Introduction to the Practice of Statistics

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Section 1.2 Summary
Section 1.2 Exercises
1.3 Describing Distributions with Numbers
Measuring center: The mean
Measuring center: The median
Mean versus median
Measuring spread: The quartiles
The five-number summary and boxplots
The 1.5 × IQR rule for suspected outliers
Measuring spread: The standard deviation
Properties of the standard deviation
Choosing measures of center and spread
Changing the unit of measurement
Section 1.3 Summary
Section 1.3 Exercises
1.4 Density Curves and Normal Distributions
Density curves
Measuring center and spread for density curves
Normal distributions
The 68–95–99.7 rule
Standardizing observations
Normal distribution calculations
Using the standard Normal table
Inverse Normal calculations
Normal quantile plots
Beyond the Basics: Density estimation
Section 1.4 Summary
Section 1.4 Exercises
Chapter 1 Exercises
CHAPTER 2 Looking at Data—Relationships
Introduction
2.1 Relationships
Examining relationships
Section 2.1 Summary
Section 2.1 Exercises
2.2 Scatterplots
Interpreting scatterplots
The log transformation
Adding categorical variables to scatterplots
Scatterplot smoothers
Categorical explanatory variables
Section 2.2 Summary
Section 2.2 Exercises
2.3 Correlation
The correlation r
Properties of correlation
Section 2.3 Summary
Section 2.3 Exercises
2.4 Least-Squares Regression
Fitting a line to data
Prediction
Least-squares regression
Interpreting the regression line
Facts about least-squares regression
Correlation and regression
Another view of r2
Section 2.4 Summary
Section 2.4 Exercises
2.5 Cautions about Correlation and Regression
Residuals
Outliers and influential observations
Beware of the lurking variable
Beware of correlations based on averaged data
Beware of restricted ranges
Beyond the Basics: Data mining
Section 2.5 Summary
Section 2.5 Exercises
2.6 Data Analysis for Two-Way Tables
The two-way table
Joint distribution
Marginal distributions
Describing relations in two-way tables
Conditional distributions
Simpson’s paradox
Section 2.6 Summary
Section 2.6 Exercises
2.7 The Question of Causation
Explaining association
Establishing causation
Section 2.7 Summary
Section 2.7 Exercises
Chapter 2 Exercises

CHAPTER 3 Producing Data

Introduction
3.1 Sources of Data
 Anecdotal data
Available data
Sample surveys and experiments
Section 3.1 Summary
Section 3.1 Exercises
3.2 Design of Experiments
Comparative experiments
Randomization
Randomized comparative experiments
How to randomize
Randomization using software
Randomization using random digits
Cautions about experimentation
Matched pairs designs
Block designs
Section 3.2 Summary
Section 3.2 Exercises
3.3 Sampling Design
Simple random samples
How to select a simple random sample
Stratified random samples
Multistage random samples
Cautions about sample surveys
Beyond the Basics: Capture-recapture sampling
Section 3.3 Summary
Section 3.3 Exercises
3.4 Ethics
Institutional review boards
Informed consent
Confidentiality
 Clinical trials
Behavioral and social science experiments
Section 3.4 Summary
Section 3.4 Exercises
Chapter 3 Exercises

PART II Probability and Inference

CHAPTER 4 Probability: The Study of
Randomness
Introduction
4.1 Randomness
The language of probability
Thinking about randomness
The uses of probability
Section 4.1 Summary
Section 4.1 Exercises
4.2 Probability Models
Sample spaces
Probability rules
Assigning probabilities: Finite number of outcomes
Assigning probabilities: Equally likely outcomes
Independence and the multiplication rule
Applying the probability rules
Section 4.2 Summary
Section 4.2 Exercises
4.3 Random Variables
Discrete random variables
 Continuous random variables
Normal distributions as probability distributions
Section 4.3 Summary
Section 4.3 Exercises
4.4 Means and Variances of Random Variables
The mean of a random variable
Statistical estimation and the law of large numbers
Thinking about the law of large numbers
Beyond the Basics: More laws of large numbers
Rules for means
The variance of a random variable
Rules for variances and standard deviations
Section 4.4 Summary
Section 4.4 Exercises
4.5 General Probability Rules
General addition rules
Conditional probability
General multiplication rules
Tree diagrams
Bayes’s rule
Independence again
Section 4.5 Summary
Section 4.5 Exercises
Chapter 4 Exercises

CHAPTER 5 Sampling Distributions

Introduction
5.1 Toward Statistical Inference
Sampling variability
 Sampling distributions
Bias and variability
Sampling from large populations
Why randomize?
Section 5.1 Summary
Section 5.1 Exercises
5.2 The Sampling Distribution of a Sample Mean
The mean and standard deviation of x̅
The central limit theorem
A few more facts
Beyond the Basics: Weibull distributions
Section 5.2 Summary
Section 5.2 Exercises
5.3 Sampling Distributions for Counts and
Proportions
The binomial distributions for sample counts
Binomial distributions in statistical sampling
Finding binomial probabilities
Binomial mean and standard deviation
Sample proportions
Normal approximation for counts and proportions
The continuity correction
Binomial formula
The Poisson distributions
Section 5.3 Summary
Section 5.3 Exercises
Chapter 5 Exercises

CHAPTER 6 Introduction to Inference

Introduction
Overview of inference
6.1 Estimating with Confidence
Statistical confidence
Confidence intervals
Confidence interval for a population mean
How confidence intervals behave
Choosing the sample size
Some cautions
Section 6.1 Summary
Section 6.1 Exercises
6.2 Tests of Significance
The reasoning of significance tests
Stating hypotheses
Test statistics
P-values
Statistical significance
Tests for a population mean
Two-sided significance tests and confidence intervals
The P-value versus a statement of significance
Section 6.2 Summary
Section 6.2 Exercises
6.3 Use and Abuse of Tests
Choosing a level of significance
What statistical significance does not mean
Don’t ignore lack of significance
Statistical inference is not valid for all sets of data
Beware of searching for significance
Section 6.3 Summary
Section 6.3 Exercises
6.4 Power and Inference as a Decision
Power
Increasing the power
Inference as decision
Two types of error
Error probabilities
The common practice of testing hypotheses
Section 6.4 Summary
Section 6.4 Exercises
Chapter 6 Exercises

CHAPTER 7 Inference for Means

Introduction
7.1 Inference for the Mean of a Population
The t distributions
The one-sample t confidence interval
The one-sample t test
Matched pairs t procedures
Robustness of the t procedures
Beyond the Basics: The bootstrap
Section 7.1 Summary
Section 7.1 Exercises
7.2 Comparing Two Means
The two-sample z statistic
The two-sample t procedures
The two-sample t confidence interval
The two-sample t significance test
Robustness of the two-sample procedures
Inference for small samples
Software approximation for the degrees of freedom
 The pooled two-sample t procedures
Section 7.2 Summary
Section 7.2 Exercises
7.3 Additional Topics on Inference
Choosing the sample size
Inference for non-Normal populations
Section 7.3 Summary
Section 7.3 Exercises
Chapter 7 Exercises

CHAPTER 8 Inference for Proportions

Introduction
8.1 Inference for a Single Proportion
Large-sample confidence interval for a single proportion
Beyond the Basics: The plus four confidence interval for a single
proportion
Significance test for a single proportion
Choosing a sample size for a confidence interval
Choosing a sample size for a significance test
Section 8.1 Summary
Section 8.1 Exercises
8.2 Comparing Two Proportions
Large-sample confidence interval for a difference in
proportions
Beyond the Basics: The plus four confidence interval for a
difference in proportions
Significance test for a difference in proportions
Choosing a sample size for two sample proportions
Beyond the Basics: Relative risk
Section 8.2 Summary
Section 8.2 Exercises
Chapter 8 Exercises

PART III Topics in Inference

CHAPTER 9 Inference for Categorical Data
Introduction
9.1 Inference for Two-Way Tables
The hypothesis: No association
Expected cell counts
The chi-square test
Computations
Computing conditional distributions
The chi-square test and the z test
Beyond the Basics: Meta-analysis
Section 9.1 Summary
Section 9.1 Exercises
9.2 Goodness of Fit
Section 9.2 Summary
Section 9.2 Exercises
Chapter 9 Exercises

CHAPTER 10 Inference for Regression

Introduction
10.1 Simple Linear Regression
Statistical model for linear regression
Preliminary data analysis and inference considerations
 Estimating the regression parameters
Checking model assumptions
Confidence intervals and significance tests
Confidence intervals for mean response
Prediction intervals
Transforming variables
Beyond the Basics: Nonlinear regression
Section 10.1 Summary
Section 10.1 Exercises
10.2 More Detail about Simple Linear Regression
Analysis of variance for regression
The ANOVA F test
Calculations for regression inference
Inference for correlation
Section 10.2 Summary
Section 10.2 Exercises
Chapter 10 Exercises

CHAPTER 11 Multiple Regression

Introduction
11.1 Inference for Multiple Regression
Population multiple regression equation
Data for multiple regression
Multiple linear regression model
Estimation of the multiple regression parameters
Confidence intervals and significance tests for regression
coefficients
ANOVA table for multiple regression
Squared multiple correlation R2
Section 11.1 Summary
Section 11.1 Exercises
11.2 A Case Study
Preliminary analysis
Relationships between pairs of variables
Regression on high school grades
Interpretation of results
Examining the residuals
Refining the model
Regression on SAT scores
Regression using all variables
Test for a collection of regression coefficients
Beyond the Basics: Multiple logistic regression
Section 11.2 Summary
Section 11.2 Exercises
Chapter 11 Exercises

CHAPTER 12 One-Way Analysis of Variance

Introduction
12.1 Inference for One-Way Analysis of Variance
Data for one-way ANOVA
Comparing means
The two-sample t statistic
An overview of ANOVA
The ANOVA model
Estimates of population parameters
Testing hypotheses in one-way ANOVA
The ANOVA table
The F test
Software
Beyond the Basics: Testing the equality of spread
Section 12.1 Summary
Section 12.1 Exercises
12.2 Comparing the Means
Contrasts
Multiple comparisons
Power
Section 12.2 Summary
Section 12.2 Exercises
Chapter 12 Exercises

CHAPTER 13 Two-Way Analysis of Variance

Introduction
13.1 The Two-Way ANOVA Model
Advantages of two-way ANOVA
The two-way ANOVA model
Main effects and interactions
13.2 Inference for Two-Way ANOVA
The ANOVA table for two-way ANOVA
Chapter 13 Summary
Chapter 13 Exercises

Tables
Answers to Odd-Numbered Exercises
Notes and Data Sources
Index
To Teachers: About This Book

Statistics is the science of data. Introduction to the Practice of Statistics

(IPS) is an introductory text based on this principle. We present methods of
basic statistics in a way that emphasizes working with data and mastering
statistical reasoning. IPS is elementary in mathematical level but
conceptually rich in statistical ideas. After completing a course based on
our text, we would like students to be able to think objectively about
conclusions drawn from data and use statistical methods in their own work.
In IPS, we combine attention to basic statistical concepts with a
comprehensive presentation of the elementary statistical methods that
students will find useful in their work. IPS has been successful for several
reasons:
1. IPS examines the nature of modern statistical practice at a level
suitable for beginners. We focus on the production and analysis of data
as well as the traditional topics of probability and inference.
2. IPS has a logical overall progression, so data production and data
analysis are a major focus, while inference is treated as a tool that
helps us draw conclusions from data in an appropriate way.
3. IPS presents data analysis as more than a collection of techniques for
exploring data. We emphasize systematic ways of thinking about data.
Simple principles guide the analysis: always plot your data; look for
overall patterns and deviations from them; when looking at the overall
pattern of a distribution for one variable, consider shape, center, and
spread; for relations between two variables, consider form, direction,
and strength; always ask whether a relationship between variables is
influenced by other variables lurking in the background. We warn
students about pitfalls in clear cautionary discussions.
 4. IPS uses real examples to drive the exposition. Students learn the
technique of least-squares regression and how to interpret the
regression slope. But they also learn the conceptual ties between
regression and correlation and the importance of looking for influential
observations.
5. IPS is aware of current developments both in statistical science and in
teaching statistics. Brief, optional Beyond the Basics sections give
quick overviews of topics such as density estimation, scatterplot
smoothers, data mining, nonlinear regression, and meta-analysis.
Chapter 16 gives an elementary introduction to the bootstrap and other
computer-intensive statistical methods.
The title of the book expresses our intent to introduce readers to
statistics as it is used in practice. Statistics in practice is concerned with
drawing conclusions from data. We focus on problem solving rather than on
methods that may be useful in specific settings.

GAISE The College Report of the Guidelines for Assessment and

Instruction in Statistics Education (GAISE) Project
(www.amstat.org/education/gaise/) was funded by the American Statistical
Association to make recommendations for how introductory statistics
courses should be taught. This report and its update contain many
interesting teaching suggestions, and we strongly recommend that you read
it. The philosophy and approach of IPS closely reflect the GAISE
recommendations. Let’s examine each of the latest recommendations in the
context of IPS.
1. Teach statistical thinking. Through our experiences as applied
statisticians, we are very familiar with the components that are needed
for the appropriate use of statistical methods. We focus on formulating
questions, collecting and finding data, evaluating the quality of data,
exploring the relationships among variables, performing statistical
analyses, and drawing conclusions. In examples and exercises
throughout the text, we emphasize putting the analysis in the proper
context and translating numerical and graphical summaries into
conclusions.
2. Focus on conceptual understanding. With the software available today,
it is very easy for almost anyone to apply a wide variety of statistical
procedures, both simple and complex, to a set of data. Without a firm
grasp of the concepts, such applications are frequently meaningless.
By using the methods that we present on real sets of data, we believe
that students will gain an excellent understanding of these concepts.
Our emphasis is on the input (questions of interest, collecting or
finding data, examining data) and the output (conclusions) for a
statistical analysis. Formulas are given only where they will provide
some insight into concepts.
3. Integrate real data with a context and a purpose. Many of the
examples and exercises in IPS include data that we have obtained from
collaborators or consulting clients. Other data sets have come from
research related to these activities. We have also used the Internet as a
data source, particularly for data related to social media and other
topics of interest to undergraduates. Our emphasis on real data, rather
than artificial data chosen to illustrate a calculation, serves to motivate
students and help them see the usefulness of statistics in everyday life.
We also frequently encounter interesting statistical issues that we
explore. These include outliers and nonlinear relationships. All data
sets are available from the text website.
4. Foster active learning in the classroom. As we mentioned earlier, we
believe that statistics is exciting as something to do rather than
something to talk about. Throughout the text, we provide exercises in
Use Your Knowledge sections that ask the students to perform some
relatively simple tasks that reinforce the material just presented. Other
exercises are particularly suited to being worked on and discussed
within a classroom setting.
5. Use technology for developing concepts and analyzing data.
Technology has altered statistical practice in a fundamental way. In the
past, some of the calculations that we performed were particularly
difficult and tedious. In other words, they were not fun. Today, freed
from the burden of computation by software, we can concentrate our
efforts on the big picture: what questions are we trying to address with
a study and what can we conclude from our analysis?
 6. Use assessments to improve and evaluate student learning. Our goal
for students who complete a course based on IPS is that they are able
to design and carry out a statistical study for a project in their capstone
course or other setting. Our exercises are oriented toward this goal.
Many ask about the design of a statistical study and the collection of
data. Others ask for a paragraph summarizing the results of an
analysis. This recommendation includes the use of projects, oral
presentations, article critiques, and written reports. We believe that
students using this text will be well prepared to undertake these kinds
of activities. Furthermore, we view these activities not only as
assessments but also as valuable tools for learning statistics.

Teaching Recommendations We have used IPS in courses taught to a

variety of student audiences. For general undergraduates from mixed
disciplines, we recommend covering Chapters 1 through 8 and Chapters 9,
10, or 12. For a quantitatively strong audience—sophomores planning to
major in actuarial science or statistics—we recommend moving more
quickly. Add Chapters 10 and 11 to the core material in Chapters 1 through
8. In general, we recommend deemphasizing the material on probability
because these students will take a probability course later in their program.
For beginning graduate students in such fields as education, family studies,
and retailing, we recommend that the students read the entire text (Chapters
11 and 13 lightly), again with reduced emphasis on Chapter 4 and some
parts of Chapter 5. In all cases, beginning with data analysis and data
production (Part I) helps students overcome their fear of statistics and
builds a sound base for studying inference. We believe that IPS can easily
be adapted to a wide variety of audiences.

The Ninth Edition: What’s New?

Chapter 1 now begins with a short section giving an overview of data.
“Toward Statistical Inference” (previously Section 3.3), which
introduces the concepts of statistical inference and sampling
distributions, has been moved to Section 5.1 to better assist with the
transition from a single data set to sampling distributions.
 Coverage of mosaic plots as a visual tool for relationships between two
categorical variables has been added to Chapters 2 and 9.
Chapter 3 now begins with a short section giving a basic overview of
data sources.
Coverage of equivalence testing has been added to Chapter 7.
There is a greater emphasis on sample size determination using
software in Chapters 7 and 8.
Resampling and bootstrapping are now introduced in Chapter 7 rather
than Chapter 6.
“Inference for Categorical Data” is the new title for Chapter 9, which
includes goodness of fit as well as inference for two-way tables.
There are more JMP screenshots and updated screenshots of Minitab,
Excel, and SPSS outputs.
Design A new design incorporates colorful, revised figures throughout
to aid the students’ understanding of text material. Photographs related
to chapter examples and exercises make connections to real-life
applications and provide a visual context for topics. More figures with
software output have been included.
Exercises and Examples More than 30% of the exercises are new or
revised, and there are more than 1700 exercises total. Exercise sets
have been added at the end of sections in Chapters 9 through 12. To
maintain the attractiveness of the examples to students, we have
replaced or updated a large number of them. More than 30% of the 430
examples are new or revised. A list of exercises and examples
categorized by application area is provided on the inside of the front
cover.
In addition to the new ninth edition enhancements, IPS has retained the
successful pedagogical features from previous editions:
Look Back At key points in the text, Look Back margin notes direct
the reader to the first explanation of a topic, providing page numbers
for easy reference.

Caution Warnings in the text, signaled by a caution icon, help students

avoid common errors and misconceptions.

Challenge Exercises More challenging exercises are signaled with an

icon. Challenge exercises are varied: some are mathematical, some
require open-ended investigation, and others require deeper thought
about the basic concepts.

Applets Applet icons are used throughout the text to signal where
related interactive statistical applets can be found on the IPS website
and in LaunchPad.
Use Your Knowledge Exercises We have found these exercises to be
a very useful learning tool. They appear throughout each section and
are listed, with page numbers, before the section-ending exercises.
Technology output screenshots Most statistical analyses rely heavily
on statistical software. In this book, we discuss the use of Excel 2013,
JMP 12, Minitab 17, SPSS 23, CrunchIt, R, and a TI-83/-84 calculator
for conducting statistical analysis. As specialized statistical packages,
JMP, Minitab, and SPSS are the most popular software choices both in
industry and in colleges and schools of business. R is an extremely
powerful statistical environment that is free to anyone; it relies heavily
on members of the academic and general statistical communities for
 support. As an all-purpose spreadsheet program, Excel provides a
limited set of statistical analysis options in comparison. However,
given its pervasiveness and wide acceptance in industry and the
computer world at large, we believe it is important to give Excel
proper attention. It should be noted that for users who want more
statistical capabilities but want to work in an Excel environment, there
are a number of commercially available add-on packages (if you have
JMP, for instance, it can be invoked from within Excel). Finally,
instructions are provided for the TI-83/-84 calculators.

Even though basic guidance is provided in the book, it should be

emphasized that IPS is not bound to any of these programs. Computer
output from statistical packages is very similar, so you can feel quite
comfortable using any one these packages.

Acknowledgments
We are pleased that the first eight editions of Introduction to the Practice of
Statistics have helped to move the teaching of introductory statistics in a
direction supported by most statisticians. We are grateful to the many
colleagues and students who have provided helpful comments, and we hope
that they will find this new edition another step forward. In particular, we
would like to thank the following colleagues who offered specific
comments on the new edition:

Ali Arab, Georgetown University

Tessema Astatkie, Dalhousie University
Fouzia Baki, McMaster University
Lynda Ballou, New Mexico Institute of Mining and Technology
Sanjib Basu, Northern Illinois University
David Bosworth, Hutchinson Community College
Max Buot, Xavier University
Nadjib Bouzar, University of Indianapolis
Matt Carlton, California Polytechnic State University–San Luis Obispo
Gustavo Cepparo, Austin Community College
Pinyuen Chen, Syracuse University
Dennis L. Clason, University of Cincinnati–Blue Ash College
Tadd Colver, Purdue University
Chris Edwards, University of Wisconsin–Oshkosh
Irina Gaynanova, Texas A&M University
Brian T. Gill, Seattle Pacific University
Mary Gray, American University
Gary E. Haefner, University of Cincinnati
Susan Herring, Sonoma State University
Lifang Hsu, Le Moyne College
Tiffany Kolba, Valparaiso University
Lia Liu, University of Illinois at Chicago
Xuewen Lu, University of Calgary
Antoinette Marquard, Cleveland State University
Frederick G. Schmitt, College of Marin
James D. Stamey, Baylor University
Engin Sungur, University of Minnesota–Morris
Anatoliy Swishchuk, University of Calgary
Richard Tardanico, Florida International University
Melanee Thomas, University of Calgary
Terri Torres, Oregon Institute of Technology
Mahbobeh Vezvaei, Kent State University
Yishi Wang, University of North Carolina–Wilmington
John Ward, Jefferson Community and Technical College
Debra Wiens, Rocky Mountain College
Victor Williams, Paine College
Christopher Wilson, Butler University
Anne Yust, Birmingham-Southern College
Biao Zhang, The University of Toledo
Michael L. Zwilling, University of Mount Union

The professionals at Macmillan, in particular, Terri Ward, Karen

Carson, Jorge Amaral, Emily Tenenbaum, Ed Dionne, Blake Logan, and
Susan Wein, have contributed greatly to the success of IPS. In addition, we
would like to thank Tadd Colver at Purdue University for his valuable
contributions to the ninth edition, including authoring the back-of-book
answers, solutions, and Instructor’s Guide. We’d also like to thank Monica
Jackson at American University for accuracy reviewing the back-of-book
answers and solutions and for authoring the test bank. Thanks also to
Michael Zwilling at University of Mount Union for accuracy reviewing the
test bank, Christopher Edwards at University of Wisconsin Oshkosh for
authoring the lecture slides, and James Stamey at Baylor University for
authoring the Clicker slides.
Most of all, we are grateful to the many friends and collaborators whose
data and research questions have enabled us to gain a deeper understanding
of the science of data. Finally, we would like to acknowledge the
contributions of John W. Tukey, whose contributions to data analysis have
had such a great influence on us as well as a whole generation of applied
statisticians.

Media and Supplements

LaunchPad, our online course space, combines an interactive e-Book with

high-quality multimedia content and ready-made assessment options,
including LearningCurve adaptive quizzing. Content is easy to assign or
adapt with your own material, such as readings, videos, quizzes, discussion
groups, and more. LaunchPad also provides access to a Gradebook that
offers a window into your students’ performance—either individually or as
a whole. Use LaunchPad on its own or integrate it with your school’s
learning management system so your class is always on the same page. To
learn more about LaunchPad for Introduction to the Practice of Statistics,
Ninth Edition, or to request access, go to launchpadworks.com.

Assets integrated into LaunchPad include:

Interactive e-Book. Every LaunchPad e-Book comes with powerful study

tools for students, video and multimedia content, and easy customization
for instructors. Students can search, highlight, and bookmark, making it
easier to study and access key content. And teachers can ensure that their
classes get just the book they want to deliver: customize and rearrange
chapters; add and share notes and discussions; and link to quizzes,
activities, and other resources.

LearningCurve provides students and instructors with powerful adaptive

quizzing, a game-like format, direct links to the e-Book, and instant
feedback. The quizzing system features questions tailored specifically to the
text and adapts to students’ responses, providing material at different
difficulty levels and topics based on student performance.

JMP Student Edition (developed by SAS) is easy to learn and contains all
the capabilities required for introductory statistics. JMP is the leading
commercial data analysis software of choice for scientists, engineers, and
analysts at companies throughout the world (for Windows and Mac).
Register inside LaunchPad at no additional cost.

CrunchIt!® is a Web-based statistical program that allows users to perform

all the statistical operations and graphing needed for an introductory
statistics course and more. It saves users time by automatically loading data
from IPS, 9e, and it provides the flexibility to edit and import additional
data.

StatBoards Videos are brief whiteboard videos that illustrate difficult

topics through additional examples, written and explained by a select group
of statistics educators.
Stepped Tutorials are centered on algorithmically generated quizzing with
step-by-step feedback to help students work their way toward the correct
solution. These exercise tutorials (two to three per chapter) are easily
assignable and assessable.

Statistical Video Series consists of StatClips, StatClips Examples, and

Statistically Speaking “Snapshots.” View animated lecture videos,
whiteboard lessons, and documentary-style footage that illustrate key
statistical concepts and help students visualize statistics in real-world
scenarios.

Video Technology Manuals, available for TI-83/84 calculators, Minitab,

Excel, JMP, SPSS, R, Rcmdr, and CrunchIt!®, provide brief instructions for
using specific statistical software.

StatTutor Tutorials offer multimedia tutorials that explore important

concepts and procedures in a presentation that combines video, audio, and
interactive features. The newly revised format includes built-in, assignable
assessments and a bright new interface.

Statistical Applets give students hands-on opportunities to familiarize

themselves with important statistical concepts and procedures in an
interactive setting that allows them to manipulate variables and see the
results graphically. Icons in the textbook indicate when an applet is
available for the material being covered. Applets are assessable and
assignable in LaunchPad.

Stats@Work Simulations put students in the role of the statistical

consultant, helping them better understand statistics interactively within the
context of real-life scenarios.

EESEE Case Studies (Electronic Encyclopedia of Statistical Examples and

Exercises), developed by The Ohio State University Statistics Department,
teach students to apply their statistical skills by exploring actual case
studies using real data.
SolutionMaster offers an easy-to-use web-based version of the instructor’s
solutions, allowing instructors to generate a solution file for any set of
homework exercises.

Data files are available in JMP, ASCII, Excel, TI, Minitab, SPSS (an IBM
Company)*, R, and CSV formats.

Student Solutions Manual provides solutions to the odd-numbered

exercises in the text and is available as a print supplement and
electronically in LaunchPad.

Instructor’s Guide with Full Solutions includes teaching suggestions,

chapter comments, and detailed solutions to all exercises and is available
electronically in LaunchPad.

Test Bank offers hundreds of multiple-choice questions and is available in

LaunchPad.

Lecture Slides offer a customizable, detailed lecture presentation of

statistical concepts covered in each chapter of IPS, 9e. Image slides contain
all textbook figures and tables. Lecture slides and images slides are
available in LaunchPad.

WebAssign offers algorithmic questions from IPS, 9e, in a powerful online

instructional system. WebAssign lets you easily create assignments, grade
homework, and give your students instant feedback. Along with flexible
features, class and question-level analytics are available for instructors and
students. WebAssign Premium also includes the following resources
described above: e-Book, data files, LearningCurve, StatTutor Tutorials,
Statistical Videos, Video Technology Manuals, solutions manuals, lecture
and image slides, i-Clicker slides, test bank, and practice quizzes.
Additional Resources Available with IPS, 9e
Special Software Package A student version of JMP is available for
packaging with the printed text. JMP is also available inside LaunchPad at
no additional cost.

i-Clicker is a two-way radio-frequency classroom response solution

developed by educators for educators. Each step of i-Clicker’s development
has been informed by teaching and learning.

* SPSS was acquired by IBM in October 2009

To Students: What Is Statistics?

Statistics is the science of collecting, organizing, and interpreting numerical

facts, which we call data. We are bombarded by data in our everyday lives.
The news mentions movie box-office sales, the latest poll of the president’s
popularity, and the average high temperature for today’s date.
Advertisements claim that data show the superiority of the advertiser’s
product. All sides in public debates about economics, education, and social
policy argue from data. A knowledge of statistics helps separate sense from
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 DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI

Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
 FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)

The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
 Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.

NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA

I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
 The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.

MAKONDE LOCK AND KEY AT JUMBE CHAURO

 This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]

MODE OF INSERTING THE KEY

With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
 “We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
 Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
 BRAZIER

Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT

SMOOTHING WITH MAIZE-COB

CUTTING THE EDGE

 FINISHING THE BOTTOM

LAST SMOOTHING BEFORE

BURNING

FIRING THE BRUSH-PILE

 LIGHTING THE FARTHER SIDE OF
THE PILE

TURNING THE RED-HOT VESSEL

NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
 Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK

DRAWING THE BARK OFF THE LOG

REMOVING THE OUTER BARK

 BEATING THE BARK

WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT

MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN