behavior and diligence.
No. 80. Frank, field hand, and excellent gardener, 22 years, for
$1425.
No. 81. Gerrard, 24 years, for $1500.
No. 82. John, 18 years, for $1375.
No. 83. Betty, a mild-looking young girl of fifteen summers. But what
kind of summers? ‘Driving’ ones, of course. And what shall be her
winters? We are going to learn it directly.
No. 84 and No. 85 are placed upon the stand. Tom, field hand, about
48 years, and Old Betsy, his wife, three years older than Tom. Tom is
a very honest-looking man. Perhaps he is a cousin to the celebrated
‘Uncle Tom,’ well known by the brilliant pen of that truth-loving writer,
Mrs. Harriet Beecher Stowe. Tom dares not to look up, for he
feels dreadfully ashamed to be put up at auction, like a mule or a
dog. He suffers from hernia, a complaint which he contracted while
catching a barrel of molasses, which, rolling down from a hill,
endangered the life of a white infant child. Tom is therefore entitled to
a reward for saving human life, and particularly white life. Entitled to
a reward? O, yes! There stands Tom upon the platform of a slave-
auction room, and enjoys his reward—to be sold to the highest
bidder for $250!
I have seen a valuable mule, which, by kicking, caused the death of
a child. This animal was afterwards sold at auction for the sum of
$375, fully $125 more than our generous Tom!
No. 85. Who is No. 85? Ay, there we find poor old Betsy, kind old
soul! She labored more than 40 years in her master’s house. She
had sung and cradled the children to sleep, carefully protecting them
from all harm. She watched over those children like a mother; and if
there were some particularly fine, golden oranges hanging over the
porch, she had to get them down for her darling boy, her master’s
child. And this very child, now a full-grown man, is selling her to-day
at auction for $100.
No. 86. John Jones, field hand, (suffers from slight hernia,) 23 years
old, and
No. 87. Anna Kentuck, 22 years, and
No. 88. Her little boy, Armstead, 3 years. All together were sold for
$1950. But the stranger who had the last bid is not able to give the
requisite security, nor is he in possession of cash; and the poor
family is placed again upon the platform, to be resold. The torture
begins anew; they have again to feel the mortification of being
placed in the same category with cattle. Armstead, the poor little boy,
will give you the best proof that even little children can feel the
atrocity of being thus sold. He begins to cry most pitifully, and hides
his face under the white apron of his weeping mother.
No. 89. Louisa, and
No. 90. Her child, a babe.
Louisa is a splendid young woman, of about 21. Her stately form and
noble features will make you believe that she is a descendant of
pure royal African blood. She is, perhaps, the grand-daughter of
some princess, who was stolen from her native country by some
pirate who called himself a Christian! Her splendid black eyes are
proudly surveying the sitting assemblage, as if scorning the power of
those dealers in human souls. But, suddenly, their flashing light is
gone; she casts them down, and large drops are falling upon her
darling babe in her arms. Picture a sleeping babe and its mother for
sale at auction! To you, gentle mothers of darling babes, I am now
addressing my simple words. If the heart of man should be cast of
iron, or carved out of granite, a loving mother’s heart is soft, like pure
melted wax, and always susceptible to every impression of
goodness and of compassion. She alone can tell how great is the
pain to see her darling babe suffer. She alone can understand the
sufferings of other unfortunate mothers.
Mothers! which among you could bear to see your own dear babe
torn from your arms? But poor Louisa is forced to see it! Can she
bear the dreadful thought? Why is she a Christian? Can that faith be
a true one—can it be a just one—when they who sell her and her
babe call themselves Christians? Can she still believe in the Savior
of mankind?
But, be silent, and take a glance at that poor mother! Though sold for
$1275, she presses her babe closer to her beating bosom; she
raises her large tearful eyes towards heaven, from whence salvation
shall come; for she believes in her Savior upon the Cross, in that
Savior who shed his blood for the everlasting freedom of all human
beings.
Reader, a loving mother is a prophetess; and although she foresees
the dangers that shall befall her darling babe, she also recognizes its
deliverance, and its final happiness, through the almighty hand of the
Lord, who is the Savior of little babes, as well as the Savior of men
and women.
No. 91. Yellow John, field hand, 28 years, and his companion in his
life of misery—
No. 92. Martha. Both were sold for $1800.
The kind reader will please enter a magnificent castle, situated in a
romantic province, upon the charming borders of the river Seine. The
noble Count is sitting upon a richly gilded fauteuil, leaning with his
arms upon a small table of rosewood. A golden goblet and two
sealed bottles of the first quality of old ‘Chateau-Haut-Briou’ are
placed before him upon the table. A footman, dressed in glittering
livery, is awaiting his orders. But the Count remains silent; his eyes
are wandering out through the arched window, until they are fixed
upon the sublime scenery before them. The setting sun is casting its
mild rays upon the beautiful landscape. The soft waves of the river
are reflecting the light with the brilliancy of an ocean of diamonds.
The deep blue sky is partly painted with purple, green and violet,
shining with a celestial splendor. Droves of cows and flocks of sheep
are descending the fair hills, and are making for home. Bright and
lovely maidens, wearing upon their black, curled hair beautiful
wreaths of flowers, are dancing like so many fairies upon the green,
flowery turf of the pasture ground, above the stream.
Sir Count! do you not enjoy the lovely scene before your eyes? Are
you not a happy man, to be the owner of so much beauty?
But the Count hears nothing—sees nothing; his mind is absent; he is
dreaming of by-gone days. Suddenly, his face seems to be troubled
with a strange thought—his lips are audibly uttering the words, ‘La
Louisiane! Mon Dieu, que j’étais fou! Pauvre Jeannette! Comment?
Non, non, c’est impossible! Ça se ne peut pas!’
What is he saying? Is he not speaking of Louisiana? He says: ‘My
God, what a fool I was! Poor Jane! How? No, no, it is not possible—it
cannot be so!’
What cannot be so? Who is Jane? Didn’t they call John’s mother
Jeannette, or Jane? Yes, Count! Indeed, it can be! Noble Count,
while you are living in riches and plenty, master of a proud and
magnificent castle, your son—yes, Count! your only son, is a
miserable slave! He is standing, this very hour, upon the platform of
a slave-auction room! He, your own flesh and blood! Listen, O
Count! listen to the terrible story! He—your son—is sold to the
highest bidder like a brute!
Count! if your heart is able to feel—if you are not a lump of ice, like
the heart of yonder unfeeling slave-driver—fly from your splendid
castle, and go to parts unknown; for the terrible vision of the dreadful
calamity that awaits your only son will haunt you from the saloon to
the sleeping apartment, and from the garden to the pinnacle of the
tower.
But John, the young Count of Chateau-Brillant, is forced to await the
orders of his new master—for he is a slave!
No. 93. Moses, field hand, 35;
No. 94. Matilda, 30;
No. 95. Richard, 9;
No. 96. Mike, a bright little boy of 6.
Again a splendid family, all the members of which are ‘very likely’; so
says the auctioneer. ‘Superior to all sold heretofore.’ Moses, a
strong, healthy and intelligent-looking man, is standing upon the
platform, with the feelings of a father whose dear ones and himself
are disposed of like dogs. See, he is strong; he is able to fight for his
freedom, and no doubt could overpower half a dozen of those sickly-
looking slave-drivers. Well, why don’t he fight to gain his liberty, and,
consequently, be regarded as a man, and not as a mule? Because
he is well aware that he has no power as a single man, and that he
cannot combine with his other unfortunate brothers to break the
yoke, as did his great namesake of old several thousand years ago.
Is he afraid of death? O no, for he knows perfectly well that his body
is not his own; that the bodies of his beloved ones do not belong to
themselves. Who then would suffer, in case of his death, but his
money-making master? But Moses has two reasons for not avenging
himself. The first is, he is sure that the attempt to excite his brothers
in bondage to revolt against their masters, would not only imperil
their lives, but in all probability subject them to an awful death upon
the burning wood-pile. Moses is not afraid of any wood-pile, whether
burning or not; but he has a good-natured disposition, and therefore
shrinks from involving his brethren in so awful a catastrophe. He will
continue to suffer under the whip, rather than cause the death of his
fellows upon the funeral pile.
His second reason is, because he is a Christian.
Every slaveholder knows perfectly well that a Christian slave is worth
much more than one who has no faith at all. Many of them are
sagacious enough to teach their slaves the gospel, and particularly
those words of the apostle Paul: ‘Servants, be obedient to them that
are your masters, according to the flesh, with fear and trembling.’
Ephes. vi. 5. Here and there, a slaveholder will forbid his slaves to
attend religious exercises; but he is a fool, and he will surely suffer
for it.
I happened once to get acquainted with a Frenchman, an owner of
slaves, who said to me, ‘Doctor, I will be obliged to you if you will
teach my slaves your religious opinions; for though they are to me
ridiculous, I know very well that my slaves, once believing in your
nonsense, will be worth more to me than they are now.’
Alas! poor Moses will remain a slave until death shall break his
chains! But, no! His chains shall be broken before! God grant it!
No. 94. Matilda, wife of Moses, (though she is never regarded as a
wife by the slave code,) seems to be a very good creature. While
she is weeping silently, she presses her last-born, her darling boy,
her Mike, close to her bosom. Poor child! Bitter, yes, very bitter are
the tears thy unfortunate mother is weeping over thee! Alas! she
fears that thou mayest be sold to a man whose gospel is ‘money.’ O
Mike! will he order you to his infamous gambling saloon? Will you
learn his tricks, and will he poison your pure innocent heart with his
blasphemies? Is it his intention to make you a deceiver, a thief, a
robber, a murderer? Dreadful thought! that child of affliction and of
prayers shall perhaps become a candidate for the gallows! And why?
For money’s sake! Yes, to fill a villain’s pockets with money!
And Richard—the noble, the smart, the truth-loving boy, with those
clear innocent eyes—what shall become of him when his new
master shall prove to be man of dissolute habits?
Mourn again, reader! for virtue and justice shall succumb, and crime
shall be triumphant. That family brings a good price. These
Christians are sold for $3000; and with them their hope, their virtue,
their faith, all that they possess in this world. The curtain falls—the
tragedy closes.
No. 97. Jerry, field hand, 42 years, and
No. 98. Molly, 40 years. An old looking couple, but a kind, a true-
hearted one.
‘Gentlemen,’ says the auctioneer——. But before I proceed, the
reader will give me permission to mention that the four ladies,
present at the commencement of this auction sale, did not bid, nor
did they remain for more than half an hour. For the honor of their
sex, I am bound to mention that they (though most probably
themselves owners of slaves,) seemed to feel very uneasy while
present. I believe that there is a certain natural feeling with the great
majority of the gentler sex, which is more just, and more open to the
truths of the gospel, than we of the masculine race are able to
comprehend.
‘Gentlemen,’ says the auctioneer, ‘Jerry and Molly are the last couple
to be sold to-day; for it is late, and we have to close. To-morrow at 12
M., the rest of the slaves, belonging to this gang, fifty-one very
valuable, sound and likely negroes, will be sold to the highest bidder
for cash and approved paper.’
I intend,—Deo volente,—to delineate at some future time the
proceedings of ‘the sale of to-morrow.’ Let us close, for the present,
with poor Jerry and unfortunate Molly, who were sold to a not very
kind looking man for $1125.
The chattels are sold. There were ninety-eight large and small
articles—Christian goods—bringing to their former owner the snug
little sum of $80,890. Will that sum be sufficient to buy ninety-eight
souls of men, baptized in the name of the Father, of the Son, and of
the Holy Spirit? Friends! eighty millions will never buy them from
their Father in heaven, for they have been ‘bought with a price’—with
the precious blood of the Son of God!
Surely, if we are convinced that the institution of slavery is a great
wrong against humanity, and a heavy curse to Christianity, we shall
seek to abolish it without delay.
But how can we do it? By what means can we induce the
slaveholders in the South to give up their ‘property,’ their ‘wealth,’
their ‘merchandise,’ their ‘valuable goods?’ Shall we invade the
Slave States with a large army, and liberate the slaves by means of
revolvers, knives, swords, and Sharp’s or Minnie rifles? I know the
Southerners too well, not to be convinced that every one of them
would fight to the death—that they would lose every drop of their
blood, rather than consent to give up their slaves. The Southerner is
no coward; he is brave in battle, and faces death without fear. But,
suppose that the whole body of the oppressed slaves should rise as
one man, and strike for their liberty—would not their victory be
certain? Yes, but what a victory! Streams of blood would stain the
ever-blooming soil of the South, and legions of corpses would
become a prey to the vultures. And whose blood would flow? That
only of mean and cruel slave-drivers? Oh, no! Many thousand
corpses of innocent babes would point up to heaven for vengeance!
Thousands of blooming young maidens would be slaughtered,
causing the blood-stained soil to remain a curse for many centuries!
No, my friends! No revolver, no rifle, no knife, no bloodshed nor
slaughter shall be necessary to metamorphose slaves into freemen.
No war is able to abolish the institution of slavery. There is a
standard which is bound to be victorious in the hottest of battles—a
standard, before the glory of which, the most stubborn of slave-
drivers shall be forced to fall upon his knees, crying, ‘Lord! what shall
I do to be saved?’ That standard is the Cross of the Redeemer of
mankind! If the slaveholders will truly believe in the powerful
supremacy of that standard, it will be impossible for them to keep
any longer their colored brethren in so shameful a bondage as
Slavery. If the slaveholder of the South would call himself a
Christian, without being a hypocrite, he will be obliged to do away
with Slave laws, Slave markets, and Slave auctions—in fact, TO
ABOLISH SLAVERY.
THE CHRISTIAN SLAVE.
BY J. G. WHITTIER.
[In a publication of L. F. Tasistro, ‘Random Shots and
Southern Breezes,’ is a description of a slave auction at
New Orleans, at which the auctioneer recommended the
woman on the stand as ‘a good Christian!’]
A Christian! going, gone!

Who bids for God’s own image?—for His grace
Which that poor victim of the market-place
Hath in her suffering won?
My God! can such things be?

Hast thou not said that whatsoe’er is done
Unto Thy weakest and Thy humblest one,
Is even done to Thee?
In that sad victim, then,

Child of Thy pitying love, I see Thee stand,
Once more the jest-word of a mocking band,
Bound, sold, and scourged again!
A Christian up for sale!

Wet with her blood your whips—o’ertask her frame,
Make her life loathsome with your wrong and shame,
Her patience shall not fail!
Cheers for the turbaned Bey

Of robber-peopled Tunis! he hath torn
The dark slave-dungeons open, and hath borne
Their inmates into day:
But our poor slave in vain

Turns to the Christian shrine her aching eyes—
Its rites will only swell her market price,
And rivet on her chain.
God of all right! how long

Shall priestly robbers at Thine altar stand,
Lifting in prayer to Thee the bloody hand
And haughty brow of wrong!
O, from the fields of cane,

From the low rice-swamp, from the trader’s cell—
From the black slave-ship’s foul and loathsome hell,
And coffle’s weary chain—
Hoarse, horrible, and strong,

Rises to heaven that agonizing cry,
Filling the arches of the hollow sky,
How long, O Lord, how long!

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A Christian! going, gone!

My God! can such things be?

In that sad victim, then,

A Christian up for sale!

Cheers for the turbaned Bey

But our poor slave in vain

God of all right! how long

O, from the fields of cane,

Hoarse, horrible, and strong,

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8 Confidence Interval 9 Fundamentals of Hypothesis