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 ABOUT THE AUTHORS

SUSAN NOlAN turned to psychology after suffering a career-

ending accident on her second workday as a bicycle messenger. A
native of Boston, she graduated from the College of Holy Cross and
earned her PhD in clinical psychology from Northwestern University.
Her research involves experimental investigations of the role of gender
in the interpersonal consequences of depression, and studies on gender
and mentoring in the fields of science, technology, engineering, and
mathematics; her research has been funded by the National Science
Foundation. Susan is a professor of psychology at Seton Hall University
in New Jersey. She served as a representative from the American
Ivan Bojanic

Psychological Association (APA) to the United Nations in New York

City for 5 years, and is the vice president for Diversity and Interna-
tional Relations of the Society for the Teaching of Psychology (STP).
She also was the chair of the 2012 Society for the Teaching of Psychology (STP) Presiden-
tial Task Force on Statistical Literacy. Susan is past president of the Eastern Psychological
Association (EPA) and a 2015–2016 U.S. Fulbright scholar. She is a fellow of the EPA, the
APA, and the Association for Psychological Science.
Susan’s academic schedule allows her to pursue one travel adventure per year, a tradi-
tion that she relishes. Over the years she has ridden her bicycle across the United States
(despite her earlier crash), swapped apartments to live in Montréal (her favorite North
American city), and explored the Adriatic coast in an intermittently roadworthy 1985
Volkswagen Scirocco. She writes much of the book on her annual trip to Bosnia and
Herzegovina, where she and her husband, Ivan Bojanic, own a small house on the Vrbas
River in the city of Banja Luka. They currently reside in Jersey City, New Jersey, where
Susan roots feverishly, if quietly, for the Boston Red Sox.

vi
TOm HEiNzEN was a 29-year-old college freshman; he began
graduate school 8 days after the birth of his fourth daughter, and is
still amazed that he and his wife somehow managed to stay married. A
magna cum laude graduate of Rockford College, he earned his PhD
in social psychology at the State University of New York at Albany in
just 3 years.
He published his first book on frustration and creativity in gov-
ernment 2 years later; was a research associate in public policy until he
was fired for arguing over the shape of a graph; consulted for the Johns

Caroline Dawney
Hopkins Center for Talented Youth; and then began a teaching career
at William Paterson University of New Jersey. He founded the psy-
chology club, established an undergraduate research conference, and
has been awarded various teaching honors while continuing to write
journal articles, books, plays, and two novels that support the teaching of general psychol-
ogy and statistics. He is also the editor of Many Things to Tell You, a volume of poetry by
elderly writers.
He has recently become enamored with the potential of game-based designs to influ-
ence students at risk for not completing their degrees. He belongs to numerous professional
societies, including the APA, the EPA, the APS, and the New York Academy of Science,
whose meeting place next to the former Twin Towers offers such a spectacular view of
New York City that they have to cover the windows so the speakers don’t lose their focus
during their talks.
His wife, Donna, is a physician assistant who has volunteered her time in relief work
following hurricanes Mitch and Katrina; and their daughters work in public health, teach-
ing, and medicine.Tom is an enthusiastic but mediocre tennis player and, as a Yankees, Cubs,
and emerging Pittsburgh Pirates fan, sympathizes with Susan’s tortured New England
loyalties.

vii
 BRiEF CONTENTS

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Chapter 1 An Introduction to Statistics and Research Design . . . . . . . . . . . 1

Chapter 2 Frequency Distributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Chapter 3 Visual Displays of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Chapter 4 Central Tendency and Variability . . . . . . . . . . . . . . . . . . . . . . . . 77

Chapter 5 Sampling and Probability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Chapter 6 The Normal Curve, Standardization, and z Scores . . . . . . . . . 125

Chapter 7 Hypothesis Testing with z Tests . . . . . . . . . . . . . . . . . . . . . . . . 157

Chapter 8 Confidence Intervals, Effect Size, and Statistical Power . . . . . 185

Chapter 9 The Single-Sample t Test and the Paired-Samples t Test . . . . 213

Chapter 10 The Independent-Samples t Test . . . . . . . . . . . . . . . . . . . . . . 247

Chapter 11 One-Way ANOVA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273

Chapter 12 Two-Way Between-Groups ANOVA . . . . . . . . . . . . . . . . . . . 325

Chapter 13 Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363

Chapter 14 Regression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393

Chapter 15 Nonparametric Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429

Appendix A: Reference for Basic Mathematics . . . . . . . . . . . . . . . . . . . . . A-1
Appendix B: Statistical Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-1
Appendix C: Solutions to Odd-Numbered End-of-Chapter Problems . . . . C-1
Appendix D: Solutions to Check Your Learning Problems . . . . . . . . . . . . . D-1
Appendix E: Choosing the Appropriate Statistical Test . . . . . . . . . . . . . . . E-1
Appendix F: Reporting Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F-1
Appendix G: Building Better Graphs Using Excel . . . . . . . . . . . . . . . . . . . G-1
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GL-1
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R-1
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I-1

viii
CONTENTS

Preface xiii How to Read a Graph 60

Guidelines for Creating a Graph 61
Chapter 1 An Introduction to Statistics The Future of Graphs 62
and Research Design . . . . . . . . . . . . . . . . . . 1
The Two Branches of Statistics 2
Chapter 4 Central Tendency
and Variability . . . . . . . . . . . . . . . . . . . . . . . 77
Descriptive Statistics 2
Inferential Statistics 3 Central Tendency 78
Distinguishing Between a Sample and a Population 3 Mean, the Arithmetic Average 79
Median, the Middle Score 81
How to Transform Observations into Variables 4
Mode, the Most Common Score 83
Discrete Observations 4
How Outliers Affect Measures of Central Tendency 84
Continuous Observations 5
Which Measure of Central Tendency Is Best? 85
Variables and Research 7
Measures of Variability 87
Independent, Dependent, and Confounding
Variables 7 Range 87
Reliability and Validity 8 Variance 88
Standard Deviation 90
Introduction to Hypothesis Testing 9
Conducting Experiments to Control
for Confounding Variables 10 Chapter 5 Sampling and Probability . . . 99
Between-Groups Design versus Within-Groups Samples and Their Populations 100
Design 12 Random Sampling 101
Correlational Research 13 Convenience Sampling 102
The Problem with a Biased Sample 102
Chapter 2 Frequency Distributions . . . . 23 Random Assignment 103
Frequency Distributions 25 Probability 105
Frequency Tables 25 Coincidence and Probability 105
Grouped Frequency Tables 28 Expected Relative-Frequency Probability 106
Histograms 30 Independence and Probability 108
Frequency Polygons 33 Inferential Statistics 109
Shapes of Distributions 35 Developing Hypotheses 109
Normal Distributions 35 Making a Decision About the Hypothesis 111
Skewed Distributions 36 Type I and Type II Errors 113
Type I Errors 113
Chapter 3 Visual Displays of Data . . . . . 47 Type II Errors 113
How to Lie with Visual Statistics 48
“The Most Misleading Graph Ever Published” 49 Chapter 6 The Normal Curve,
Techniques for Misleading with Graphs 49 Standardization, and z Scores . . . . . . . . . 125
Common Types of Graphs 51 The Normal Curve 126
Scatterplots 51 Standardization, z Scores,
Line Graphs 53 and the Normal Curve 129
Bar Graphs 55 The Need for Standardization 130
Pictorial Graphs 57 Transforming Raw Scores into z Scores 130
Pie Charts 58 Transforming z Scores into Raw Scores 134
How to Build a Graph 59 Using z Scores to Make Comparisons 136
Choosing the Appropriate Type of Graph 59 Transforming z Scores into Percentiles 137

ix
x CONTENTS

The Central Limit Theorem 139 The Paired-Samples t Test 226

Creating a Distribution of Means 140 Distributions of Mean Differences 227
Characteristics of the Distribution of Means 142 The Six Steps of the Paired-Samples t Test 229
Using the Central Limit Theorem to Make Calculating a Confidence Interval for a
Comparisons with z Scores 145 Paired-Samples t Test 232
Calculating Effect Size for a Paired-Samples t Test 234
Chapter 7 Hypothesis Testing with
z Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Chapter 10 The Independent-Samples
The z Table 158 t Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
Raw Scores, z Scores, and Percentages 158 Conducting an Independent-Samples t Test 248
The z Table and Distributions of Means 164 A Distribution of Differences Between Means 248
The Six Steps of the Independent-Samples t Test 250
The Assumptions and Steps of Hypothesis
Testing 166 Reporting the Statistics 256

The Three Assumptions for Conducting Analyses 166 Beyond Hypothesis Testing 258
The Six Steps of Hypothesis Testing 167 Calculating a Confidence Interval for an
Independent-Samples t Test 258
An Example of the z Test 170
Calculating Effect Size for an Independent-Samples
t Test 261
Chapter 8 Confidence Intervals,
Effect Size, and Statistical Power . . . . . . . 185 Chapter 11 One-Way ANOVA . . . . . . . 273
Confidence Intervals 187 Using the F Distributions with Three or
Interval Estimates 187 More Samples 274
Calculating Confidence Intervals with z Distributions 188 Type I Errors When Making Three or More
Effect Size 191 Comparisons 275

The Effect of Sample Size on Statistical The F Statistic as an Expansion of the z

Significance 192 and t Statistics 275

What Effect Size Is 194 The F Distributions for Analyzing Variability

to Compare Means 276
Cohen’s d 196
The F Table 277
Meta-Analysis 197
The Language and Assumptions for ANOVA 277
Statistical Power 198
One-Way Between-Groups ANOVA 279
The Importance of Statistical Power 199
Everything About ANOVA but the Calculations 279
Five Factors That Affect Statistical Power 201
The Logic and Calculations of the F Statistic 283
Making a Decision 290
Chapter 9 The Single-Sample t Test
Beyond Hypothesis Testing for the
and the Paired-Samples t Test . . . . . . . . . 213
One-Way Between-Groups ANOVA 293
The t Distributions 214
R2, the Effect Size for ANOVA 294
Estimating Population Standard Deviation
Post Hoc Tests 295
from a Sample 215
Tukey HSD 295
Calculating Standard Error for the t Statistic 217
Using Standard Error to Calculate the t Statistic 218 One-Way Within-Groups ANOVA 298
The Benefits of Within-Groups ANOVA 299
The Single-Sample t Test 219
The Six Steps of Hypothesis Testing 300
The t Table and Degrees of Freedom 219
The Six Steps of the Single-Sample t Test 221 Beyond Hypothesis Testing for the
Calculating a Confidence Interval for a One-Way Within-Groups ANOVA 306
Single-Sample t Test 224 R2, the Effect Size for ANOVA 306
Calculating Effect Size for a Single-Sample t Test 225 Tukey HSD 306
 CONTENTS xi

Chapter 12 Two-Way Between-Groups Chapter 15 Nonparametric Tests . . . . . 429

ANOVA . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 Nonparametric Statistics 430
Two-Way ANOVA 327 An Example of a Nonparametric Test 431
Why We Use Two-Way ANOVA 327 When to Use Nonparametric Tests 431
The More Specific Vocabulary of Two-Way Chi-Square Tests 432
ANOVA 328
Chi-Square Test for Goodness of Fit 433
Two Main Effects and an Interaction 329
Chi-Square Test for Independence 438
Understanding Interactions in ANOVA 331 Cramér’s V, the Effect Size for Chi Square 443
Interactions and Public Policy 331 Graphing Chi-Square Percentages 444
Interpreting Interactions 332 Relative Risk 445
Conducting a Two-Way Between-Groups Ordinal Data and Correlation 448
ANOVA 340
When the Data Are Ordinal 448
The Six Steps of Two-Way ANOVA 340
The Spearman Rank-Order Correlation Coefficient 451
Identifying Four Sources of Variability in
The Mann–Whitney U Test 453
a Two-Way ANOVA 345
Effect Size for Two-Way ANOVA 350
Appendix A Reference for
Basic Mathematics . . . . . . . . . . . . . . . . . . A-1
Chapter 13 Correlation . . . . . . . . . . . . 363 A .1: Diagnostic Test: Skills Evaluation A-1
The Meaning of Correlation 364
A .2: Symbols and Notation: Arithmetic
The Characteristics of Correlation 364
Operations A-2
Correlation Is Not Causation 368
A .3: Order of Operations A-3
The Pearson Correlation Coefficient 369
A .4: Proportions: Fractions, Decimals,
Calculating the Pearson Correlation Coefficient 369 and Percentages A-3
Hypothesis Testing with the Pearson
A .5: Solving Equations with a Single
Correlation Coefficient 373
Unknown Variable A-5
Applying Correlation in Psychometrics 376
A .6: Answers to Diagnostic Test and
Reliability 376
Self-Quizzes A-6
Validity 377

Appendix B Statistical Tables . . . . . . . B-1

Chapter 14 Regression . . . . . . . . . . . . . 393 B .1: The z Distribution B-1
Simple Linear Regression 394 B .2: The t Distributions B-5
Prediction versus Relation 395
B .3: The F Distributions B-6
Regression with z Scores 395
B .4: The Chi-Square Distributions B-11
Determining the Regression Equation 398
B .5: The q Statistic (Tukey HSD Test) B-11
The Standardized Regression Coefficient
and Hypothesis Testing with Regression 402 B .6: The Pearson Correlation Coefficient B-13
Interpretation and Prediction 405 B .7: The Spearman Correlation Coefficient B-14
Regression and Error 405 B .8A: Mann–Whitney U for a p Level of .05
Applying the Lessons of Correlation to Regression 406 for a One-Tailed Test B-16
Regression to the Mean 407 B .8B: Mann–Whitney U for a p Level of .05
Proportionate Reduction in Error 408 for a Two-Tailed Test B-17
Multiple Regression 413 B .9: Wilcoxon Signed-Ranks Test for
Understanding the Equation 413 Matched Pairs (T ) B-18
Multiple Regression in Everyday Life 415 B .10: Random Digits B-20
xii CONTENTS

Appendix C Solutions to Appendix F Reporting Statistics . . . . . .F-1

Odd-Numbered End-of-Chapter Overview of Reporting Statistics F-1
Problems . . . . . . . . . . . . . . . . . . . . . . . . . C-1 Justifying the Study F-1
Reporting Traditional Statistics F-1
Appendix D Solutions to Check
Your Learning Problems . . . . . . . . . . . . . . D-1 Reporting Newer Statistics F-2

Appendix E Choosing the Appendix G Building Better

Appropriate Statistical Test . . . . . . . . . . . .E-1 Graphs Using Excel . . . . . . . . . . . . . . . . . G-1
Category 1: Two Scale Variables E-1 Glossary GL-1
Category 2: Nominal Independent Variable(s) References R-1
and a Scale Dependent Variable E-1
Index I-1
Category 3: One or Two Nominal Variables E-1
Category 4: At Least One Ordinal Variable E-2
PREFACE

S tatistics is hot. According to an article in the New York Times, statistics is perhaps the
most promising, adventurous career option you can choose right now—and the field
is likely to expand significantly in the future, thanks to the large amounts of information
(called big data) available to us in this digital age. Gone is the stereotype of boring (but
influential) statistics geeks hiding behind their glowing screens. The new reality requires
smart, reflective people who have been trained to explore big data, transforming them
into something useful, while not losing sight of the people behind the numbers. This book
trains you to find and create data, ask tough questions about a data set, interpret the feed-
back coming from data analysis, and display data in ways that reveal a precise, coherent,
data-driven story. Statistical reasoning is not at the cutting edge of information; statistical
reasoning is the cutting edge of information.
If you dare to embrace what your professor is teaching you, it will bring you to the
brink of personal and social change.You will have to make many decisions about how you
think—and that covers, well, your entire life. There are probably some natural boundaries
to the benefits of statistical reasoning, such as the power of intuition. But every time we
think we have bumped into a boundary, somebody busts through it, wins a Nobel Prize,
and challenges the rest of us to become more creative as we learn how to live together on
this beautiful planet.
We dare you to love this course.

Principles for Teaching Statistics

In their classic and persuasive article, Marsha Lovett and Joel Greenhouse (2000) pres-
ent principles to teach statistics more effectively (all based on empirical research from
cognitive psychology). And other researchers continue to build on their helpful work
(see Benassi, Overson, & Hakala, 2014). We look to this body of research as we create
every edition of this statistics text, from designing the pedagogy to deciding what specific
examples to include. Six principles emerge from this research on teaching statistics and
drive our text:
1. Practice and participation. Recent research has shown that active learning,
broadly defined, increases student performance and reduces the failure rate in sci-
ence courses, including psychology courses (Freeman et al., 2013). This principle
pertains to work outside the classroom as well (Lovett & Greenhouse, 2000). Based
on these findings, we encourage students to actively participate in their learning
throughout the text. Students can practice their knowledge through the many ap-
plied exercises, especially in the Applying the Concepts and Putting It All Together
sections. In these sections, the source of the original data is often supplied, whether
it is data from the Centers for Disease Control or a Marist poll, encouraging stu-
dents to dig deeper. And students can take advantage of data sets from the General
Social Survey and EESEE Case Studies to “play” with statistics beyond the exercises
in the book.
2. Vivid examples. Researchers have found that students are most likely to remem-
ber concepts illustrated with a vivid instructional tool (VanderStoep, Fagerlin, &
Feenstra, 2000). So, whenever possible, we use striking, vivid examples to make
statistical concepts memorable, including the weights of cockroaches to explain

xiii
xiv CHAPTER 0
PREFACE � Chapter Title

standardization, destructive hurricanes in the discussion of confounding variables,

entertainment by a clown during in vitro fertilization to teach chi square, a Damien
Hirst dot painting to explain randomness, and a house purchase by Beyoncé to
highlight celebrity outliers. Vivid examples are often accompanied by photos to
enhance their memorability. When such examples are drawn from outside the aca-
demic literature, we follow with engaging research examples from the behavioral
sciences to increase the memorability of important concepts.
3. Integrating new knowledge with previous knowledge. When connecting
new material to existing student knowledge, students can more easily embed that
new material into “a framework that will enable them to learn, retrieve, and use
new knowledge when they need it” (p. 7, Ambrose & Lovett, 2014).Throughout the
text, we illustrate new concepts with examples that connect to things most students
already know. Chapter 1 includes an exercise that uses students’ knowledge of con-
temporary music, specifically the percentage of rhyming words in rap lyrics, to teach
students how to operationalize variables. In Chapter 2, an example from Britain’s
Got Talent uses students’ understanding of the ranking systems on reality shows
to explain ordinal variables. In Chapter 5, we use students’ understanding of the
potential fallibility of pregnancy tests to teach the difference between Type I and
Type II errors. And in Chapter 14, we use the predictive abilities of Facebook profiles
to teach regression. Learning in different contexts helps students to transfer knowl-
edge to new situations, so we use multiple examples for each concept – typically
an initial one that is easier to grasp followed by more traditional behavioral science
research examples.
4. Confronting misconceptions. Conversely, some kinds of prior knowledge can
slow students down (Lovett & Greenhouse, 2000). Students know many statistical
words – from independent to variability to significant. But they know the “every-
day” definitions of these words, and this prior knowledge can impede their learning
of the statistical definitions. Throughout the book, we point out students’ likely
prior understanding of these key terms, and contrast that with the newer statistical
definitions. We also include exercises aimed at having students explain the various
ways a given word can be understood. Plus, in Chapter 5, we introduce ways in
which other types of misconceptions can emerge through illusory correlation, con-
firmation bias, and coincidence.Throughout the rest of the book, we highlight these
types of flawed thinking with examples, and show how statistics can be the antidote
to these kinds of misconceptions – whether it’s a belief that holiday weight gain is
a serious problem, cheating is associated with better grades, or online personality
quizzes are always accurate.
5. Real-time feedback. It’s not uncommon – in fact, it’s actually expected – for
students to make mistakes when they first try their hand at a new statistical tech-
nique. Research demonstrates that one of the best ways to get past these errors is
to provide students with immediate feedback (Kornell & Metcalfe, 2014). For this
reason, we include solutions at the back of the book for all Check Your Learn-
ing exercises that fall after each section of a chapter and for the odd-numbered
exercises at the end of each chapter. Importantly, we don’t just provide final
answers. We offer fully worked-out solutions that show students all of the steps
and calculations to arrive at the final answers. That way, students can figure out
exactly where they went astray. Learning is simply more efficient when students
 CHAPTER 0 � Chapter
PREFACE
Title xv

can immediately correct their mistakes or receive validation that they answered
correctly. This learning is also bolstered by other types of feedback embedded in
the book that students can use as models. These include worked-out examples
in the chapters and additional “How It Works” worked-out examples at the
end of each chapter. As Lovett and Greenhouse (2000) explain “seeing worked
examples before solving new problems makes the subsequent problem solving
an easier task” (p. 201).
6. Repetition. There is a growing literature on the role of “desirable difficulty” in
learning – that is, students learn better when they struggle with new material
with support (Clark & Bjork, 2014). The three techniques of spacing, interleav-
ing, and testing – all based on the central idea of repetition – help to create the
right level of difficulty to help students learn more efficiently.

• Spacing involves repeated practice sessions with the same material with delays
in between. Our book is set up to encourage spacing. For example, the Before
You Go On sections at the beginning of each chapter offer students a chance
to review previous material. Several sets of Check Your Learning questions are
included across each chapter, and more exercises are included at the end of each
chapter.
• Interleaving refers to the practice of mixing the types of exercises the student
is practicing. Rather than practicing each new task in one block of exercises,
students mix exercises on a new topic with repeats of exercises on earlier topics.
This repetition of practice with earlier concepts increases retention of material.
We build in exercises that encourage interleaving in the Putting It All Together
sections, which ask students to return to concepts learned in earlier chapters.
• Testing is possibly the best way to learn new material. Simply studying does not
introduce the desirable difficulty that enhances learning, but testing forces errors
and drives efficient retention of new material. The tiered exercises throughout
the chapter and at the end of the chapter provide numerous opportunities for
testing – and then more testing. We encourage students to aim for repeated
practice, completing more exercises than assigned, rather than by studying in
more traditional, but less effective, ways.

Trends in Statistics: What’s Coming Next?

Statistics and statistical reasoning are in the midst of profound changes. Here are two
important trends:
Trend 1: Visual Displays of Data. On the one hand, Chapter 3 of this text reminds us
that there is nothing very new about creating visual displays of data. On the other hand,
the entire field has gone topsy-turvy with graphic artists, newspaper editors, journalists, and
anyone with an imagination and a computer jumping into the action. Data graphics are the
hot new way to search for patterns, tell data-driven stories, and gain new insights from the
enormous volumes of information available to us. This trend isn’t coming; it’s here. And
the field needs a lot of guidance, without suppressing all that energy and creativity. In short,
the field needs smart, hard-working, creative, and visually oriented behavioral scientists.
xvi PREFACE

Trend 2: Free Software. Although earning a college degree is pretty expensive, the
Internet has created opportunities for particular forms of education to progressively
become less expensive. Massive open online courses (MOOCs) are just one of the more
obvious efforts. One of your coauthors, Tom, took one MOOC with 80,000 other
classmates. Kahn Academy online tutorials are another excellent, low-cost (though it
costs you time) way to become better educated. A third opportunity is through the
free statistical programs that are increasingly available online. We introduce one in this
book: G*Power is free software that helps researchers determine statistical power and
the appropriate sample size. Another is a statistical program simply called R. This is a
free, sophisticated, open-source statistical software package; you can download it right
now from the R Foundation. R will always be in development because its users are
always improving it. As of this writing, R is still not that easy to use but people keep
improving it. The future of statistics will probably have free, open-source software that
is fairly easy to use.

What’s New in the Third Edition

In this new edition of Essentials of Statistics for the Behavioral Sciences, we connect students
to statistical concepts as efficiently and memorably as possible. We’ve sharpened the focus
of the book on the core concepts and introduce each topic with a vivid, real-world ex-
ample. Our pedagogy first emphasizes mastering concepts, and then gives students multiple
step-by-step examples of the process of each statistical method, including the mathematical
calculations. The extensive Check Your Learning exercises at the end of each section of
the chapter, along with the end-of-chapter exercises and the new LaunchPad Web site,
give students lots of opportunities to practice. Indeed, there are close to twice as many
exercises in the third edition as in the first. We’ve also clarified our approach by fine-tuning
the following features throughout the book.

Before You Go On
Each chapter opens with a Before You Go On section that highlights the concepts students
need to have mastered before they move on to the next chapter.

BEFORE YOU GO ON
■ You should understand the
difference between a sample and
a population (Chapter 1).
■ You should know how to measure
central tendency, especially the
mean (Chapter 4).
 PREFACE xvii

Mastering the Formulas and Mastering the Concepts

Some of the most difficult tasks for students new to statistics are identifying the key points
and connecting this new knowledge to what they have covered in previous chapters. The
unique Mastering the Formula and Mastering the Concept marginal notes provide stu-
dents with helpful explanations that identify each formula when it is first introduced and
each important concept at its point of relevance. Figure E-1 (“Choosing the Appropriate
Hypothesis Test”) in Appendix E is a terrific summary that shows students how to apply
statistical techniques to their research. It’s the entire text summarized on a single page;
students will learn it quickly and use it for the rest of their careers in statistics.

MASTERING THE FORMULA ▶ MASTERING THE CONCEPT ▶

6-2: The formula to calculate the raw 3-1: Graphs can be misleading. As critical
score from a z score is thinkers, we want to know whether a
X = z(σ) + μ. sample represents a population, how the

We multiply the z score by the variables were actually measured, and

population standard deviation, then whether a graph tells an accurate data
add the population mean. story.

Illustrative, Step-by-Step Examples

The text is filled with real-world examples from a wide variety of sources in the behav-
ioral sciences. We outline statistical techniques in a step-by-step fashion, guiding students
through each concept by applying the material creatively and effectively.

EXAMPLE 4.4 Here is an example with an even number of scores. We now include all 16 countries
from the World Cup data in Example 4.1, including the score of 2 that we omitted
in Example 4.3.

The data are now:

STEP 1: Arrange the scores in
ascending order.

1 1 1 1 2 2 2 2 2 2 3 3 4 6 8 10

STEP 2: Find the middle score. First, we count the scores. There are 16.
We then divide the number of scores by 2:
16/2 = 8. If we add 0.5 to this result, we get 8.5; therefore, the median is the average
of the 8th and 9th scores. The 8th and 9th scores are 2 and 2. The median is their
mean—the mean of 2 and 2 is 2. ■
xviii PREFACE

SPSS®
For instructors who integrate SPSS into their course, each chapter includes outlined in-
structions and screenshots of SPSS output to help students master the program using data
from the text.

SPSS®

SPSS is divided into two main screens. The easiest way to on the right of that cell to access the tool that allows you to
move back and forth between these two screens is by using identify the values (or levels) of the variables. For example, if
the two tabs located at the lower left labeled “Variable View” the nominal variable “gender” is part of the study, tell SPSS
and “Data View.” that 1 equals male and 2 equals female. The numbers are the
To name the variables, go to “Variable View” and select: values and the words are the labels. See the accompanying
screenshot to see what this looks like.
Name. Type in a short version of the variable name—for
example, BDI for the Beck Depression Inventory, a common Now tell SPSS what kind of variables these are by selecting:
measure of depressive symptoms. Measure. Highlight the type of variable by clicking on the
Type. For nominal variables, such as gender, change the cell in the column labeled “Measure” next to each variable,
type to “String” by clicking the cell in the column labeled then clicking on the arrow to access the tool that allows you
“Type” or by clicking the little gray box, choosing “String,” to identify whether the variable is scale, ordinal, or nomi-
and clicking “OK.” nal. This is not necessary for nominal variables if the type is
To tell SPSS what the variable name means, select: already listed as “String.”
Label. Type in the full name of the variable, such as Beck After describing all of the variables in the study in “Vari-
Depression Inventory. able View,” switch over to “Data View.” The information you
entered was automatically transferred to that screen, but
To tell SPSS what the numbers assigned to any nominal now the variables are displayed across the tops of the col-
variable actually mean, select: umns instead of along the left-hand side of the rows.You can
Values. In the column labeled “Values,” click on the cell next now enter the data in “Data View” under the appropriate
to the appropriate variable, then click on the little gray box heading; each participant’s data are entered across one row.

Source: SPSS

How It Works—Chapter-Specific Worked-Out Exercises

Many students have anxiety as they approach end-of-chapter exercises. To ease that anxi-
ety, the How It Works section provides students with step-by-step worked-out exercises
representative of those they will see at the end of the chapter. This section appears just
before the end-of-chapter exercises and acts as a model for the more challenging Applying
the Concepts and Putting It All Together questions.
 PREFACE xix

How It Works
9.1 CONDUCTING A SINGLE-SAMPLE t TEST
In How It Works 7.2, we conducted a z test for data from the Consideration of Future
Consequences (CFC) scale (Adams, 2012). How can we conduct all six steps of hypothesis
testing for a single-sample t test for the same data using a p level of 0.05 and a two-tailed
test? To start, we use the population mean CFC score of 3.20, but pretend that we no
longer know the population standard deviation. As before, we wonder whether behavioral
sciences students who joined a career discussion group might have improved CFC scores,
on average, compared with the population. Forty-five students attended these discussion
groups, and had a mean CFC score of 3.45 with a standard deviation of 0.52.
Step 1: Population 1: All students in career discussion groups. Population 2: All students
who did not participate in career discussion groups.
The comparison distribution will be a distribution of means. The hypothesis
test will be a single-sample t test because we have only one sample and we know
the population mean, but we do not know the population standard deviation. This
study meets two of the three assumptions and may meet the third. The dependent
variable is scale. In addition, there are more than 30 participants in the sample,
indicating that the comparison distribution will be normal. The data were not
randomly selected, however, so we must be cautious when generalizing.

Building Better Graphs Using Excel

A new appendix guides students through the basics of creating a clear, readable graph
with Excel. Using an example from the text, students are guided through the steps of
creating a graph and then changing Excel’s default choices to meet the criteria for an
excellent graph.

Game Design and Practice

Like a computer game that uses repetition and small changes to lift its players to higher
levels of achievement, Essentials of Statistics for the Behavioral Sciences has increasingly difficult
challenges, beginning with confidence-building Check Your Learning sections within
each chapter. Many of the more than 1000 exercises in the text are based on real data, so
professors and students can choose from among the most engaging exercises. Students can
develop the ability to read, understand, and report statistics used in scientific journals by
selecting from four tiers of exercises:
• Clarifying the Concepts questions help students to master the general concepts,
the statistical terminology, and the conceptual assumptions of each topic.
• Calculating the Statistics exercises provide students a way to practice making
the basic calculations for each formula and statistic.
• Applying the Concepts exercises apply statistical questions to real-world situa-
tions across the behavioral sciences and require students to bridge their knowledge
of concepts and calculations.
• Putting It All Together exercises ask students both to apply the concepts from
the chapter to a real-world situation and to connect the chapter’s concepts to ideas
from previous chapters.
xx PREFACE

Media and Supplements

LaunchPad with LearningCurve Quizzing
A comprehensive Web resource for teaching and learning statistics
LaunchPad combines Worth Publishers’ award-winning media with an innovative plat-
form for easy navigation. For students, it is the ultimate online study guide, with rich
interactive tutorials, videos, an e-Book, and the LearningCurve adaptive quizzing system.
For instructors, LaunchPad is a full course space where class documents can be posted,
quizzes can be easily assigned and graded, and students’ progress can be assessed and re-
corded. Whether you are looking for the most effective study tools or a robust platform
for an online course, LaunchPad is a powerful way to enhance your class.

LaunchPad to Accompany Essentials of Statistics for the Behavioral Sciences, Third Edition,
can be previewed and purchased at launchpadworks.com.
Essentials of Statistics for the Behavioral Sciences, Third Edition, and LaunchPad can be ordered
together (ISBN-10: 1-319-05345-9/ISBN-13: 978-1-319-05345-1).
LaunchPad for Essentials of Statistics for the Behavioral Sciences, Third Edition, includes all
the following resources:
• The LearningCurve quizzing system was designed using the latest findings from
learning and memory research. It combines adaptive question selection, immediate
and valuable feedback, and a gamelike interface to engage students in a learning
experience that is unique to them. Each LearningCurve quiz is fully integrated with
other resources in LaunchPad through the Personalized Study Plan, so students can
 PREFACE xxi

review Worth’s library of videos and activities. State-of-the-art question analysis

reports allow instructors to track the progress of individual students as well as their
class as a whole.

• An interactive e-Book allows students to highlight, bookmark, and make their

own notes, just as they would with a printed textbook. Students can use Google-
style searching and take advantage of in-text glossary definitions.
• The Statistical Video Series consists of StatClips, StatClips Examples, and
Statistically Speaking “Snapshots.” The videos can be used to view animated lec-
ture videos, whiteboard lessons, and documentary-style footage that illustrate key
statistical concepts and help students visualize statistics in real-world scenarios.
StatClips lecture videos, created and presented by Alan Dabney, PhD, Texas
A&M University, are innovative visual tutorials that illustrate key statistical con-
cepts. In 3 to 5 minutes, each StatClips video combines dynamic animation,
data sets, and interesting scenarios to help students understand the concepts in an
introductory statistics course.
In StatClips Examples, Alan Dabney walks students through step-by-step ex-
amples related to the StatClips lecture videos to reinforce the concepts through
problem solving.
SnapShots videos are abbreviated, student-friendly versions of the Statistically
Speaking video series, and they bring the world of statistics into the classroom. In
the same vein as the successful PBS series Against All Odds: Inside Statistics, Statis-
tically Speaking uses new and updated documentary footage and interviews that
show real people using data analysis to make important decisions in their careers
and in their daily lives. From business to medicine, from the environment to
understanding the census, SnapShots help students see why statistics is important
for their careers and how statistics can be a powerful tool for understanding their
world.
Statistical Applets allow students to master statistical concepts by manipulating
data. The applets can also be used to solve problems.
EESEE Case Studies, taken from the Electronic Encyclopedia of Statistical Exercises
and Examples, offer students additional applied exercises and examples.
• A data set from the General Social Survey (GSS) gives students access to
data from one of the most trusted sources of sociological information. Since 1972,
xxii PREFACE

the GSS has collected data that reflect changing opinions and trends in the United
States. A number of exercises in the text use GSS data, and this data set allows
students to explore further.
• The Assignment Center lets instructors easily construct and administer tests and
quizzes from the book’s Test Bank and course materials. The Test Bank includes
a subset of questions from the end-of-chapter exercises and uses algorithmically
generated values so that each student can be assigned a unique version of the ques-
tion. Assignments can be automatically graded, and the results can be recorded in
a customizable Gradebook.

Additional Student Supplements

SPSS: A User-Friendly Approach by Jeffery Aspelmeier and Thomas Pierce of
Radford University is an accessible introduction to using SPSS. The book uses a
proven teaching method, building each section of the text around the storyline
from a popular cartoon. Easing anxiety and giving students the necessary support to
learn the material, SPSS: A User-Friendly Approach provides instructors and students
with an informative guide to the basics of SPSS.
• The iClicker Classroom Response System is a versatile polling system developed
by educators for educators that makes class time more efficient and interactive.
iClicker allows instructors to ask questions and instantly record students’ responses,
gauge students’ understanding and opinions, and take attendance. It can help
instructors gather data on students that can be used to teach statistics, connect-
ing the concepts to students’ lives. iClicker is available at a 10% discount when
packaged with Essentials of Statistics for the Behavioral Sciences, Third Edition.

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Instructor Supplements
We understand that one book alone cannot meet the educational needs and teaching
expectations of the modern classroom. Therefore, we have engaged our colleagues to cre-
ate a comprehensive supplements package that makes both teaching and learning statistics
much easier.
• Instructor’s Resources by Robin Freyberg, Stern College for Women, Yeshiva
University, with contributions by Katherine Makarec, William Paterson University.
The contents include “Teaching Tips” and sample course outlines. Each chapter
includes a brief overview, discussion questions, classroom activities, handouts,
additional reading suggestions, and online resources.
 PREFACE xxiii

• Test Bank by Jennifer Coleman, Western New Mexico University, with

contributions by Kelly M. Goedert, Seton Hall University, and Daniel Cruz, Caldwell
College. The Test Bank includes multiple-choice, true/false, fill-in-the-blank,
and critical thinking/problem-solving questions for each chapter.
• Diploma Computerized Test Bank (available for Windows or Macintosh on a
single CD-ROM). The CD-ROM allows instructors to add an unlimited number
of new questions; edit questions; format a test; scramble questions; and include
figures, graphs, and pictures. The computerized Test Bank also allows instructors
to export into a variety of formats compatible with many Internet-based testing
products.
• Worth Publishers supports multiple Course Management Systems with
enhanced cartridges that include Test Bank questions and other resources. Car-
tridges are provided free upon adoption of Essentials of Statistics for the Behavioral
Sciences, Third Edition, and can be requested through Worth’s online catalog at
macmillanhighered.com/Catalog/.

Acknowledgments
We would like to thank the many people who have contributed directly and indirectly
to the writing of this text. We want to thank our students at Seton Hall University and
William Paterson University for teaching us how to teach statistics in a way that makes
sense and for calling our attention to some of the more fun examples you’ll now find in
these pages.
Tom: The family members who know me on a daily basis and decide to love me anyway
deserve more thanks than words can convey: Donna, Rebekah, Nagesh, Debbie, Anthony,
Amy, Elizabeth, Mollie, Jodah, and Benjamin. The close friends, artists, and colleagues
who voiced encouragement and timely support also deserve my deep appreciation: Beth,
Army, Culley, and Miran Schultz; Laura Cramer-Berness; Ariana DeSimone; J. Allen
Suddeth; Nancy Vail; Gerry Esposito; and Sally Ellyson.
My students have always provided a reality check on my teaching methods with the kind
of candor that only students engaged in the learning process can bring. And in recent
years, our psychology department has made enormous strides by following the “always
hire people who are better than you” rule. Some of those “better than you” colleagues
have been a steady source of helpful conversation: Michael Gordon, Amy Learmonth,
and Natalie Obrecht. Thank you. And Susan, of course, has been as fine a colleague and
friend as I could ever have hoped for.
I also want to thank the people at Worth, all of them. They have a vision for quality text-
book publishing that is different from that of many publishers. I know I speak for Susan as
well when I say how deeply we appreciate their level of close cooperation, timely support,
and determination to get every detail right. People with those values are what have made
Worth’s textbooks so special.
Susan: I am grateful to my Northwestern University professors and classmates for convinc-
ing me that statistics can truly be fun. I am also eternally thankful to Beatrix Mellauner
for bringing Tom Heinzen and me together as coauthors; it has been a privilege and a
pleasure to collaborate with Tom for so many years.
I owe thanks, as well, to my Seton Hall colleagues and students who are the sources
for an endless stream of engaging examples. Thanks, too, to Monica De Iorio, Emily
Exploring the Variety of Random
Documents with Different Content
The Project Gutenberg eBook of George
Crabbe: Poems, Volume 2 (of 3)
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: George Crabbe: Poems, Volume 2 (of 3)

Author: George Crabbe

Editor: Sir Adolphus William Ward

Release date: January 22, 2016 [eBook #51003]

Most recently updated: October 22, 2024

Language: English

Credits: Produced by Paul Marshall and the Online Distributed

Proofreading Team at http://www.pgdp.net (This file
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*** START OF THE PROJECT GUTENBERG EBOOK GEORGE CRABBE:

POEMS, VOLUME 2 (OF 3) ***
CAMBRIDGE ENGLISH CLASSICS

Poems
by
George Crabbe

In Three Volumes

GEORGE CRABBE
Born, 1754
Died, 1832

GEORGE CRABBE

POEMS
 EDITED BY
ADOLPHUS WILLIAM WARD
Litt.D., Hon. LL.D., F.B.A.
Master of Peterhouse

Volume II

Cambridge:
at the University Press
1906

CAMBRIDGE UNIVERSITY PRESS WAREHOUSE

C. F. CLAY, Manager.
London:FETTER LANE, E.C.
Glasgow: 50, WELLINGTON STREET.
 Leipzig: F. A. BROCKHAUS.
New York: THE MACMILLAN COMPANY.
Bombay and Calcutta: MACMILLAN AND CO., Ltd.

[All Rights reserved]

 PREFACE.
The poems contained in this volume, which comprise the whole
of the Tales and the first eleven of the Tales of the Hall, are without
exception printed from the edition of 1823, the last of Crabbe’s
works published in this country in his lifetime.
The Variants in the Tales are from the first edition (1812) and
from the ‘Original MS.’ readings given as footnotes in the younger
Crabbe’s edition of his father’s Life and Poems (1834). The Variants
in the Tales of the Hall are from the first edition (1819); from the
‘Original MS.’ readings as above; from the Crabbe MSS. in the
possession of the Cambridge University Press (which will be
described in the Preface to Vol. III, where a much fuller use will be
made of them), and from the MSS. in the valuable collection of Mrs
Mackay of Trowbridge, most kindly lent by her for examination and
use (to which the same remark applies). In the present volume will
also be found certain Addenda to the Variants in Vol. I, from the
‘Original MS.’ readings printed by the younger Crabbe.
Among the Errata in this volume are included a considerable
number of quotations from Shakespeare with wrong indications of
acts or scenes, and occasionally even of the plays from which the
passages are taken. A large proportion of the quotations are in
themselves imperfect, or otherwise incorrect. Perhaps it is stretching
a point to treat all these defects as oversights; sometimes Crabbe
may have made intentional changes, and more frequently he may
have been wilfully careless. No readings which he could have found
in any current edition of Shakespeare have been altered.
In the preparation of the present volume, I have again enjoyed
the advantage of the friendly aid and cooperation of Mr A. T.
Bartholomew, to whom I am specially indebted for the compilation of
the Variants. Our joint efforts have been occasionally defeated by
the illegibility of passages in the Crabbe MSS. acquired by our
University Press. It is hoped that the third and concluding volume of
this edition, which will contain a considerable amount of previously
unpublished verse, will appear in the course of the summer.

A. W. WARD.
Peterhouse Lodge, Cambridge.
March 19th, 1906.

CONTENTS.
TALES PAGE
I. The Dumb Orators 13
II. The Parting Hour 27
III. The Gentleman Farmer 41
IV. Procrastination 56
V. The Patron 67
VI. The Frank Courtship 87
VII. The Widow’s Tale 101
VIII. The Mother 113
IX. Arabella 124
X. The Lover’s Journey 134
XI. Edward Shore 145
XII. ’Squire Thomas 159
XIII. Jesse and Colin 170
XIV. The Struggles of Conscience 185
XV. The ’Squire and the Priest 199
XVI. The Confidant 211
XVII. Resentment 228
XVIII. The Wager 242
XIX. The Convert 251
XX. The Brothers 264
XXI. The Learned Boy 276
TALES OF THE HALL
I. The Hall 302
II. The Brothers 312
III. Boys at School 319
IV. Adventures of Richard 332
V. Ruth 346
VI. Adventures of Richard (concluded) 359
VII. The Elder Brother 371
VIII. The Sisters 394
IX. The Preceptor Husband 419
X. The Old Bachelor 430
XI. The Maid’s Story 451
 TALES.

TO
HER GRACE ISABELLA

DUCHESS DOWAGER OF RUTLAND.

Madam,
The dedication of works of literature to persons of superior worth
and eminence appears to have been a measure early adopted, and
continued to the present time; so that, whatever objections have
been made to the language of dedicators, such addresses must be
considered as perfectly consistent with reason and propriety; in fact,
superior rank and elevated situation in life naturally and justly claim
such respect and it is the prerogative of greatness to give
countenance and favour to all who appear to merit and to need
them; it is likewise the prerogative of every kind of superiority and
celebrity, of personal merit when peculiar or extraordinary, of dignity,
elegance, wealth, and beauty, certainly of superior intellect and
intellectual acquirements; every such kind of eminence has its
privilege, and, being itself an object of distinguished approbation, it
gains attention for whomsoever its possessor distinguishes and
approves.
Yet the causes and motives for an address of this kind rest not
entirely with the merit of the patron, the feelings of the author
himself having their weight and consideration in the choice he
makes; he may have gratitude for benefits received, or pride not
illaudable in aspiring to the favour of those whose notice confers
honour; or he may entertain a secret but strong desire of seeing a
name in the entrance of his work which he is accustomed to utter
with peculiar satisfaction, and to hear mentioned with veneration
and delight.
Such, madam, are the various kinds of eminence for which an
author on these occasions would probably seek, and they meet in
your grace; such too are the feelings by which he would be
actuated, and they centre in me: let me therefore entreat your grace
to take this book into your favour and protection, and to receive it as
an offering of the utmost respect and duty, from,

May it please Your Grace,

Your Grace’s

Most obedient, humble,

And devoted servant,

GEORGE CRABBE.
Muston, July 31, 1812.

PREFACE.
That the appearance of the present work before the public is
occasioned by a favourable reception of the former two, I hesitate
not to acknowledge; because, while the confession may be regarded
as some proof of gratitude, or at least of attention from an author to
his readers, it ought not to be considered as an indication of vanity.
It is unquestionably very pleasant to be assured that our labours are
well received; but, nevertheless, this must not be taken for a just
and full criterion of their merit: publications of great intrinsic value
have been met with so much coolness, that a writer who succeeds in
obtaining some degree of notice should look upon himself rather as
one favoured than meritorious, as gaining a prize from Fortune, and
not a recompense for desert; and, on the contrary, as it is well
known that books of very inferior kind have been at once pushed
into the strong current of popularity, and are there kept buoyant by
the force of the stream, the writer who acquires not this adventitious
help may be reckoned rather as unfortunate than undeserving; and
from these opposite considerations it follows, that a man may speak
of his success without incurring justly the odium of conceit, and may
likewise acknowledge a disappointment without an adequate cause
for humiliation or self-reproach.
But were it true that something of the complacency of self-
approbation would insinuate itself into an author’s mind with the
idea of success, the sensation would not be that of unalloyed
pleasure; it would perhaps assist him to bear, but it would not
enable him to escape, the mortification he must encounter from
censures, which, though he may be unwilling to admit, yet he finds
himself unable to confute; as well as from advice, which, at the
same time that he cannot but approve, he is compelled to reject.
Reproof and advice, it is probable, every author will receive, if we
except those who merit so much of the former, that the latter is
contemptuously denied them; now of these, reproof, though it may
cause more temporary uneasiness, will in many cases create less
difficulty, since errors may be corrected when opportunity occurs;
but advice, I repeat, may be of such nature, that it will be painful to
reject, and yet impossible to follow it; and in this predicament I
conceive myself to be placed. There has been recommended to me,
and from authority which neither inclination nor prudence leads me
to resist, in any new work I might undertake, an unity of subject,
and that arrangement of my materials which connects the whole and
gives additional interest to every part; in fact, if not an Epic Poem,
strictly so denominated, yet such composition as would possess a
regular succession of events, and a catastrophe to which every
incident should be subservient, and which every character, in a
greater or less degree, should conspire to accomplish.
In a Poem of this nature, the principal and inferior characters in
some degree resemble a general and his army, where no one
pursues his peculiar objects and adventures, [but] pursues them in
unison with the movements and grand purposes of the whole body;
where there is a community of interests and a subordination of
actors; and it was upon this view of the subject, and of the necessity
for such distribution of persons and events, that I found myself
obliged to relinquish an undertaking, for which the characters I could
command, and the adventures I could describe, were altogether
unfitted.
But if these characters which seemed to be at my disposal were
not such as would coalesce into one body, nor were of a nature to
be commanded by one mind, so neither on examination did they
appear as an unconnected multitude, accidentally collected, to be
suddenly dispersed; but rather beings of whom might be formed
groups and smaller societies, the relations of whose adventures and
pursuits might bear that kind of similitude to an Heroic Poem, which
these minor associations of men (as pilgrims on the way to their
saint, or parties in search of amusement, travellers excited by
curiosity, or adventurers in pursuit of gain) have in points of
connexion and importance with a regular and disciplined army.
Allowing this comparison, it is manifest that while much is lost for
want of unity of subject and grandeur of design, something is gained
by greater variety of incident and more minute display of character,
by accuracy of description and diversity of scene: in these narratives
we pass from gay to grave, from lively to severe, not only without
impropriety, but with manifest advantage. In one continued and
connected Poem, the reader is, in general, highly gratified or
severely disappointed; by many independent narratives, he has the
renovation of hope, although he has been dissatisfied, and a
prospect of reiterated pleasure, should he find himself entertained.
I mean not, however, to compare these different modes of
writing as if I were balancing their advantages and defects before I
could give preference to either; with me the way I take is not a
matter of choice, but of necessity; I present not my Tales to the
reader as if I had chosen the best method of ensuring his
approbation, but as using the only means I possessed of engaging
his attention.
It may probably be remarked that Tales, however dissimilar,
might have been connected by some associating circumstance to
which the whole number might bear equal affinity, and that
examples of such union are to be found in Chaucer, in Boccace, and
other collectors and inventors of Tales, which, considered in
themselves, are altogether independent; and to this idea I gave so
much consideration as convinced me that I could not avail myself of
the benefit of such artificial mode of affinity. To imitate the English
poet, characters must be found adapted to their several relations,
and this is a point of great difficulty and hazard; much allowance
seems to be required even for Chaucer himself, since it is difficult to
conceive that on any occasion the devout and delicate Prioress, the
courtly and valiant Knight, and “the poure good Man the persone of
a Towne,” would be the voluntary companions of the drunken Miller,
the licentious Sompnour, and “the Wanton Wife of Bath,” and enter
into that colloquial and travelling intimacy which, if a common
pilgrimage to the shrine of St. Thomas may be said to excuse, I
know nothing beside (and certainly nothing in these times) that
would produce such effect. Boccace, it is true, avoids all difficulty of
this kind, by not assigning to the ten relators of his hundred Tales
any marked or peculiar characters; nor, though there are male and
female in company, can the sex of the narrator be distinguished in
the narration. To have followed the method of Chaucer might have
been of use, but could scarcely be adopted, from its difficulty; and to
have taken that of the Italian writer would have been perfectly easy,
but could be of no service: the attempt at union therefore has been
relinquished, and these relations are submitted to the public,
connected by no other circumstance than their being the productions
of the same author, and devoted to the same purpose, the
entertainment of his readers.
It has been already acknowledged, that these compositions have
no pretensions to be estimated with the more lofty and heroic kind
of poems, but I feel great reluctance in admitting that they have not
a fair and legitimate claim to the poetic character. In vulgar
estimation, indeed, all that is not prose passes for poetry, but I have
not ambition of so humble a kind as to be satisfied with a concession
which requires nothing in the poet, except his ability for counting
syllables, and I trust something more of the poetic character will be
allowed to the succeeding pages than what the heroes of the
Dunciad might share with the author; nor was I aware that by
describing, as faithfully as I could, men, manners, and things, I was
forfeiting a just title to a name which has been freely granted to
many whom to equal, and even to excel, is but very stinted
commendation.
In this case it appears that the usual comparison between poetry
and painting entirely fails: the artist who takes an accurate likeness
of individuals, or a faithful representation of scenery, may not rank
so high in the public estimation as one who paints an historical
event, or an heroic action; but he is nevertheless a painter, and his
accuracy is so far from diminishing his reputation, that it procures for
him in general both fame and emolument; nor is it perhaps with
strict justice determined that the credit and reputation of those
verses which strongly and faithfully delineate character and
manners, should be lessened in the opinion of the public by the very
accuracy which gives value and distinction to the productions of the
pencil.
Nevertheless, it must be granted that the pretensions of any
composition to be regarded as poetry will depend upon that
definition of the poetic character which he who undertakes to
determine the question has considered as decisive; and it is
confessed also that one of great authority may be adopted, by which
the verses now before the reader, and many others which have
probably amused and delighted him, must be excluded: a definition
like this will be found in the words which the greatest of poets, not
divinely inspired, has given to the most noble and valiant Duke of
Athens—
 “The poet’s eye, in a fine frenzy rolling,
Doth glance from heaven to earth, from earth to heaven;
And as Imagination bodies forth
The forms of things unknown, the poet’s pen
Turns them to shapes, and gives to airy nothing
A local habitation, and a name[1].”
Hence we observe the poet is one who, in the excursions of his
fancy between heaven and earth, lights upon a kind of fairyland, in
which he places a creation of his own, where he embodies shapes,
and gives action and adventure to his ideal offspring; taking captive
the imagination of his readers, he elevates them above the
grossness of actual being, into the soothing and pleasant
atmosphere of supra-mundane existence: there he obtains for his
visionary inhabitants the interest that engages a reader’s attention
without ruffling his feelings, and excites that moderate kind of
sympathy which the realities of nature oftentimes fail to produce,
either because they are so familiar and insignificant that they excite
no determinate emotion, or are so harsh and powerful that the
feelings excited are grating and distasteful.
Be it then granted that (as Duke Theseus observes) “such tricks
hath strong Imagination,” and that such poets “are of imagination all
compact;” let it be further conceded, that theirs is a higher and more
dignified kind of composition, nay, the only kind that has pretensions
to inspiration: still, that these poets should so entirely engross the
title as to exclude those who address their productions to the plain
sense and sober judgment of their readers, rather than to their fancy
and imagination, I must repeat that I am unwilling to admit—
because I conceive that, by granting such right of exclusion, a vast
deal of what has been hitherto received as genuine poetry would no
longer be entitled to that appellation.
All that kind of satire wherein character is skillfully delineated
must (this criterion being allowed) no longer be esteemed as
genuine poetry; and for the same reason many affecting narratives
which are founded on real events, and borrow no aid whatever from
the imagination of the writer, must likewise be rejected: a
considerable part of the poems, as they have hitherto been
denominated, of Chaucer, are of this naked and unveiled character;
and there are in his Tales many pages of coarse, accurate, and
minute, but very striking description. Many small poems in a
subsequent age, of most impressive kind, are adapted and
addressed to the common sense of the reader, and prevail by the
strong language of truth and nature; they amused our ancestors,
and they continue to engage our interest, and excite our feelings, by
the same powerful appeals to the heart and affections. In times less
remote, Dryden has given us much of this poetry, in which the force
of expression and accuracy of description have neither needed nor
obtained assistance from the fancy of the writer; the characters in
his Absalom and Achitophel are instances of this, and more
especially those of Doeg and Og in the second part: these, with all
their grossness, and almost offensive accuracy, are found to possess
that strength and spirit which has preserved from utter annihilation
the dead bodies of Tate, to whom they were inhumanly bound,
happily with a fate the reverse of that caused by the cruelty of
Mezentius; for there the living perished in the putrefaction of the
dead, and here the dead are preserved by the vitality of the living.
And, to bring forward one other example, it will be found that Pope
himself has no small portion of this actuality of relation, this nudity
of description, and poetry without an atmosphere; the lines
beginning, “In the worst inn’s worst room,” are an example, and
many others may be seen in his Satires, Imitations, and above all in
his Dunciad: the frequent absence of those “Sports of Fancy,” and
“Tricks of strong Imagination,” have been so much observed, that
some have ventured to question whether even this writer were a
poet; and though, as Dr. Johnson has remarked, it would be difficult
to form a definition of one in which Pope should not be admitted, yet
they who doubted his claim, had, it is likely, provided for his
exclusion by forming that kind of character for their poet, in which
this elegant versifier, for so he must be then named, should not be
comprehended.
 These things considered, an author will find comfort in his
expulsion from the rank and society of poets, by reflecting that men
much his superiors were likewise shut out, and more especially when
he finds also that men not much his superiors are entitled to
admission.
But in whatever degree I may venture to differ from any others
in my notions of the qualifications and character of the true poet, I
most cordially assent to their opinion who assert that his principal
exertions must be made to engage the attention of his readers; and
further, I must allow that the effect of poetry should be to lift the
mind from the painful realities of actual existence, from its every-day
concerns, and its perpetually occurring vexations, and to give it
repose by substituting objects in their place which it may
contemplate with some degree of interest and satisfaction; but what
is there in all this, which may not be effected by a fair representation
of existing character? nay, by a faithful delineation of those painful
realities, those every-day concerns, and those perpetually-occurring
vexations themselves, provided they be not (which is hardly to be
supposed) the very concerns and distresses of the reader? for, when
it is admitted that they have no particular relation to him, but are
the troubles and anxieties of other men, they excite and interest his
feelings as the imaginary exploits, adventures, and perils of
romance;—they soothe his mind, and keep his curiosity pleasantly
awake; they appear to have enough of reality to engage his
sympathy, but possess not interest sufficient to create painful
sensations. Fiction itself, we know, and every work of fancy, must for
a time have the effect of realities; nay, the very enchanters, spirits,
and monsters of Ariosto and Spenser must be present in the mind of
the reader while he is engaged by their operations, or they would be
as the objects and incidents of a nursery tale to a rational
understanding, altogether despised and neglected: in truth, I can
but consider this pleasant effect upon the mind of a reader as
depending neither upon the events related (whether they be actual
or imaginary), nor upon the characters introduced (whether taken
from life or fancy), but upon the manner in which the poem itself is
conducted; let that be judiciously managed, and the occurrences
actually copied from life will have the same happy effect as the
inventions of a creative fancy;—while, on the other hand, the
imaginary persons and incidents to which the poet has given “a local
habitation, and a name,” will make upon the concurring feelings of
the reader the same impressions with those taken from truth and
nature, because they will appear to be derived from that source, and
therefore of necessity will have a similar effect.
Having thus far presumed to claim for the ensuing pages the
rank and title of poetry, I attempt no more, nor venture to class or
compare them with any other kinds of poetical composition; their
place will doubtless be found for them.
A principal view and wish of the poet must be to engage the
mind of his readers, as, failing in that point, he will scarcely succeed
in any other: I therefore willingly confess that much of my time and
assiduity has been devoted to this purpose; but, to the ambition of
pleasing, no other sacrifices have, I trust, been made, than of my
own labour and care. Nothing will be found that militates against the
rules of propriety and good manners, nothing that offends against
the more important precepts of morality and religion; and with this
negative kind of merit, I commit my book to the judgment and taste
of the reader—not being willing to provoke his vigilance by
professions of accuracy, nor to solicit his indulgence by apologies for
mistakes.
 TALE I.

THE DUMB ORATORS;

OR,

THE BENEFIT OF SOCIETY.

[In] fair round belly with good capon lined,
With eyes severe...
Full of wise saws and modern instances.
As you Like it, Act II. Scene 7.
Deep shame hath struck me dumb.
King John, Act IV. Scene 2.
He gives the bastinado with his tongue,
Our ears are cudgell’d.
King John, Act IV. Scene 1.
Let’s kill all the lawyers;
Now show yourselves men: ’tis for liberty:
We will not leave one lord or gentleman.
2 Henry VI. Act IV. Scene 2.
And thus the whirligig of time brings in his revenges.
Twelfth Night, Act V. Scene last.

TALE I.
THE DUMB ORATORS.
That all men would be cowards if they dare,
Some men we know have courage to declare;
And this the life of many an hero shows,
That like the tide, man’s courage ebbs and flows:
With friends and gay companions round them, then
Men boldly speak and have the hearts of men;
Who, with opponents seated, miss the aid
Of kind applauding looks, and grow afraid;
Like timid trav’llers in the night, they fear
Th’ assault of foes, when not a friend is near. 10
In contest mighty and of conquest proud
Was Justice Bolt, impetuous, warm, and loud;
His fame, his prowess all the country knew,
And disputants, with one so fierce, were few.
He was a younger son, for law design’d,
With dauntless look and persevering mind;
While yet a clerk, for disputation famed,
No efforts tired him, and no conflicts tamed.
Scarcely he bade his master’s desk adieu,
When both his brothers from the world withdrew. 20
An ample fortune he from them possess’d,
And was with saving care and prudence bless’d.
Now would he go and to the country give
Example how an English ’squire should live;
How bounteous, yet how frugal man may be,
By a well-order’d hospitality;
He would the rights of all so well maintain,
That none should idle be, and none complain.
All this and more he purposed—and what man
Could do, he did to realize his plan; 30
But time convinced him that we cannot keep
A breed of reasoners like a flock of sheep;
For they, so far from following as we lead,
Make that a cause why they will not proceed.
Man will not follow where a rule is shown,
But loves to take a method of his own;
Explain the way with all your care and skill,
This will he quit, if but to prove he will.—
Yet had our Justice honour—and the crowd,
Awed by his presence, their respect avow’d. 40
In later years he found his heart incline,
More than in youth, to gen’rous food and wine;
But no indulgence check’d the powerful love
He felt to teach, to argue, and reprove.
Meetings, or public calls, he never miss’d—
To dictate often, always to assist.
Oft he the clergy join’d, and not a cause
Pertain’d to them but he could quote the laws;
He upon tithes and residence display’d
A fund of knowledge for the hearer’s aid; 50
And could on glebe and farming, wool and grain,
A long discourse, without a pause, maintain.
To his experience and his native sense
He join’d a bold imperious eloquence;
The grave, stern look of men inform’d and wise, }
A full command of feature, heart, and eyes, }
An awe-compelling frown, and fear-inspiring size. }
When at the table, not a guest was seen
With appetite so ling’ring, or so keen;
But when the outer man no more required, 60
The inner waked, and he was man inspired.
His subjects then were those, a subject true
Presents in fairest form to public view;
Of Church and State, of Law, with mighty strength
Of words he spoke, in speech of mighty length;
And now, into the vale of years declined,
He hides too little of the monarch-mind;
He kindles anger by untimely jokes,
And opposition by contempt provokes;
Mirth he suppresses by his awful frown, 70
And humble spirits, by disdain, keeps down;
Blamed by the mild, approved by the severe,
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