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 BOCK
BULLARD

STATS
VELLEMAN
DE VEAUX
Get the Most Out of
MyLab Statistics

STATS
MyLabTM Statistics is the world’s leading online tutorial and assessment

MODELING THE WORLD

program designed to help you learn and succeed in your statistics course.
MyLab Statistics courses provide you with:
S Personalized learning experiences
S Interactive practice with immediate feedback and just-in-time BOCK BULLARD VELLEMAN DE VEAUX
learning aids
S Integration with StatCrunch®, a web-based statistical software
S Multimedia learning resources, including videos and animations
S Complete eText, accessible anywhere with the Pearson

THE WORLD
MODELING
eText app

MyLab Statistics is available for this textbook.

To learn more, visit pearson.com/mylab/statistics.

www.pearson.com
FIFTH EDITION

FIFTH EDITION
 TA B L E O F C O N T E N T S

Preface vii

PART I Exploring and Understanding Data

1 Stats Starts Here 1

2 Displaying and Describing Categorical Data 13

3 Displaying and Summarizing Quantitative Data 40

4 Understanding and Comparing Distributions 78

5 The Standard Deviation as a Ruler and the Normal Model 102

Review of Part I: Exploring and Understanding Data 135

PART II Exploring Relationships Between Variables

6 Scatterplots, Association, and Correlation 147

7 Linear Regression 171

8 Regression Wisdom 205

9 Re-expressing Data: Get It Straight! 228

Review of Part II: Exploring Relationships Between Variables 252

PART III Gathering Data

10 Understanding Randomness 265

11 Sample Surveys 278

12 Experiments and Observational Studies 303

Review of Part III: Gathering Data 331

PART IV Randomness and Probability

13 From Randomness to Probability 342

14 Probability Rules! 362

15 Random Variables 388

16 Probability Models 411

Review of Part IV: Randomness and Probability 433

v

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 vi CONTENTS

Part V From the Data at Hand to the World at Large

17 Sampling Distribution Models 443

18 Confidence Intervals for Proportions 471

19 Testing Hypotheses About Proportions 493

20 More About Tests and Intervals 517

21 Comparing Two Proportions 543

Review of Part V: From the Data at Hand to the World at Large 564

PART VI Learning About the World

22 Inferences About Means 574

23 Comparing Means 605

24 Paired Samples and Blocks 633

Review of Part VI: Learning About the World 656

Part VII Inference When Variables Are Related

25 Comparing Counts 669

26 Inferences for Regression 702

Review of Part VII: Inference When Variables Are Related 734

27 Analysis of Variance*—online
28 Multiple Regression*—online

Appendixes
A Selected Formulas A-1 B Guide to Statistical Software A-3 C Answers A-33
D Photo and Text Acknowledgments A-78 E Index A-81 F Tables A-92

*Optional chapter

A01_BOCK5762_05_SE_FM_i-xviii.indd 6 26/12/17 7:14 PM

 P R E FA C E

About the Book

Yes, a preface is supposed to be “about this book”—and we’ll get there—but first we
want to talk about the bigger picture: the ongoing growth of interest in Statistics. These
days it seems Statistics is everywhere, from Major League Baseball’s innovative StatsCast
analytics to the challenges of predicting election outcomes to Wall Street Journal and New
York Times articles touting the explosion of job opportunities for graduates with degrees
in Statistics. Public awareness of the widespread applicability, power, and importance
of statistical analysis has never been higher. Each year, more students sign up for Stats
courses and discover what drew us to this field: it’s interesting, stimulating, and even fun.
Statistics helps students develop key tools and critical thinking skills needed to become
well-informed consumers, parents, and citizens. We think Statistics isn’t as much a math
course as a civics course, and we’re delighted that our books can play a role in preparing
a generation for life in the Information Age.

New to the Fifth Edition

This new edition of Stats: Modeling the World extends the series of innovations pioneered
in our books, teaching Statistics and statistical thinking as it is practiced today. We’ve
made some important revisions and additions, each with the goal of making it even easier
for students to put the concepts of Statistics together into a coherent whole.
  More extensive, and more integrated, use of simulations. Previous editions all
included simulations, but in the fifth edition we’ve incorporated even more of them,
and they’re now integrated more fluidly with the text. There’s hardly a chapter that
doesn’t use simulations to motivate a new topic, or to illustrate a concept, or to assist
in analyzing data when traditional methods requiring strong assumptions or cumber-
some computations are insufficient.
  Applets. Margin pointers alert students to an innovative set of applets allowing them
to explore important concepts and develop deeper understanding of key ideas. Among
these: What does standard deviation mean? How might outliers affect our analyses?
What does a correlation reveal about a relationship? How does linear regression work?
How large should a sample be? What does the all-important Central Limit Theorem
say? What does “95% confident” mean? How does hypothesis testing work, and what
is a P-value? What are power and Type I and II errors, and how are they interrelated?
The applets are found on the book’s resource site (www.pearsonhighered.com/bock).
  Updated examples, exercises, and data. We’ve updated our innovative Think/Show/
Tell Step-by-Step examples with new contexts and data. We’ve added hundreds of new
exercises and updated continuing exercises with the most recent data. Whenever pos-
sible, we’ve provided those data on the book’s resource site (www.pearsonhighered.com/
bock). Most of the examples and exercises are based on recent news stories, research
articles, and other real-world sources. We’ve listed many of those sources so students
can explore them further.

vii

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 viii PREFACE

Our Goal: Read This Book!

The best text in the world is of little value if students don’t read it. Starting with the first
edition, our goal has been to create a book that students would willingly read, easily learn
from, and even like. We’ve been thrilled with the glowing feedback we’ve received from
instructors and students using the first four editions of Stats: Modeling the World. Our con-
versational style, our interesting anecdotes and examples, and even our humor1 engage stu-
dents’ interest as they learn statistical thinking. We hear from grateful instructors that their
students actually do read this book (sometimes even voluntarily reading ahead of the assign-
ments). And we hear from (often amazed) students that they actually enjoyed their textbook.
Here are some of the ways we have made Stats: Modeling the World, Fifth Edition,
engaging:
  Readability. You’ll see immediately that this book doesn’t read like other Statistics
texts. The style is both colloquial and informative, enticing students to actually read the
book to see what it says.
  Informality. Our informal style doesn’t mean that the subject matter is covered super-
ficially. Not only have we tried to be precise, but wherever possible we offer deeper
explanations and justifications than those found in most introductory texts.
  Focused lessons. The chapters are shorter than in most other texts, making it easier
for both instructors and students to focus on one topic at a time.
  Consistency. We’ve worked hard to demonstrate how to do Statistics well. From the
very start and throughout the book we model the importance of plotting data, of check-
ing assumptions and conditions, and of writing conclusions that are clear, complete,
concise, and in context.
  The need to read. Because the important concepts, definitions, and sample solutions
aren’t set in boxes, students won’t find it easy to just to skim this book. We intend that
it be read, so we’ve tried to make the experience enjoyable.

Continuing Features
Along with the improvements we’ve made, you’ll still find the many engaging, innovative,
and pedagogically effective features responsible for the success of our earlier editions.
  Chapter 1 (and beyond). Chapter 1 gets down to business immediately, looking at
data. And throughout the book chapters lead with new up-to-the-minute motivating
examples and follow through with analyses of the data, and real-world examples pro-
vide a basis for sample problems and exercises.
  Think, Show, Tell. The worked examples repeat the mantra of Think, Show, and Tell
in every chapter. They emphasize the importance of thinking about a Statistics question
(What do we know? What do we hope to learn? Are the assumptions and conditions sat-
isfied?) and reporting our findings (the Tell step). The Show step contains the mechanics
of calculating results and conveys our belief that it is only one part of the process.
  Step-by-Step examples guide students through the process of analyzing a problem by
showing the general explanation on the left and the worked-out solution on the right.
The result: better understanding of the concept, not just number crunching.

1
And, yes, those footnotes!

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 PREFACE ix

  For Example. In every chapter, an interconnected series of For Example elements

present a continuing discussion, recapping a story and moving it forward to illustrate
how to apply each new concept or skill.
  Just Checking. At key points in each chapter, we ask students to pause and think with
questions designed to be a quick check that they understand the material they’ve just
read. Answers are at the end of the exercise sets in each chapter so students can easily
check themselves.
  Updated TI Tips. Each chapter’s easy-to-read “TI Tips” now show students how to
use TI-84 Plus CE Statistics functions with the StatWizard operating system. (Help
using a TI-Nspire appears in Appendix B, and help with a TI-89 is on the book’s
resource site www.pearsonhighered.com/bock.) As we strive for a sound understanding
of formulas and methods, we want students to use technology for actual calculations.
We do emphasize that calculators are just for “Show”—they cannot Think about what
to do or Tell what it all means.
  Math Boxes. In many chapters we present the mathematical underpinnings of the
statistical methods and concepts. By setting these proofs, derivations, and justifica-
tions apart from the narrative, we allow students to continue to follow the logical
development of the topic at hand, yet also explore the underlying mathematics for
greater depth.
  TI-Nspire Activities. Margin pointers identify demonstrations and investigations for
TI-Nspire handhelds to enhance each chapter. They’re found at the book’s resource
site (www.pearsonhighered.com/bock).
  What Can Go Wrong? Each chapter still contains our innovative What Can Go
Wrong? sections that highlight the most common errors people make and the miscon-
ceptions they have about Statistics. Our goals are to help students avoid these pitfalls
and to arm them with the tools to detect statistical errors and to debunk misuses of
statistics, whether intentional or not.
  What Have We Learned? Chapter-ending study guides help students review key con-
cepts and terms.
  Exercises. We’ve maintained the pairing of examples so that each odd-numbered
exercise (with an answer in the back of the book) is followed by an even-numbered
exercise illustrating the same concept. Exercises are ordered by approximate level of
complexity.
  Practice Exams. At the end of each of the book’s seven parts you’ll find a prac-
tice exam, consisting of both multiple choice and free response questions. These
cumulative exams encourage students to keep important concepts and skills in mind
throughout the course while helping them synthesize their understanding as they build
connections among the various topics.
  Reality Check. We regularly remind students that Statistics is about understanding
the world with data. Results that make no sense are probably wrong, no matter how
carefully we think we did the calculations. Mistakes are often easy to spot with a
little thought, so we ask students to stop for a reality check before interpreting their
result.
  Notation Alerts. Clear communication is essential in Statistics, and proper notation is
part of the vocabulary students need to learn. We’ve found that it helps to call atten-
tion to the letters and symbols statisticians use to mean very specific things.
  On the Computer. Because real-world data analysis is done on computers, at the end
of each chapter we summarize what students can find in most Statistics software, usu-
ally with an annotated example.

A01_BOCK5762_05_SE_FM_i-xviii.indd 9 26/12/17 7:14 PM

 x PREFACE

Our Approach
We’ve been guided in the choice of topics and emphasis on clear communication by the
requirements of the Advanced Placement Statistics course. In our order of presentation,
we have tried to ensure that each new topic fits logically into the growing structure of
understanding that we hope students will build.

GAISE Guidelines
We have worked to provide materials to help each class, in its own way, follow the guide-
lines of the GAISE (Guidelines for Assessment and Instruction in Statistics Education)
project sponsored by the American Statistical Association. That report urges that Statistics
education should
1. emphasize statistical literacy and develop statistical thinking,
2. use real data,
3. stress conceptual understanding rather than mere knowledge of procedures,
4. foster active learning,
5. use technology for developing concepts and analyzing data, and
6. make assessment a part of the learning process.

Mathematics
Mathematics traditionally appears in Statistics texts in several roles:
1. It can provide a concise, clear statement of important concepts.
2. It can embody proofs of fundamental results.
3. It can describe calculations to be performed with data.
Of these, we emphasize the first. Mathematics can make discussions of Statistics con-
cepts, probability, and inference clear and concise. We have tried to be sensitive to those
who are discouraged by equations by also providing verbal descriptions and numerical
examples.
This book is not concerned with proving theorems about Statistics. Some of these
theorems are quite interesting, and many are important. Often, though, their proofs are
not enlightening to Introductory Statistics students and can distract the audience from
the concepts we want them to understand. However, we have not shied away from the
mathematics where we believed that it helped clarify without intimidating. You will find
some important proofs, derivations, and justifications in the Math Boxes that accompany
the development of many topics.
Nor do we concentrate on calculations. Although statistics calculations are gener-
ally straightforward, they are also usually tedious. And, more to the point, they are often
unnecessary. Today, virtually all statistics are calculated with technology, so there is little
need for students to work by hand. The equations we use have been selected for their focus
on understanding concepts and methods.

Technology and Data

To experience the real world of Statistics, it’s best to explore real data sets using modern
technology. This fact permeates Stats: Modeling the World, Fifth Edition, where we use
real data for the book’s examples and exercises. Technology lets us focus on teaching
statistical thinking rather than getting bogged down in calculations. The questions that
motivate each of our hundreds of examples are not “How do you find the answer?” but
“How do you think about the answer?”

A01_BOCK5762_05_SE_FM_i-xviii.indd 10 26/12/17 7:14 PM

 PREFACE xi

Technology. We assume that students are using some form of technology in this Statistics
course. That could include a graphing calculator along with a Statistics package or spread-
sheet. Rather than adopt any particular software, we discuss generic computer output.
“TI-Tips”—included in most chapters—show students how to use Statistics features of the
TI-84 Plus series. In Appendix B, we offer general guidance (by chapter) to help students
get started on common software platforms (StatCrunch, Excel, MINITAB, Data Desk, and
JMP) and a TI-Nspire. The book’s resource site (www.pearsonhighered.com/bock) includes
additional guidance for students using a TI-89. Students will also find on the site applets
that let them explore key concepts.
Data. Because we use technology for computing, we don’t limit ourselves to small, artificial
data sets. In addition to including some small data sets, we have built examples and exer-
cises on real data with a moderate number of cases—usually more than you would want to
enter by hand into a program or calculator. These data are included on the book’s resource
site, www.pearsonhighered.com/bock.

A01_BOCK5762_05_SE_FM_i-xviii.indd 11 26/12/17 7:14 PM

 T E C H N O LO GY R E S O U R C E S

MyLab Statistics Online Course (access code required)

Used by nearly one million students a year, MyLab Statistics is the world’s leading online
program for teaching and learning Statistics. MyLab Statistics delivers assessment, tutorials,
and multimedia resources that provide engaging and personalized experiences for each stu-
dent, so learning can happen in any environment.

Personalized Learning
Not every student learns the same way or at the same rate. Personalized learning in the
MyLab gives instructors the flexibility to incorporate the approach that best suits the needs
of their course and students.
  Based on their performance on a quiz or test, students can be given personalized
homework to allow them to focus on just the topics they have not yet mastered.
  With Companion Study Plan Assignments, instructors can assign the Study Plan as a
prerequisite to a test or quiz, guiding students through the concepts they need to master.

Preparedness
Preparedness is one of the biggest challenges in Statistics courses. Pearson offers a variety
of content and course options to support students with just-in-time remediation and key-
concept review as needed.
  Redesign-Ready Course Options: Many new course models have emerged in recent
years, as institutions “redesign” to help improve retention and results. At Pearson,
we’re focused on tailoring solutions to support instructors’ plans and programs.
  Getting Ready for Statistics Questions: This question library contains more than 450
exercises that cover the relevant developmental math topics for a given section. These
can be made available to students for extra practice or assigned as a prerequisite to
other assignments.

Conceptual Understanding
Successful students have the ability to apply their statistical ideas and knowledge to new
concepts and real-world situations. Providing frequent opportunities for data analysis and
interpretation helps students develop the 21st century skills that they need to be successful
in the classroom and workplace.
  Conceptual Question Library: There are 1,000 questions in the Assignment Manager
that require students to apply their statistical understanding.
  Modern statistics is practiced with technology, and MyLab Statistics makes learning
and using software programs seamless and intuitive. Instructors can copy data sets
from the text and MyLab Statistics exercises directly into software such as StatCrunch
or Excel®. Students can also access instructional support tools including tutorial vid-
eos, Study Cards, and manuals for a variety of statistical software programs, including
StatCrunch, Excel®, Minitab®, JMP®, R, SPSS, and TI 83/84 calculators.

Motivation
Students are motivated to succeed when they’re engaged in the learning experience and
understand the relevance and power of Statistics.

xii

A01_BOCK5762_05_SE_FM_i-xviii.indd 12 26/12/17 7:14 PM

 TECHNOLOGY RESOURCES xiii

  Exercises with Immediate Feedback: Homework and practice exercises in MyLab

Statistics regenerate algorithmically to give students unlimited opportunity for practice
and mastery. Instructors can choose from the many exercises available for the author’s
approach—or even choose additional exercises from other MyLab Statistics courses.
Most exercises include learning aids, such as guided solutions, sample problems, extra
help at point-of-use, and immediate feedback when students enter incorrect answers.
  Instructors can create, import, and manage online homework assignments, quizzes,
and tests—or start with sample assignments—all of which are automatically graded,
allowing instructors to spend less time grading and more time teaching.

Data & Analytics

MyLab Statistics provides resources to help instructors assess and improve student results.
A comprehensive Gradebook with enhanced reporting functionality makes it easier for
instructors to manage courses efficiently.
  Reporting Dashboard: Instructors can view, analyze, and report learning outcomes,
gaining the information they need to keep students on track. Available via the
Gradebook and fully mobile-ready, the Reporting Dashboard presents student perfor-
mance data at the class, section, and program levels in an accessible, visual manner. Its
fine-grain reports allow instructors and administrators to compare performance across
different courses, across individual sections, and within each course.
  Item Analysis: Instructors can track classwide understanding of particular exercises in
order to refine lectures or adjust the course/department syllabus. Just-in-time teaching
has never been easier.

Accessibility
Pearson works continuously to ensure our products are as accessible as possible to all stu-
dents. We are working toward achieving WCAG 2.0 Level AA and Section 508 standards,
as expressed in the Pearson Guidelines for Accessible Educational Web Media, www.
pearson.com/mylab/statistics/accessibility.

StatCrunch
Integrated directly into MyLab Statistics, StatCrunch is powerful Web-based statistical
software that allows users to perform complex analyses, share data sets, and generate com-
pelling reports of their data.
  Collect. Users can upload their own data to StatCrunch or search a large library of
publicly shared data sets, spanning almost any topic of interest. A Featured Data
page houses the best data sets, making it easy for instructors to use current data in
their course. Data sets from the text and from online homework exercises can also be
accessed and analyzed in StatCrunch. An online survey tool allows users to quickly
collect data via Web-based surveys.
  Crunch. A full range of numerical and graphical methods allows users to analyze and
gain insights from any data set. Interactive graphics help users understand statistical con-
cepts and are available for export to enrich reports with visual representations of data.
  Communicate. Reporting options help users create a wide variety of visually appeal-
ing representations of their data.
StatCrunch is integrated into MyLab Statistics, but it is also available by itself to qualified
adopters. StatCrunch is also now available on your smartphone or tablet when you visit
www.statcrunch.com from the device’s browser. For more information, visit our Web site
at www.statcrunch.com, or contact your Pearson representative.

A01_BOCK5762_05_SE_FM_i-xviii.indd 13 26/12/17 7:14 PM

 xiv TECHNOLOGY RESOURCES

MathXL Online Course (access code required)

Part of the world’s leading collection of online homework, tutorial, and assessment prod-
ucts, MathXL® delivers assessment and tutorial resources that provide engaging and per-
sonalized experiences for each student. Each course is developed to accompany Pearson’s
best-selling content, authored by thought leaders across the math curriculum, and can be
easily customized to fit any course format.
With MathXL, instructors can:
  Create, edit, and assign online homework and tests using algorithmically generated
exercises correlated at the objective level to the textbook.
  Create and assign their own online exercises and import TestGen tests for added
flexibility.
  Maintain records of all student work tracked in MathXL’s online Gradebook.
With MathXL, students can:
  Take chapter tests in MathXL and receive personalized study plans and/or personal-
ized homework assignments based on their test results.
  Use the study plan and/or the homework to link directly to tutorial exercises for the
objectives they need to study.
  Access supplemental animations and video clips directly from selected exercises.
MathXL is available to qualified adopters. For more information, visit our Web site at
www.pearson.com/MathXL, or contact your Pearson representative.

Minitab and Minitab Express™ make learning statistics easy and provide students with a
skill set that’s in demand in today’s data-driven workforce. Bundling Minitab software with
educational materials ensures students have access to the software they need in the class-
room, around campus, and at home. And having 12-month access to Minitab and Minitab
Express ensures students can use the software for the duration of their course. ISBN 13:
978-0-13-445640-9; ISBN 10: 0-13-445640-8 (access card only; not sold as a stand-alone).
JMP Student Edition is an easy-to-use, streamlined version of JMP desktop statistical
discovery software from SAS Institute, Inc. and is available for bundling with the text.
ISBN-13: 978-0-13-467979-2; ISBN-10: 0-13-467979-2.
XLSTAT™ is an Excel add-in that enhances the analytical capabilities of Excel. XLSTAT
is used by leading businesses and universities around the world. It is available to bundle
with this text. For more information, go to www.pearsonhighered.com/xlstat/. ISBN-13:
978-0-321-75932-0; ISBN-10: 0-321-75932-X.

A01_BOCK5762_05_SE_FM_i-xviii.indd 14 26/12/17 7:14 PM

 Resources for Success
MyLab Statistics Online Course for
Stats: Modeling the World, 5e, by David E. Bock,
Floyd Bullard, Paul F. Velleman, and
Richard D. De Veaux (access code required)
MyLab™ Statistics is available to accompany Pearson’s market-leading text
offerings. To give students a consistent tone, voice, and teaching method, each
text’s flavor and approach is tightly integrated throughout the accompanying
MyLab Statistics course, making learning the material as seamless as possible.
Expanded Objective-Based
MathXL Coverage
MathXL® is newly mapped to im-
prove student learning outcomes.
Homework reinforces and supports
students’ understanding of key
Statistics topics.

Enhanced Video Program

Updated Step-by-Step Example videos
guide students through the process
of analyzing a problem using the “Think,
Show, and Tell” strategy from the
textbook.

Real-World Data Examples

Statistical concepts are applied
to everyday life through the
extensive current, real-world
data examples and exercises
provided throughout the text.

pearson.com/mylab/statistics

A01_BOCK5762_05_SE_FM_i-xviii.indd 15 26/12/17 7:14 PM

 Resources for Success
Instructor’s Edition contains answers to all add new questions. The software and test bank
exercises. (ISBN-13: 978-0-13-468795-7; ISBN-10: are available for download from Pearson’s online
0-13-468795-7) catalog, www.pearson.com. The questions are also
assignable in MyLab Statistics.
Instructor’s Solutions Manual (download only),
by Adam Yankay and William Craine, contains PowerPoint Lecture Slides (downloadable)
solutions to all the exercises. It can be downloaded Classroom presentation slides feature key graphics,
from within MyLab Statistics or from Pearson’s concepts, and examples from this text. They can be
online catalog, www.pearson.com. downloaded from within MyLab Statistics or from
Pearson’s online catalog, www.pearson.com.
Online Test Bank and Resource Guide (down-
load only), by John Diehl, Jane Viau, and William Learning Catalytics™ is now included in
Craine, includes chapter-by-chapter comments all MyLab Statistics courses. This student response
on the major concepts, tips on presenting topics, tool uses students’ smartphones, tablets, or laptops
extra teaching examples, a list of resources, to engage them in more interactive tasks and
chapter quizzes, part-level tests, and suggestions thinking during lectures. Learning Catalytics
for projects. It can be downloaded from within fosters student engagement and peer-to-peer
MyLab Statistics or from Pearson’s online catalog, learning with real-time analytics and provides
www.pearson.com. access to pre-built exercises created specifically
for Statistics.
TestGen® (www.pearson.com/testgen) enables
instructors to build, edit, print, and administer tests Graphing Calculator Manual (download only),
using a computerized bank of questions developed by John Diehl (Hinsdale Central High School),
to cover all the objectives of the text. TestGen® includes worked-out examples from the text along
is algorithmically based, allowing instructors to with a step-by-step guide on how to use the TI-84
create multiple but equivalent versions of the Plus, TI-Nspire, and Casio graphing calculators. It
same question or test with the click of a button. can be downloaded by students and instructors
Instructors can also modify test bank questions or from within MyLab Statistics.

pearson.com/mylab/statistics

A01_BOCK5762_05_SE_FM_i-xviii.indd 16 26/12/17 7:14 PM

 ACKNOWLEDGMENTS

Many people have contributed to this book in all five of its editions. This edition would
have never seen the light of day without the assistance of the incredible team at Pearson.
Our Director of Portfolio Management, Deirdre Lynch, was central to the genesis, devel-
opment, and realization of the book from day one. Patrick Barbera, Courseware Portfolio
Manager, and Emily Ockay, Product Marketing Manager, provided much needed support.
Lauren Morse, Content Producer, kept us on task as much as humanly possible. Morgan
Danna, Courseware Portfolio Assistant, and Shannon McCormack, Product Marketing
Assistant, were essential in managing all of the behind-the-scenes work that needed to be
done. Nick Sweeney, Producer, put together a top-notch media package for this book. Carol
Melville, Manufacturing Buyer, LSC Communications, worked miracles to get this book in
your hands. We’d also like to thank Meredith Douthett who created some new cartoons for
this revision. Special thanks go out to Cenveo Publisher Services for the wonderful work
they did on this book, and in particular to Chere Bemelmans, Project Manager, for her
close attention to detail, for keeping the cogs from getting into the wheels where they often
wanted to wander, and for keeping the authors on task and on schedule . . . no easy feat!
We would like to thank Corey Andreasen of Qatar Academy Doha, Doha, Qatar, and Jared
Derksen of Rancho Cucamonga High School for their invaluable help with updating the
exercises, answers, and data sets. We’d also like to thank our accuracy checkers whose
monumental task was to make sure we said what we thought we were saying. They are
Susan Blackwell, First Flight High School; Douglas Cashing, St. Bonaventure University;
Benjamin Kirk, Ithaca High School; and Paul Lorczak.
We extend our sincere thanks for the suggestions and contributions made by the following
reviewers, focus group participants, and class-testers:

John Arko Bill Craine Randall Groth

Glenbrook South High School, Lansing High School, NY Illinois State University, IL
IL
Sybil Coley Donnie Hallstone
Kathleen Arthur Woodward Academy, GA Green River Community
Shaker High School, NY College, WA
Kevin Crowther
Allen Back Lake Orion High School, MI Howard W. Hand
Cornell University, NY St. Marks School of Texas,
Caroline DiTullio
TX
Beverly Beemer Summit High School, NJ
Ruben S. Ayala High Bill Hayes
Jared Derksen
School, CA Foothill High School, CA
Rancho Cucamonga High
Judy Bevington School, CA Miles Hercamp
Santa Maria High School, CA New Palestine High School,
Sam Erickson
IN
Susan Blackwell North High School, WI
First Flight High School, NC Michelle Hipke
Laura Estersohn
Glen Burnie Senior High
Gail Brooks Scarsdale High School, NY
School, MD
McLennan Community
Laura Favata
College, TX Carol Huss
Niskayuna High School, NY
Independence High School,
Walter Brown
David Ferris NC
Brackenridge High School,
Noblesville High School, IN
TX Sam Jovell
Linda Gann Niskayuna High School, NY
Darin Clifft
Sandra Day O’Connor High
Memphis University School,
School, TX
TN

xvii

A01_BOCK5762_05_SE_FM_i-xviii.indd 17 26/12/17 7:14 PM

 xviii ACKNOWLEDGMENTS

Peter Kaczmar John Maceli Karl Ronning

Lower Merion High School, Ithaca College, NY Davis Senior High School, CA
PA
Jim Miller Bruce Saathoff
John Kotmel Alta High School, UT Centennial High School, CA
Lansing High School, NY
Timothy E. Mitchell Agatha Shaw
Beth Lazerick King Philip Regional High Valencia Community College,
St. Andrews School, FL School, MA FL
Michael Legacy Maxine Nesbitt Murray Siegel
Greenhill School, TX Carmel High School, IN Sam Houston State University,
TX
Guillermo Leon Elizabeth Ann Przybysz
Coral Reef High School, FL Dr. Phillips High School, Chris Sollars
FL Alamo Heights High School, TX
John Lieb
The Roxbury Latin School, MA Diana Podhrasky Darren Starnes
Hillcrest High School, TX The Webb Schools, CA
Mark Littlefield
Newburyport High School, MA Rochelle Robert Jane Viau
Nassau Community College, The Frederick Douglass
Martha Lowther
NY Academy, NY
The Tatnall School, DE

And we’d be especially remiss if we did not applaud the outstanding team of teachers
whose creativity, insight, knowledge, and dedication create the many valuable resources
so helpful for Statistics students and their instructors:
Corey Andreasson, John Diehl Janice Ricks
Qatar Academy Doha Hindsdale Central High Marple Newtown High School,
School, IL PA
Anne Carroll
Kennett High School, PA Lee Kucera Jane Viau
Capistrano Valley High The Frederick Douglass
Ruth Carver
School, CA Academy, NY
Germantown Academy in Fort
Washington, PA John Mahoney Webster West
Benjamin Banneker Academic Creator of StatCrunch
William B. Craine
High School, Washington,
Lansing High School, NY Adam Yankay
D.C.
Western Reserve Academy,
Jared Derksen
Susan Peters OH
Rancho Cucamonga High
University of Louisville, KY
School, CA

David Bock
Floyd Bullard
Paul Velleman
Richard De Veaux

A01_BOCK5762_05_SE_FM_i-xviii.indd 18 17/01/18 9:32 AM

 1
Stats Starts
Here1

But where shall I

begin?” asked Alice. “Begin
at the beginning,” the King
said gravely, “and go on till
S tatistics gets no respect. People say things like “You can prove anything with
Statistics.” People will write off a claim based on data as “just a statistical trick.”
And a Statistics course may not be your friends’ first choice for a fun elective.
But Statistics is fun. That’s probably not what you heard on the street, but it’s true.
Statistics is about how to think clearly with data. We’ll talk about data in more detail soon,
you come to the end: then
but for now, think of data as any collection of numbers, characters, images, or other items
stop.
—Lewis Carroll, that provide information about something. Whenever there are data and a need for under-
Alice’s Adventures standing the world, you’ll find Statistics. A little practice thinking statistically is all it takes
in Wonderland to start seeing the world more clearly and accurately.

So, What Is (Are?) Statistics?

How does it feel to live near the dawn of the Information Age? More data are collected
today (a lot of it on us) than ever before in human history. Consider these examples of how
data are used today:
◆◆ If you have a Facebook account, you have probably noticed that the ads you see online
tend to match your interests and activities. Coincidence? Hardly. According to the
Wall Street Journal (10/18/2010),2 much of your personal information has probably

1
We could have called this chapter “Introduction,” but nobody reads the introduction, and we wanted you to read
this. We feel safe admitting this here, in the footnote, because nobody reads footnotes either.
2
blogs.wsj.com/digits/2010/10/18/referers-how-facebook-apps-leak-user-ids/
1

M01_BOCK5762_05_SE_C01_001-012.indd 1 23/10/17 1:55 PM

 2 PART I Exploring and Understanding Data

been sold to marketing or tracking companies. Why would Facebook give you a free
Q: What is Statistics? account and let you upload as much as you want to its site? Because your data are
A: Statistics is a way of valuable! Using your Facebook profile, a company might build a profile of your
reasoning, along with a interests and activities: what movies and sports you like; your age, sex, education level,
collection of tools and
and hobbies; where you live; and, of course, who your friends are and what they like.
methods, designed to help
us understand the world. ◆◆ Like many other retailers, Target stores create customer profiles by collecting data about
purchases using credit cards. Patterns the company discovers across similar customer
Q: What are statistics?
profiles enable it to send you advertising and coupons that promote items you might be
A: Statistics (plural) are particular particularly interested in purchasing. As valuable to the company as these marketing in-
calculations made from data.
sights can be, some may prove startling to individuals. Recently, coupons Target sent to
Q: So what is data? a Minneapolis girl’s home revealed she was pregnant before her father knew!3
A: You mean, “What are data?” ◆◆ How dangerous is texting while driving? Researchers at the University of Utah tested
Data is the plural form. The drivers on simulators that could present emergency situations. They compared reac-
singular is datum. tion times of sober drivers, drunk drivers, and texting drivers.4 The results were strik-
Q: OK, OK, so what are data? ing. The texting drivers actually responded more slowly and were more dangerous
than those who were above the legal limit for alcohol.
A: Data are values along with
their context. With this text you’ll learn how to design good studies and discern messages in data,
should you become a researcher yourself. More important—especially to those who, like
most of us, don’t become researchers—you’ll learn to judge with a more skilled and criti-
cal eye the conclusions drawn from data by others. With so much data everywhere, you
need such judgment just to be an informed and responsible citizen.

ARE YOU A STATISTIC?

The ads say, “Don’t drink and drive; you don’t want to be a statistic.” But you can’t
be a statistic.
We say: “Don’t be a datum.”

Statistics in a Word
It can be fun, and sometimes useful, to summarize a discipline in only a few words. So,
Economics is about . . . Money (and why it is good).
Psychology: Why we think what we think (we think).
Biology: Life.
Anthropology: Who?
History: What, where, and when?
Philosophy: Why?
Engineering: How?
Accounting: How much?
In such a caricature, Statistics is about . . . Variation.
Some of the reasons why we act and think differently from one another can be
explained—perhaps by our education or our upbringing or how our friends act and think.
But some of that variation among us will always remain unexplained.5 Statistics is largely
about trying to find explanations for why data vary while acknowledging that some amount
of the variation will always remain a mystery.

3
www.forbes.com/sites/kashmirhill/2012/02/16/how-target-figured-out-a-teen-girl-was-pregnant-before-her-
father-did/#1770c3576668
4
“Text Messaging During Simulated Driving,” Drews, F. A. et al. Human Factors: hfs.sagepub.com/
content/51/5/762
5
And that’s a good thing!

M01_BOCK5762_05_SE_C01_001-012.indd 2 23/10/17 1:55 PM

 CHAPTER 1 Stats Starts Here 3

But What Are Data?

Amazon.com opened for business in July 1995, bill-
ing itself as “Earth’s Biggest Bookstore.” By 1997,
Amazon had a catalog of more than 2.5 million book
titles and had sold books to more than 1.5 million
customers in 150 countries. In 2016, the company’s
sales reached $136 billion (more than a 27% increase
from the previous year). Amazon has sold a wide
variety of merchandise, including a $400,000 neck-
lace, yak cheese from Tibet, and the largest book in
the world. How did Amazon become so successful
and how can it keep track of so many customers and
such a wide variety of products? The answer to both
questions is data.
But what are data? Think about it for a minute.
What exactly do we mean by “data”? Do data have
to be numbers? The amount of your last purchase in
dollars is numerical data. But your name and
address in Amazon’s database are also data even
though they are not numerical. What about your
ZIP code? That’s a number, but would Amazon care about, say, the average ZIP code of its
customers?
Let’s look at some hypothetical values that Amazon might collect:

B0000010AA 0.99 Chris G. 902 105-2686834-3759466 1.99 0.99 Illinois

Los Angeles Samuel R. Ohio N B000068ZVQ Amsterdam New York, New York, Katherine H.
Will S. 002-1663369- Beverly Hills N N 103-2628345- 0.99 Massachusetts
6638649 9238664
312 Monique D. 105-9318443-4200264 413 B00000I5Y6 440 B000002BK9 0.99
Canada Detroit 567 105-1372500-0198646 N B002MXA7Q0 Ohio Y

Try to guess what they represent. Why is that hard? Because there is no context. If we
don’t know what values are measured and what is measured about them, the values are
meaningless. We can make the meaning clear if we organize the values into a data table
such as this one:

Order Number Name State/Country Price Area Code Download Gift? ASIN Artist
105-2686834-3759466 Katherine H. Ohio 0.99 440 Amsterdam N B0000015Y6 Cold Play
105-9318443-4200264 Samuel R Illinois 1.99 312 Detroit Y B000002BK9 Red Hot, Chili Peppers
105-1372500-0198646 Chris G. Massachusetts 0.99 413 New York, New York N B000068ZVQ Frank Sinatra
103-2628345-9238664 Monique D. Canada 0.99 902 Los Angeles N B0000010AA Blink 182
002-1663369-6638649 Will S. Ohio 0.99 567 Beverly Hills N B002MXA7Q0 Weezer

Now we can see that these are purchase records for album download orders from
THE W’S: Amazon. The column titles tell what information has been recorded. Each row is about a
WHO particular purchase.
What information would provide a context? Newspaper journalists know that the lead
WHAT and in what units
paragraph of a good story should establish the “Five W’s”: who, what, when, where, and (if
WHEN possible) why. Often, we add how to the list as well. The answers to the first two questions
WHERE are essential. If we don’t know what values are measured and who those values are mea-
sured on, the values are meaningless.
WHY
HOW

M01_BOCK5762_05_SE_C01_001-012.indd 3 23/10/17 1:55 PM

 4 PART I Exploring and Understanding Data

Who and What

In general, the rows of a data table correspond to individual cases about Whom (or about
which—if they’re not people) we record some characteristics. Cases go by different names,
depending on the situation.
◆◆ Individuals who answer a survey are called respondents.
◆◆ People on whom we experiment are subjects or (in an attempt to acknowledge the
importance of their role in the experiment) participants.
◆◆ Animals, plants, websites, and other inanimate subjects are often called experimental
units.
◆◆ Often we simply call cases what they are: for example, customers, economic quarters,
or companies.
◆◆ In a database, rows are called records—in this example, purchase records. Perhaps
the most generic term is cases, but in any event the rows represent the who of the data.6
The characteristics recorded about each individual are called variables. These are usually
shown as the columns of a data table, and they should have a name that identifies What has
been measured. The data table of Amazon purchases shows that some of the variables that
Amazon collected data for were Name, Price, and whether the purchase was a Gift.
Often, the cases are a sample of cases selected from some larger population that we’d
like to understand. Amazon certainly cares about its customers, but also wants to know how
to attract all those other Internet users who may never have made a purchase from Amazon’s
site. To be able to generalize from the sample of cases to the larger population, we’ll want the
sample to be representative of that population—a kind of snapshot image of the larger world.
We must know who and what to analyze data. Without knowing these two, we don’t
have enough information to start. Of course, we’d always like to know more. The more we
know about the data, the more we’ll understand about the world. If possible, we’d like to
know the when and where of data as well. Values recorded in 1803 may mean something
different than similar values recorded last year. Values measured in Tanzania may differ in
meaning from similar measurements made in Mexico. And knowing why the data were
collected can tell us much about its reliability and quality.

F O R E X AMP L E
Identifying the Who
Consumer Reports included an evaluation of 126 tablets from a variety of manufacturers.
QUESTION: Describe the population of interest, the sample, and the Who of the study.
ANSWER: The population of interest is all tablets currently available. The sample (and the
Who of the study) is the particular collection of 126 tablets that the consumer organization
purchased and studied.

How the Data Are Collected

How the data are collected can make the difference between insight and nonsense. For
example, as we’ll see later, data that come from a voluntary survey on the Internet are almost
always worthless. One primary concern of Statistics is the design of sound methods

6
If you’re going through the W’s in your head and your data are measurements of objects, “Who” should still
remind you to ask, “What objects were measured?”

M01_BOCK5762_05_SE_C01_001-012.indd 4 12/12/17 4:44 PM

Other documents randomly have
different content
MACKAYE, PERCY WALLACE. Canterbury pilgrims. *$1 Macmillan
812 17-403
Percy MacKaye’s play “The Canterbury pilgrims” was published in
1903. This operatic version was prepared in the summer of 1914.
With music by Reginald De Koven it was given its first performance
at the Metropolitan opera house in New York during the season of
1916-17. Geoffrey Chaucer himself is one of the characters,
together with the best known of the pilgrims, the Knight, the
Squire, the Friar, the Miller, and so on, not forgetting the Wife of
Bath.
“That Mr MacKaye’s comedy has been out of print for some time
gives a fresh interest and appeal to this operatic version. ... Long
regarded as one of the finest of Mr MacKaye’s poetic dramas, it
has now achieved the highest recognition in this country.”
+ Boston Transcript p9 Ja 10 ‘17 400w
“Rare among librettos in English, it is readable. ... Where Chaucer
has failed him is in the matter of plot, and the effort to supply the
deficiency is not so fortunate. ... In the play, as it was published in
1903, there was more opportunity to seek safety in an entirely
appropriate discursiveness. The condensation necessary in an
opera makes the incongruity of the plot only the more apparent.”
+ Nation 104:411 Ap 5 ‘17 250w
—
“With the possible exception of the Prioress, the characters are
convincing portrayals. The whole affords relaxation for the student
of Chaucer and satisfaction for the lover of good stories.”
+ Springf’d Republican p6 My 22 ‘17 350w

MACKAYE, PERCY WALLACE. Community drama; its motive and

method of neighborliness; an interpretation. *50c (10½c)
Houghton 792.6 17-17646
The substance of this book was “delivered as a lecture before the
American civic association in 1916. ... Mr MacKaye considers
community drama the ‘ritual of democratic religion.’ Also by
offering a dramatic channel for social consciousness he would
convert the mentality of competition into the mentality of
coöperation, and foster the growth of the international mind, thus
making end to war.” (R of Rs) The appendix gives newspaper
comments on the production of “Caliban” in New York in 1916.
A L A Bkl 14:49 N ‘17
“As Mr MacKaye admits, there are other excellent ways of attaining
the ‘international spirit,’ there are other ‘substitutes for war,’ but no
one who reads this little book can deny that he proves his own
scheme to be at least worth the trying. ... Little attention is given
to the rather important subject of the effect of this new amateur
‘community drama’ on expert and professional acting and
authorship.”
+ Boston Transcript p7 Jl 11 ‘17 250w

Cleveland p135 D ‘17 110w

“It is too slight to be of much value to the student of sociology or
of the drama, nor specific enough to be of service to those
interested in the practical aspects of the pageant or community
play, and too emotional—too sentimental—to carry conviction to
the intellectually aware.”
— Dial 63:277 S 27 ‘17 280w

— Ind 91:514 S 29 ‘17 60w

R of Rs 56:443 O ‘17 130w

MACKAYE, PERCY WALLACE. Sinbad the sailor. *$1.25 Houghton
812 17-10549
The tales of “Sinbad the sailor” and “Beauty and the beast” have
been fused to make this “lyric phantasy” in a prelude and three
acts. A note says that music for the play has been composed by
Frederick S. Converse.
“An extravagant but entertaining phantasy. ... Full descriptions
make the play effective for reading aloud.”
+ A L A Bkl 13:440 Jl ‘17
“The dialogue consists of sprightly nonsense on the Gilbertian
order, and there are some good lyrics. The settings and
transformations, the work of Joseph Urban, seem, as described, to
be the last word in modern lighting and stagecraft.”
Cleveland p75 Je ‘17 100w
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for ‘Sinbad’ ends with all its ‘first line frenzy’ of inspiration, fancy,
visualization, lyricism, naïvete, whimsicality in dramatic structure
gone, lost in dull verbiage, vanished in its middle act.”
+ Ind 91:135 Jl 28 ‘17 60w
—

N Y Br Lib News 4:75 My ‘17

“If Mr MacKaye were an unknown, struggling author, one could
offer him at least the gift of silence. But for a man of his standing
in the world of literature and the drama to put forth such a ‘lyric
phantasy’ as ‘Sinbad’ is calculated to make the judicious grieve.”
— N Y Times 22:313 Ag 26 ‘17 200w

+ Pratt p36 O ‘17 20w

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C. O.’s and men. *90c Macmillan 358 17-18610
A concise manual on methods of organization and machine gun
units and sequence of training which has grown out of three years
of experience at the front and in instructing men for active service
in the present war.
A L A Bkl 14:113 Ja ‘18

+ Ind 92:343 N 17 ‘17 20w

R of Rs 56:550 N ‘17 30w

MACKENNA, ROBERT WILLIAM. Adventure of death. *$1.50 (5c)

Putnam 218 17-15977
Chapters on The great adventure; The fear of death; The
painlessness of death; Euthanasia; What life gains from death;
Does death end all? by a British physician who “has enjoyed
exceptional opportunities of studying the state of mind and
demeanour of those who are at the point of death, and of
gathering and collating the experiences of soldiers who have faced
the perils of war.” Dr MacKenna believes that a normal man in
perfect health has “in some degree a salutary fear of death,” but
that “when his hour comes, in almost every case the fear is lost,
that a physician has no right to end the life of an apparently
hopeless sufferer; that death in itself is painless, and that there is
nothing inherently impossible in the survival of personality.”
“No one is likely to find the slightest difficulty in following the
argument of ‘The adventure of death,’ for it is very clearly written.
Its chief blemishes are the over-abundance of quotations from the
poets and philosophers—some of which seem to have more sound
than relevance—and an extraordinary gaudiness of style.” J. F. S.
 + Boston Transcript p6 Je 27 ‘17 530w
—

Cleveland p106 S ‘17 20w

“A beautifully and simply written little book whose perusal ought to
do away entirely with the fear and horror of death that lurk in the
minds of most normal people who have never been brought into
much close connection with it.”
+ N Y Times 22:281 Jl 29 ‘17 710w
“His little essay is eminently sane and comforting, and that without
being a tract.”
+ Springf’d Republican p8 Je 19 ‘17 700w

MCKENNA, STEPHEN. Sonia; between two worlds. *$1.50 (1c)

Doran 17-20668
“Mr McKenna elects to call his novel ‘Sonia’; but Sonia Dainton,
charming if turbulent, plays in reality but a small part in it. The
story is mainly concerned with the doings and development of
George Oakleigh, who acts as narrator, and his two friends, Lord
Loring and David O’Rane, from their schooldays at Melton—the
famous English public school that stands ‘like a group of temples
on a modern Acropolis’—down to the first years of the great
war.”—Spec
+ A L A Bkl 14:132 Ja ‘18
Reviewed by H. W. Boynton
Bookm 46:205 O ‘17 650w
“Should the social historian of the future wish to find a convincing
picture of one stratum of pre-war Britain he can do no better than
read Stephen McKenna’s novel, ‘Sonia.’” F. I.
 + Boston Transcript p6 S 26 ‘17 1000w
“A substantial as well as absorbingly interesting novel, worth the
time it takes to read.”
+ Cleveland p3 Ja ‘18 100w
“An excellent example of those novels of school and college life
which only the English know how to write, perhaps because the
English are the only ones who know how to live that life. But it is
more than charming narration and delineation; it has a sense of
the traits in British character which make it survive.”
+ Dial 63:280 S 27 ‘17 190w
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narrative vein for purely artistic purposes. By making the everyday
life of an aristocratic order that is passing so homely and friendly,
by avoiding any quick, hot anger at the impeccable and stupid
extravagance of silly routine, Mr McKenna can vivify O’Rane’s
contrasting point of view more enduringly than by dramatic rant.”
H. S.
+ New Repub 13:103 N 24 ‘17 820w
“The novel is well written, done conscientiously, and with infinite
care. A great deal of it is interesting, but unfortunately a great deal
of it is excessively tiresome. It is a great pity that this should be
so, for the book is in many ways excellent, an intelligently thought-
out and carefully produced criticism of certain phases of English
life as it was before the war.”
+ N Y Times 22:332 S 9 ‘17 500w
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The best part of this book, both for quantity and quality, consists
of a review of the actions and thoughts of people in the years just
preceding the war, beginning with the hero’s schooldays in 1898,
and some account of the modifications which the war has brought
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and considerable wit, as well as on his attitude towards social
problems. We wish we could as heartily commend his
characterization, but here, especially in the case of the girl whose
name figures in the title, his failure by comparison is very marked.”
+ Ontario Library Review 1:119 My ‘17 100w
—

+ R of Rs 56:557 N ‘17 100w

+ Spec 118:416 Ap 7 ‘17 970w

“The description of life in Mr Oakleigh’s London in the year of fate
is really brilliant, an odd frenzied London, where an eager
humanitarianism, showing itself in the sincere pursuit of social
reform and international understanding, could mix with senseless
personal indulgence. ... It is Mr Oakleigh’s vivid impressionism as a
whole, rather than its details, that gives to this book its great
interest.”
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800w

MACKENZIE, CAMERON. Man who tried to be it. il *$1 (5c) Doran

17-7928
From Wellesville, where he had been general manager of a small
business concern, John Hadden was called to Chicago to become
president of the Consolidated shoe corporation. John Hadden was
accounted a successful business man. He had power and driving
force and he looked on the Consolidated as just another and wider
field for the exercise of his abilities. But he failed at it, failed
because he tried to do too much and because he treated his
subordinates as subordinates and tried to make of them mere
machines subject to his will. He failed because he tried to use in
 the big business methods that had been successful in the small
business.
A L A Bkl 13:405 Je ‘17

+ Boston Transcript p8 Mr 28 ‘17 350w

“Tersely and interestingly told, and its ‘moral’ deserves a wide
reading.”
+ N Y Times 22:99 Mr 18 ‘17 280w
“The author displays considerable insight into the organization and
conduct of a big corporation, and the story is an illuminating
reminder of how far co-operation in the management of present-
day corporations has supplanted the ‘one man’ control of a not
distant day.”
+ Springf’d Republican p17 Ap 8 ‘17 280w
“Capital character study of business men. ... No romance and
rather unpleasant.”
Wis Lib Bul 13:159 My ‘17 70w

MACKENZIE, DONALD A. Stories of Russian folk-life. *2s 6d

Blackie, London
“This volume of the ‘Story and legend library’ contains seven short
stories of Russian life, both ancient and modern, and an
introduction in which the author gives us an interesting sketch of a
few of the most prominent facts of the geography and history of
the country. Some of the stories are traditional, and in one we
have an exciting and tragic encounter with wolves, while in the
last, and in some ways the best, there is an account of the actual
moment of transition for the peasants from serfdom to liberty.”—
Spec
N Y Br Lib News 4:75 My ‘17 30w
 + Sat R 123:68 Ja 20 ‘17 150w

+ Spec 117:sup609 N 18 ‘16 100w

+ The Times [London] Lit Sup p526 N 2 ‘16

50w
“‘Stories of Russian folk-life’ is a cheerful volume, and the pictures
are good. But the title does not indicate the contents very clearly.
The book is apparently not translated, and it is not the retelling of
old tales. Mr Donald Mackenzie’s effort appears rather to have
been to tell certain stories in the folk-lore spirit.”
The Times [London] Lit Sup p607 D 14 ‘16
170w

MACKENZIE, JEAN KENYON. African trail. il 50c Central

committee on the united study of foreign missions. West
Medford, Mass. 266 17-10203
“A textbook on the approach of the Gospel to primitive peoples
was ordered of this experienced missionary, after her striking
letters under the title ‘Black sheep’ had appeared in the Atlantic
Monthly in 1915. The present work is the result, and is a unique
and valuable contribution to the literature of missions.” (Boston
Transcript) “For here is far more than simply an account of
religious work among the Bulus. It is a poetic, impassioned setting
forth of the great romantic endeavor of the messengers of the
‘tribe of God’; a description in few words of the effect on the white
man of life among strange peoples; a remarkable analysis of the
first results of the ‘technique of Christian living,’ the ‘ten tyings,’ on
the heathen mind.” (Ind) A brief reading list is appended.
+ Boston Transcript p7 Je 9 ‘17 220w
 Cleveland p123 N ‘17 50w
“The book is full of original and enlightening expressions, of keen
psychology, of human sympathy. It stands beside Keable’s
beautiful ‘City of the dawn,’ tho broader in scope and deeper in
thought. It may be a good textbook. It certainly is literature.”
+ Ind 90:34 Ap 2 ‘17 170w

+ Outlook 115:622 Ap 4 ‘17 50w

“There is not in existence any other missionary text-book that
presents with such power the underlying psychology of certain
African tribes.”
+ R of Rs 56:330 S ‘17 220w

MACKINTOSH, HUGH ROSS. Immortality and the future. *$1.50

(2c) Doran 218 A17-1602
Dr Mackintosh, professor of theology in New college, Edinburgh,
restates the Christian doctrine of life after death “on a new
foundation, after careful examination of many arguments and
much evidence for and against it.” (Springf’d Republican) “In the
first part of the volume he takes up the historical development of
ideas concerning death and a future life among primitive races and
the earlier civilizations. Then, in four chapters, he studies the
doctrine of death and life set forth in the Old Testament and
Judaism, in the teachings of Jesus, in the apostolic age, and during
the long history of the church. The second part, which fills more
than half the book, is devoted to ‘a reconstructive statement’ of
the hopes of the Christian world, the reasons therefor, and the
conclusions of modern belief, deduced from historical and
theological research, as to immortality.” (N Y Times) “Some part of
the best literature for those who wish to pursue the study of this
field is mentioned in the text or footnotes.” (Preface) The first
edition of this book was published in England in 1915.
 + N Y Times 22:290 Ag 5 ‘17 400w
“One of the best of recent books on the subject of life after death,
written from the religious point of view.”
+ Springf’d Republican p6 Jl 30 ‘17 370w

MCKNIGHT, GEORGE HARLEY.[2] St Nicholas: his legend and his

rôle in the Christmas celebration and other popular customs. il
*$2 (5½c) Putnam 922
How a dignified bishop of the medieval church came to take on the
character of our popular Santa Claus is one of the matters touched
on in this book. The author has brought together a store of
scattered material relating to the real life of this saint and the
legends that have grown up about him. He says, “In St Nicholas
the reader will come in contact with a personality of unique
amiability, whose influence has permeated popular customs for
many centuries and has contributed much of sweetness to human
life.” The illustrations show how the saint has been pictured in
popular German prints, early Italian painting and other works of
art. One interesting chapter is devoted to St Nicholas plays.
“It is indeed to be regretted that we have known so little of the
good Saint Nicholas himself. That want is readably and pleasantly
filled in this new book.”
+ N Y Times 22:566 D 16 ‘17 350w

MCLAGLEN, LEOPOLD. Bayonet fighting. il *75c National military

pub. co. 355 A18-120
The system of bayonet fighting described in this little manual was
invented by Captain McLaglen about the year 1910. In it there is a
certain amount of jiu-jitsu. Twenty thousand men of the 1st and
2d Expeditionary force of Australia were instructed by Captain
McLaglen in the new method and it is in wide use with the British
 troops. The fifty-five illustrations have captions printed in French
as well as English.
N Y Times 22:379 O 7 ‘17 120w

MCLAREN, A. D. Germanism from within. *$3 Dutton 914.3 17-

26319
“‘Germanism from within’ by A. D. McLaren is, as the title implies,
a series of studies about the German people, but they have not all
been called forth by the war, as many of them were written before
it. Their central theme is an analysis of Germanism. The author
has lived for seven years in Germany. He was in Berlin at the time
of the declaration of war, was later arrested and spent eight
months in a concentration camp. Mr McLaren treats all phases of
German life, political, religious and military. ... An interesting
chapter is devoted to the study of the Kaiser.”—Springf’d
Republican
+ A L A Bkl 13:350 My ‘17

Boston Transcript p8 Mr 14 ‘17 720w

“Thus the book is no mere by-product of the war. It is the careful
work of a patient observer who has for thirty years been studying
the politics, industry, education, character, and ideals of the
German people.”
+ Dial 63:401 O 25 ‘17 270w
“Far indeed from any shade of pro-Germanism, he yet believes
some elements in the German nature are misconstrued. For
example, even the severe Prussian is not a pure materialist. Of this
the universal German devotion to the Christmas festival is
evidence.”
Ind 90:556 Je 23 ‘17 70w
 “A journalist by profession—he was a reporter in Germany for the
Sydney (Australia) Daily Telegraph from 1908 to 1915—Mr
McLaren has observed German life and character from many points
of view. ... There is often a certain hardness in Mr McLaren’s
treatment and in his conclusion, but the reader is always aware of
the great force of his logic. Mr McLaren’s chief weakness is his
limited knowledge of German history.”
+ Nation 104:687 Je 7 ‘17 220w
—
“His frame of mind is notably judicial and his constant aim seems
to be utterly fair to the German people.”
+ N Y Times 22:306 Ag 19 ‘17 330w

Pittsburgh 22:675 O ‘17 20w

R of Rs 55:551 My ‘17 100w

“The book is painstaking and often interesting, but the author, in
his conscientious efforts to be strictly fair (which he is), becomes
at times a trifle labored and confused in his style.”
+ Springf’d Republican p8 Mr 23 ‘17 350w
—

MACLEAN, STUART. Alexis; a study of love and music. *$1.50 (2c)

Appleton 17-22300
“Cosmopolis, a bustling provincial city somewhere in the United
States, possessed a first-class musical critic. Van Alstyne
Bradshaw ... was a talented composer as well as a lover of all good
music, and did his sincere best to improve the taste of
Cosmopolis’s very self-satisfied inhabitants. But he had had a great
sorrow in his life; he was an embittered man, inclined to be
pessimistic, and very lonely, until he met the boy Alexis. The son
 of a washerwoman and a day laborer, both Hungarians, Alexis
Vaczy was a born violinist. It did not take Bradshaw long to
discover this fact, and what he did to Alexis and what Alexis did to
him the book tells. ... Two love-stories help to complicate the
plot.”—N Y Times
A L A Bkl 14:61 N ‘17

+ Cleveland p132 D ‘17 50w

“It is not often that a reviewer finds himself in a glow over an
American novel, but such is the present writer’s experience with
‘Alexis.’ ... It does not suffice to say that this story has attractive
subject-matter, ... nor is it enough to say the story is exceptionally
well written, or that the characters are deftly drawn, or that there
is a lot of splendid talk about music and musicians. ... There is
between the lines an indefinable quality of ardor, of the eagerness
and intensity of youth and youthful ambitions. One knows from the
start that the story will be a happy one.”
+ Dial 63:281 S 27 ‘17 200w
“While it is evidently intended to be a study of the musical
temperament, and as such is not badly done, the most interesting
thing in the novel is the picture of the musical and would-be
musical society of Cosmopolis.”
+ N Y Times 22:349 S 16 ‘17 340w
“The work is distinctly above the average novel in intelligence.”
+ Springf’d Republican p13 F 10 ‘18 440w

MCMAHON, JOHN ROBERT. Success in the suburbs. il *$2 (3c)

Putnam 630 17-14063
A book that offers to tell “how to locate, buy, and build; garden
and grow fruit; keep fowls and animals.” This promise is repeated
in the chapter headings: The hike to the suburbs; Scouting for a
suburban home; Financing the suburban home; Legal fixings and
fences; The suburbanite his own architect; The fireproof house;
Remodeling old houses; The garden; Fruit trees and small fruits;
Animals on the suburban place, etc. There are over forty excellent
illustrations. Useful tables are given in an appendix.
A L A Bkl 14:81 D ‘17

+ Boston Transcript p7 Je 30 ‘17 430w

“An interestingly written and practically suggestive book.”
+ Cleveland p111 S ‘17 30w
“His optimism is merry, not patronizing, and the more convincing
that he sets up a moderate standard, planting it in good practical
advice. Of course, covering much ground, the book is suggestive,
not a complete building and garden guide.”
+ Ind 90:516 Je 16 ‘17 50w
“It is a very interesting and instructive book, and combines
practical, scientific, and legal instruction. With this book and
personal enthusiasm it would seem possible to make a success of
any suburb.”
+ Lit D 56:38 Ja 26 ‘18 200w

+ Nation 105:127 Ag 2 ‘17 430w

“To all suburbanites and would-be suburbanites I introduce this
book as the most complete work on the ‘suburban game’ yet
published.” G: H. Hamilton
+ N Y Call p14 Ag 12 ‘17 400w
“A practical book.”
+ N Y Times 22:165 Ap 29 ‘17 50w
 “A rather slangy account of life in the suburbs, but at the same
time a valuable account, for it contains many practical hints to the
suburban dweller as to house and garden, orchard and poultry
yard.”
+ Outlook 116:412 Jl 11 ‘17 36w
“Many personal experiences are related which are of practical
service to the novice in country life.”
+ R of Rs 56:220 Ag ‘17 120w

+ Springf’d Republican p19 Je 10 ‘17 400w

MACMILLAN, MARY LOUISE. More short plays. *$1.50 Stewart &

Kidd 812 17-21729
This is the author’s second book of plays suitable for amateur
production. “Short plays” was published in 1915. Among the seven
plays in the new book are two that are rather more ambitious than
the title would suggest, “Honey,” with scenes laid in a southern mill
town, and “The pioneers,” an historical play of the Middle West.
The remaining plays, His second girl, At the church door, The dress
rehearsal of Hamlet, In Mendelesia, parts 1 and 2, and The dryad,
are shorter pieces.
“All the plays are pleasing, however, viewed from different angles.
‘His second girl’ is a delightful bit of comedy. ... ‘The dryad’ is a
poetic fantasy in verse that will appeal to the heart of every tree-
lover.”
+ R of Rs 57:109 Ja ‘18 160w

MACMURCHY, MARJORY. Woman—bless her; not as amiable a

book as it sounds. *$1 Doran 396 (Eng ed 16-21046)
 “An appeal to women for proper recognition of their work in war
and reconstruction. It is addressed primarily to the women of
Canada, but can be read with benefit by women in the other
dominions and in Britain. ‘The most useful economic and social
war and reconstruction work that each woman can do,’ says Miss
MacMurchy, ‘will be found more readily if she can define the
economic and social duty of the class to which she belongs.’ To this
end she divides women into categories. ... The writer proceeds to
study the particular work in each category, to estimate its value to
the nation, and to show where it can be developed and
extended.”—Spec
“Useful for the facts and statistics presented.”
+ A L A Bkl 13:149 Ja ‘17
“Librarians should purchase this book and make special efforts to
circulate it.”
+ Ontario Library Review 1:30 S ‘16 250w

Spec 117:837 D 30 ‘16 140w

MCNALLY, GEORGIA MAUD. Babyhood of wild beasts; with

foreword by W. T. Hornaday. il *$2 Doran 17-29790
“Miss McNally was born and lived for a part of her early life on the
frontier where she came to know something of the wild animals, to
care for them and to feel that she understood them. The wild
babies of whom she tells were some of them her own personal
home friends, like Pompey, the baby lion, and others she became
acquainted with in the big Bronx zoological and other gardens. All
the wild babies she has known in one way or another, and the
many interesting pictures are of the animals themselves.”—N Y
Times
“A fascinating account.”
 + Lit D 55:59 D 8 ‘17 80w
“Through it all you get accurate scientific facts, with now and then
a good scientific word smuggled in where its meaning is quite
evident from the context. There is no sugar-coating of facts with
silly stories. This is a book to be most heartily recommended to
boys and girls of all ages.” R. F. Zametkin
+ N Y Call p18 D 15 ‘17 140w

N Y Times 22:499 N 25 ‘17 160w

MACNUTT, JOSEPH SCOTT. Modern milk problem in sanitation,

economics, and agriculture. il *$2 (5½c) Macmillan 614.3 17-
17296
The author is lecturer on public health service in the
Massachusetts institute of technology. His book stresses “the
practical and economic as well as the sanitary factors involved,”
and should interest not only health officials, milk inspectors,
dairymen, city dealers, legislators and physicians, but also
inquiring consumers.
“The book covers practically the same ground as is covered by
‘The city milk supply’ by H. N. Parker. The chapters on the analysis
of the sanitary aspects of the milk problem are well done. The
chapter on the economic factors is superficial and does not even
cover the secondary material available to the author. There is
some valuable material in the appendix on milk statistics, grading
systems, the North system, costs and prices, and milk products.”
C. L. K.
+ Ann Am Acad 74:300 N ‘17 80w
—

Cleveland p111 S ‘17 30w

 + Ind 92:109 O 13 ‘17 150w

N Y P L New Tech Bks p8 Jl ‘17 70w

“Probably the only work combining in concise form the economic,
agricultural and sanitary features.”
+ Pittsburgh 22:818 D ‘17 50w

+ R of Rs 56:554 N ‘17 120w

“A distinct acquisition to the literature on the subject. Its most
distinctive feature is its illuminating treatment of the economic
factors which enter into the present-day milk problem.” L. F.
Rettger
+ Science n s 46:292 S 21 ‘17 600w
“Shows in a clear and intelligent manner why there is a milk
problem.”
+ Springf’d Republican p6 Ja 29 ‘18 360w
“This book can be recommended as a reliable, up-to-date and
readable exposition of the milk situation. Enough material in the
way of facts and figures is inserted to support the argument fully.”
Franz Schneider, jr.
+ Survey 39:72 O 20 ‘17 410w
“A timely book, explaining why there is a milk problem, but more
useful for the student than for the housewife or the baby’s nurse.
Rosenau’s ‘Milk problem’ (1912) is more complete though now a
little out of date. The bibliography (6p.) and the appendix material
are excellent.”
+ Wis Lib Bul 14:29 Ja ‘18 40w
MACQUARRIE, HECTOR. How to live at the front. il *$1.25 (3c)
Lippincott 355 17-24528
This is a book of “tips for American soldiers” by a second
lieutenant of the British royal field artillery, who has been in the
United States addressing young officers and men preparing for
active service. Lieutenant MacQuarrie has tried to tell the American
boys going to the front about the little things in warfare, not found
in the official military textbooks or presented by staff reporters. He
has much to say on discipline, on the details of life behind the
firing-line and in the trenches, on the English and French people
with whom the soldiers will come in contact and the British Tommy
in particular, on the folks at home, the censoring of letters, the
effect of war on character, and the desirability of studying the life
of Jesus “to prevent war from killing your soul.” In the rather
unusual chapter entitled “A curse of war,” he warns the young
soldier against the fearful number of women now going about
“quite unmoral and very kindhearted,” and begs him to remember
that he is the father of future Americans and to give his children a
fair chance.
“Told with engaging straightforwardness and humor.”
+ A L A Bkl 14:54 N ‘17
“From every aspect, light, serious, deeply human and sincerely
religious, every American soldier will be helped by reading
Lieutenant MacQuarrie’s book.”
+ Boston Transcript p6 S 26 ‘17 210w
“The author writes sensibly and clearly and enlivens his advice
with anecdote, making the book enjoyable as well as informative.”
+ Cleveland p130 D ‘17 100w
“Written without pretension, it is reminiscent of the matter-of-fact
advice of an elder brother who has seen the world to a younger
 brother who has not. It is not a book that goes to the roots of
things, or tries to.”
+ Dial 63:589 D 6 ‘17 200w

+ Ind 92:342 N 17 ‘17 80w

“The author is the more to be commended for the interesting,
lively, readable humanness of this volume in the light of the fact
that, where he finds it needed, he does not hesitate to run the risk
of seeming to ‘preach’—though never was any approach to
‘preaching’ less sentimental and less dry. The chapter on ‘A curse
of war’ is frank, sane, fine.”
+ N Y Times 23:2 Ja 6 ‘18 870w

Pittsburgh 22:835 D ‘17 60w

Reviewed by Ruth Stanley-Brown
+ Pub W 92:814 S 15 ‘17 550w
“The advice is informally expressed and given in excellent spirit.”
+ R of Rs 57:215 F ‘18 100w

+ St Louis 15:417 D ‘17 30w

“It is very much to the point; thoroughly practical, shrewd,
vivacious, and clear.”
+ The Times [London] Lit Sup p33 Ja 10 ‘18
30w

MCSPADDEN, JOSEPH WALKER. Book of holidays. il *$1.25 (4c)

Crowell 394 17-31084
 Believing that our holidays are degenerating into mere play days,
the author has taken upon himself the task of reminding us of
their meaning. The book is adapted for young people. All our
special days, are included: New Year’s day; Lincoln’s birthday, St
Valentine’s day, Washington’s birthday, St Patrick’s day, Good
Friday and Easter, May day, Arbor day, Bird day, Mothers’ day,
Memorial day, Flag day, Independence day, Labor day, Columbus
day, Hallowe’en, All Saints’ day, Election day, Thanksgiving day,
and Christmas.
Outlook 117:615 D 12 ‘17 30w
“The book will prove profitable reading for older persons as well as
the young.”
+ Springf’d Republican p8 D 21 ‘17 40w

MADDOX, HARRY A. Paper; its history, sources, and manufacture.

(Pitman’s common commodities of commerce) il 85c Pitman 676
17-15681
“‘A book written with a view to acquainting the general reader with
a full understanding of how raw material is converted into paper. ...
Gives an excellent history of the introduction of the early forms of
crude paper from the East, together with matter relating to the
making of paper in England and the Continent in early times.’
Inland Printer”—Pittsburgh
“Covers much the same ground as Dawe but gives more space to
the history of paper making, is more detailed as to manufacture,
does not contain so many descriptions of the different kinds of
paper, and is sixty-five cents cheaper.”
+ A L A Bkl 14:46 N ‘17

+ Cleveland p112 S ‘17 10w

 N Y Br Lib News 4:59 Ap ‘17
“Valuable for the school library—especially the historical sections.”
+ N Y P L New Tech Bks p19 Ap ‘17 50w
“Mr Maddox is an authority on this subject. Descriptions of the
various machines and details as to their operation, full
explanations of the methods employed in making handmade
papers, and other interesting facts, make the book a most valuable
one for the printer, the stationer, the advertising man, the
engraver, the artist, the lithographer, and others, not to mention
the people directly concerned with the manufacture and sale of
papers.”
+ Pittsburgh 22:341 Ap ‘17 70w (Reprinted
from Printing Art p65 Mr ‘17)

+ Pittsburgh 22:458 My ‘17 50w (Reprinted

from Inland Printer p103 Ap ‘17)
“Primarily for those concerned in making, handling or using paper,
yet written in language intelligible to the general reader.”
+ Pittsburgh 22:660 O ‘17 40w
“Brief semi-technical treatise which would be instructive to the
general reader interested in knowing how paper is made.”
+ Quar List New Tech Bks Jl ‘17 18w

MADSEN, ARTHUR WILHELM. State as manufacturer and trader;

an examination based on the commercial, industrial and fiscal
results obtained from government tobacco monopolies. *7s 6d T.
Fisher Unwin, London 336.19 (Eng ed 16-23037)
“The purpose of this monograph is apparently to show the defects
of government-managed industries, and so far as tobacco
manufacture is concerned, the effort is entirely successful. The
author presents brief sketches of the state tobacco monopoly in
France, Italy, Austria, Japan, Spain and Sweden. He shows the
financial results, the popular verdict on the quality of goods
produced, and the unbusinesslike management of the public
authorities. Outside of France his sources of information seem to
have been meager, but there is undoubtedly an unanimous verdict
against government control in all the countries treated.”—Ann Am
Acad
“An appendix of over sixty pages to which the author continually
refers in the text contains many valuable statistical tables. These
tables derived from official reports, indicate by countries the
financial results of tobacco monopolies, the wages paid to factory
operatives, etc. ... Whether one agrees or disagrees with the
attitude of the author towards state socialism, one is unfavorably
impressed by the absence in his work of an impartial analysis of
the testimonials presented, by the lack of a judicious weighing of
arguments pro and con.” Simon Litman
– Am Econ R 7:434 Je ‘17 480w
+
“It is unnecessary to emphasize the point that the author’s
conclusions, founded on a single industry, are not to be applied
without reserve to all government undertakings.” J. T. Y.
Ann Am Acad 70:328 Mr ‘17 100w

Ath p475 O ‘16 40w

Nation 104:557 My 3 ‘17 140w

“A competent résumé of the world’s experience with the principal
commercial industry carried on by the government in any
considerable number of countries.”
+ New Repub 10:173 Mr 10 ‘17 400w
 Spec 117:sup534 N 4 ‘16 80w

MAETERLINCK, MAURICE. Light beyond; tr. by Alexander Teixeira

de Mattos. *$2 (4c) Dodd 236
The mystery of death has always held the imagination of Maurice
Maeterlinck, and of late years he has tended to give it more and
more of his thought, a tendency intensified by the war. In this
volume the translator has collected “a selection of essays
illustrating the later stages of Maeterlinck’s quest.” They are
chosen from the three volumes entitled, “Our eternity,” “The
unknown guest,” and “The wrack of the storm.”
“Too frank and sincere a philosopher to assume that he can
answer with finality a question which has defied the ages, he
contents himself with reviewing the evidence pro and con as he
sees it, leaving deductions to those who read.”
+ N Y Times 22:498 N 25 ‘17 980w

The Times [London] Lit Sup p531 N 1 ‘17

40w

MAETERLINCK, MAURICE.[2] News of spring, and other nature

studies; tr. by Alexander Teixeira de Mattos. il *$3 (9c) Dodd
580.4
A collection of nature studies. Only one of them, Our city gardens,
reprinted from the Daily Mail [London], is new to American
readers. The other papers have been selected from “The measure
of the hours” and “The double garden.” The translator says, “I
have taken the opportunity not only of revising my translation with
some thoroughness, but also of introducing all the additions and
corrections which the author has made in the French edition of
these two books.” Contents: Our city gardens; The intelligence of
the flowers; Perfumes; News of spring; Field flowers;
 Chrysanthemums; Old-fashioned flowers; The wrath of the bee.
There are twenty illustrations in color by Edward J. Detmold.
“An exquisite book indeed. We may point out to those who have
not read ‘The double garden’ and ‘The measure of the hours’ that
the lover of beauty, as of nature, can ill-afford to miss such essays
as these.”
+ N Y Times 22:558 D 16 ‘17 670w

MAGNUS, LEONARD ARTHUR. Pros and cons in the great war, a

record of foreign opinion, with a register of fact. *$2 Dutton
940.91 17-2674
“An alphabetized compilation of opinions, the material for which
has been drawn mainly from German and other foreign sources,
with occasional reference to official documents.” (Ath) “There are
many of the things which a student would look for: as atrocities,
balance of power, Belgium, commercial rivalry, the Entente,
envelopment of Germany, false news, the Hague conventions,
hatred, Italy, Kaiser, kultur, Middle Europe, militarism, navalism,
Pan-Germanism, Poland, prisoners, right of search, the United
States, and the causes of the war. The book very largely contains
hostile opinions, with some arguments in opposition, and some
comments by the editor himself.” (Nation)
“Very useful for reference.”
+ Ath p106 F ‘17 60w
Reviewed by C. H. P. Thurston
+ Bookm 46:390 N ‘17 30w
—
“An excellent bibliography contains a long list of contemporary
writings upon the war, which the ordinary reader would never
know of. It must be said that the numerous pieces out of which
the book is made have not always been well put together.”
 + Nation 105:567 N 22 ‘17 370w
—

MAGNUSSON, CARL EDWARD. Alternating currents. il *$4

McGraw 621.31 16-24124
A work by the professor of electrical engineering in the University
of Washington. “The treatment is of theory, not heavily loaded
with field and shop practicalities, and aims to help students to gain
an idea of internal reactions and to handle certain physical facts in
mathematical shorthand. Transformers are taken up after voltage
generation and circuit properties. This is followed by motors,
generators, converters, insulation, polyphase power, long-distance
transmission.” (Engin N)
“A good text for college classes, suitable for more advanced
reference work. ... Contains problems, a few footnote references,
and many diagrams, some of which are not very satisfactory.”
+ A L A Bkl 13:383 Je ‘17
“Another addition has been made to the already long list of
electrical teaching texts that are primarily lecture notes arranged
to satisfy the specific needs of specific institutions. By stating that
the book, even though having 500 odd pages, covers only
fundamentals, the scope is indicated. ... The chief feature of
originality lies in pushing the study of transmission lines farther
than common with undergraduates.”
+ Engin N 77:110 Ja 18 ‘17 120w

MAHER, RICHARD AUMERLE. Gold must be tried by fire. il

*$1.50 (1½c) Macmillan 17-10983
As in two earlier novels, Father Maher has told a story of industrial
conditions in northern New York. The scene is a mill town,
dependent wholly on the paper manufacturing industry for its
existence. Daidie Grattan, who three years before had thrown a
wrench into her machine and walked out of a cotton factory,
comes to Barton to work in the mill. In the years following her act
of rebellion the girl had gone thru a bitter experience, but she had
found healing at the hands of a Catholic sisterhood and with new
courage had come out into the world with the hope of helping
other girls. Not until she is employed in his mill does she discover
that Hugh Barton is the man who had once saved her life in a
crisis. The situation between these two is worked out against a
background of industrial unrest, labor warring with capital, the
independent manufacturer fighting for his life against the trust.
A L A Bkl 14:27 O ‘17
“Mr Richard Aumerle Maher marries his attractive working girl to
the son of the millowner. As the publishers say, this does ‘bring the
volume to a pleasing close,’ but I have a feeling that things do not
happen so. The real strength of the novel is the dramatic picture of
the industrial wars.” J: Macy
+ Dial 63:112 Ag 16 ‘17 190w
—
“Like ‘The Shepherd of the North,’ by the same author, this is a tale
of sentiment without being a tale of folly.”
+ Nation 104:737 Je 21 ‘17 280w
“If you start reading ‘Gold must be tried by fire’ you are compelled
to finish it, although you are apt to wonder why you ever began
it.”
N Y Times 22:195 My 20 ‘17 370w
“There are tenseness and power in situation and treatment.”
+ Outlook 116:32 My 2 ‘17 30w
MAHER, RICHARD AUMERLE. While shepherds watched. il
*$1.25 (4½c) Macmillan 244 17-28077
Father Maher has retold the story of the birth of Christ. Beginning
in the early chapters with the annunciation and the visit to
Elizabeth, he continues the story thru the journey to Bethlehem,
the birth of the child and the visit of the wise men and shepherds,
and closes with an interpretation of the meaning of this child’s
birth to the world.
“A vivid interpretation of the Christ story suitable for the older and
more thoughtful children and for adults.”
+ Ind 92:446 D 1 ‘17 30w
“Written with feeling and simplicity.”
+ N Y Times 22:564 D 16 ‘17 110w

MAHIN, JOHN LEE. Advertising; selling the consumer. 2d ed il *$2

(3c) Pub. by Doubleday for the Associated advertising clubs of
the world 659 16-22121
“The author reviews the economic and social factors related to
selling. He emphasizes the mediums and English of advertising
rather than purely psychological principles. The power of personal
salesmanship and the need of individual initiative are shown in
relation to middleman and consumer. The present business
organization from producer to distributor is seen to be that of
profit yielding according as the group spirit is understood by the
advertiser in telling his message.” (Ann Am Acad) “The work is
based on lectures delivered before the School of commerce of
Northwestern university, and for this new edition has been revised,
with some new chapters substituted for old.” (N Y Times) The
book was first published in 1914.
“This book is one of the few dynamic advertising books in the field
at the present time.” H. W. H.
 + Ann Am Acad 73:231 S ‘17 90w
“An interesting feature of the book is the descriptive list of books
for supplementary reading which follows each chapter.”
N Y Times 22:173 Ap 29 ‘17 200w

MAHONEY, HENRY CHARLES. Sixteen months in four German

prisons: Wesel, Sennelager, Klingelputz, Ruhleben; chronicled by
F: A. A. Talbot. il *$1.50 McBride 940.91 (Eng ed 17-7955)
“Mr Mahoney is, by profession, an expert in photography. At the
outbreak of the war he was in Germany, with his camera, on his
way to take up an interesting appointment in Warsaw. Unable to
get into Russia, he tried to get back into Holland, but was
denounced as a spy, arrested, taken to Wesel, and subjected to
the formidable ordeal of a midnight secret trial. ... Mr Mahoney
was able to establish his innocence. He was not formally acquitted,
but the charge was not pressed, and he was interned in
Sennelager. After a time he was released, but only to be re-
arrested and sent to Ruhleben, whence he was eventually returned
to England as an invalid, unfit for military service. And now he
tells, with Mr Talbot’s collaboration, his long and exciting story.”—
The Times [London] Lit Sup
“Altogether, the picture of ‘Prussian militarism’ exhibited by Mr
Mahoney is a hideously repellent one, and his recital gives no
evidence of exaggeration, either.” Joshua Wanhope
+ N Y Call p14 O 28 ‘17 1100w
“The book is more than a recital of a prisoner’s sufferings in
Germany; it is a splendidly thrilling tale of heroism and adventure.”
+ N Y Times 22:478 N 18 ‘17 500w

St Louis 15:166 Je ‘17

 “If anything more were needed to pillory Germany in the world’s
opinion, this book would supply the deficiency. Mr Mahoney tells of
the attempts of the American ambassador to mitigate the
hardships of the English prisoners, and of the deceit practiced on
him by the authorities. This chapter harmonizes with Mr Gerard’s
own narrative.”
+ Springf’d Republican p6 F 5 ‘18 450w
“The chief interest, if not the chief merit, of Mr Mahoney’s book
lies in the fact that he has told the truth about Sennelager, where
things were done which have dug a formidable gulf between the
British and German peoples, and about Major Bach, the infamous
commandant of that camp. ... The evil fame of the unspeakable
major has penetrated into every prison camp in Germany.”
+ The Times [London] Lit Sup p51 F 1 ‘17
1100w

MAHONEY, JOHN JOSEPH. Standards in English. (School

efficiency monographs) *90c World bk. 808 17-20535
A course of study in oral and written composition for elementary
schools. The course was worked out in practice while the author,
now principal of the State normal school at Lowell, Mass., was
assistant superintendent of schools in Cambridge. Part 1 of the
book consists of a discussion of the course; part 2 of an outline of
work by grades.
“The movement for economy of time has nowhere been as well
carried out in actual school practice as in Mr Mahoney’s ‘Standards
in English.’ The style of the book is direct and non-technical and it
should be put in the hands of elementary school teachers for the
distinct improvement of oral and written work in English.”
+ El School J 18:231 N ‘17 470w